Eureka College dean calls EAF doc program integral to his success

“Survive and earn a paycheck.”

Early into his undergraduate days at Oakland University, those were Dr. Norris Chase’s goals. They undershot his abilities by a wide margin, and his mindset may not have changed if it were not for Glenn Macintosh, the university’s vice president for student affairs and chief diversity officer.

“He was the first African American leader, as a professional in higher education, that I had ever seen,” said Chase, Ph.D. ’22.

“He was also one of the first people to challenge me to rethink my purpose and my plan. He asked me, ‘Don’t you want to do more than survive?’”

It was a simple albeit poignant question, but it became a guiding principle for Chase’s academic and professional careers.

The “visible, accessible, and influential” Macintosh contributed more than a single question to Chase’s story. He empowered his mentee to explore a variety of college leadership spaces. That’s also when he met Jonathan Parks, who served pre-college programs at Oakland University.

“Parks influenced and inspired me to enter higher education as a career and calling,” he said. “These two men, among many others, lit the flame for me to pursue this industry”.

When we, as EAF graduates, equitably leverage our roles as leaders and stewards of resources in ways that will have the greatest impact, we’ll positively influence demographics of students, institutions, and communities.

Dr. Norris Chase

Enamored with the prospect of having a positive impact on underrepresented college students, Chase headed to Clemson to earn his master’s in student affairs.  

Illinois State was his next stop. He joined a higher education administration doctoral cohort in the Department of Educational Administration and Foundations (EAF), graduating in May of 2022.    

About 14 years after crossing paths with Macintosh, Chase was hired as Eureka College’s dean of students and chief student affairs officer. He’s now two-semesters into a position overseeing co-curricular student life, engagement, and support. More specifically, he’s in charge of housing, Greek life, campus activities, and code of conduct violations.

Before accepting the role, he served as the executive director for the office of diversity and inclusion at Bradley University. In each step, Chase leaned on Macintosh and Parks as trusted sounding boards and role models.

“I wouldn’t be here without them.”

The EAF factor

One of the reasons Chase chose EAF to pursue his doctorate was the department’s mission to prepare diverse learners.

“It’s urgent, important, and will have implications for years down the line,” he said.

Representation among—and access to—administrative positions only tells an important part of the story. To prove the point, Chase can point to his own college experience. However, even more valuable is the existence of diverse decision makers who are reflective, collaborative, and capable of understanding the ripple effect of their decisions, he explains.

As a part time student, it was very beneficial to have a cohort model and have access to both the learning community at my job as well as this academic community,” he said. “That time was busy, but those groups were incredibly supportive and important to my growth.

Dr. Norris Chase

“EAF’s faculty and my peers showed me how leaders are some of the most vulnerable people,” Chase said. “We are wielding power in a way that can impact people’s livelihoods and communities of people who are vulnerable because of systemic and historical issues.”

His nuanced knowledge and empathy for communities of learners were developed through his education in EAF and his own experiences as a Black student and professional. Each of those things inform Chase’s decisions and keep him accountable.

“When we, as EAF graduates, equitably leverage our roles as leaders and stewards of resources in ways that will have the greatest impact, we’ll positively influence demographics of students, institutions, and communities,” he said.

Chase is quick to point out that his development as a leader was a joint effort between his cohort and the faculty and staff of EAF. In particular, he feels lucky to have learned from a multitude of different perspectives within his student group. Hardly a day goes by when he doesn’t connect with at least one of them.

“These are lifelong connections, people I call with questions related to my professional challenges and personal things, as well. We leaned on each other heavily for a lot of different things, and I’m thankful to be able to be connected to them. And the structure of the program is what made that possible.”

When describing the intersection of his colleagues at his job and in the EAF program, Chase alludes to a Venn diagram. On the career side of things are the coworkers involved in planning, coordinating, and negotiating the environment at Bradley University, his employer for the duration of his time in EAF. On the cohort side are his fellow students, who, like him, are reading, writing, and thinking as scholars.

“As a part time student, it was very beneficial to have a cohort model and have access to both the learning community at my job as well as this academic community,” he said. “That time was busy, but those groups were incredibly supportive and important to my growth.”

He also points to his dissertation committee’s encouragement as a key component to his development during his time in the program, which included Drs. Lydia Kyei-Blankson, Mohamed Nur-Awaleh, and his chair, Dr. Len Sutton.

“The dissertation process required a lot emotionally, cognitively, and psychologically,” he said. “But my committee was amazing. And I would not have made it without each of them, and their support, scholarship, and keen eye to know what it takes to finish.”

A former EAF instructor who pushed him outside his comfort zone was Dr. Venus Evans-Winters, the first African American woman at Illinois State to earn full professorship.

“She was deeply influential in my experience and learning. She shifted my focus, elevated my scholarship, and invested in me as a scholar. I’m forever grateful for her.”  

Eureka and beyond

The top descriptor Chase uses for his opportunity at Eureka is “thankful.” The position is allowing him to be a leader who helps to improve students’ experiences during their time in college and their communities post-graduation.  

“Recognizing how transformative higher education leaders were in my story, I wanted to have influence on an environment where we can help students find their stories, change the trajectories of their families, increase their social mobility, and increase their criticality,” he said.

Chase has achieved a lot in his young career. As he reflects on his journey, thus far, Macintosh’s words remain his guide. And he hopes to achieve the same level of positive influence on the lives of young students of all backgrounds as his mentor.

Be a part of EAF

For those with similar aspirations, Chase recommends giving the Higher Education Program in EAF a long look.

“There are a lot of things that made this a strong program. In particular, the structure of the program, from the class schedule to the cohort model to the professors, and of course the affordability of the tuition, were also huge for me as a part-time student.”

Chase said his wife, whom he met at Oakland University, was one of the individuals who encouraged him to apply to EAF’s program.

“She agreed that the flexibility of the program was a major benefit. It was an opportunity for me to continue my education and not be location bound.”

Visit the Higher Education Administration Ph.D. program site to start your journey to becoming a “Dr.”