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Mentorship Within Developmental Networks: A Phenomenological Study Of Black Women Tenured Associate Professors And Their Path Toward Full Professor, Jenifer F. Godfrey
Mentorship Within Developmental Networks: A Phenomenological Study Of Black Women Tenured Associate Professors And Their Path Toward Full Professor, Jenifer F. Godfrey
LSU Doctoral Dissertations
The problem of inadequate representation of Black women in tenure track faculty positions is both pronounced and longstanding. With Black women making up less than 2% of full professors, this is particularly true at institutions categorized as R1 – Doctoral Universities – Very high research activity by The Carnegie Classification of Institutions of Higher Education. College faculty have long been the focus of scholarly research. However, studies focused on mentorship to be promoted to full professor for associate professors generally, and Black women associate professors specifically, are lacking. Using a conceptual framework that defined mentorship broadly as developmental networks and …
S23rs Sgr No. 11 (Additional Students To Faculty Senate Committees), John Sweat, Calvin Feldt, Emma Long, Lailah Williams
S23rs Sgr No. 11 (Additional Students To Faculty Senate Committees), John Sweat, Calvin Feldt, Emma Long, Lailah Williams
Student Senate Enrolled Legislation
To Urge and Request the Louisiana State University Faculty Senate to include at least one student member on every faculty senate committee, and to make student members voting members
S23rs Sgr No. 10 (Encourage Faculty Senate Resolution), Calvin Feldt, Samantha Staggs
S23rs Sgr No. 10 (Encourage Faculty Senate Resolution), Calvin Feldt, Samantha Staggs
Student Senate Enrolled Legislation
To Urge and Request LSU’s faculty to integrate the language proposed in LSU Faculty Senate Resolution 23-02 establishing expectations around course grading and communication
S23rs Sgr No. 2 (Faculty Senate), Hamood Qureshi, Sadie Forbes, Calvin Feldt, Terry Geraldsen, Gabby Farrar, Harris Quadir, Justin Butler, Gabby Fontenot, Cullen Hodges, Gabby Boodhoo, Josh Miletello
S23rs Sgr No. 2 (Faculty Senate), Hamood Qureshi, Sadie Forbes, Calvin Feldt, Terry Geraldsen, Gabby Farrar, Harris Quadir, Justin Butler, Gabby Fontenot, Cullen Hodges, Gabby Boodhoo, Josh Miletello
Student Senate Enrolled Legislation
To Urge and Request that LSU Faculty Senate pass the resolution brought before them to add language to faculty syllabi regarding expected timelines for returning graded coursework and guidelines for course communication
Covid-19 Pandemic: A Mixed-Methods Study Investigation Of A Health Science System Faculty's Adaptations To An Online (Non-Traditional) Teaching Environment For Health Professional Students, Daryl Philip Lofaso
Covid-19 Pandemic: A Mixed-Methods Study Investigation Of A Health Science System Faculty's Adaptations To An Online (Non-Traditional) Teaching Environment For Health Professional Students, Daryl Philip Lofaso
LSU Doctoral Dissertations
The purpose of this mixed method study was to explore the transition to an online educational platform for future health professional students at a southern health sciences system due to Severe Acute Respiratory Syndrome (SARS-CoV-2) virus. The majority of health professional students received their education via face-to-face prior to the pandemic. The pandemic altered their traditional pedagogical method of face-to-face to online instruction. The health professional school faculty offer the best instruction in a lecture hall not on a computer screen using Zoom. This study was designed to analyze how the faculty adapted in moving to an online instructional method, …
Beyond An Accommodation: A Mixed Methods Study Of Diversity Engagement In Academic Curriculum, Micah Jaryl Glenn
Beyond An Accommodation: A Mixed Methods Study Of Diversity Engagement In Academic Curriculum, Micah Jaryl Glenn
LSU Doctoral Dissertations
Currently, 45% of all college students are classified as racial/ethnic minorities, while 56% of college students are female (NCES, 2018a). By 2030, nearly half of the estimated United States population will be composed of racial/ethnic minorities (Cortes, 1991). With this exponential growth of minorities attending institutions of higher education, there is the assumption that students have begun to engage in and promote diversity and inclusion. However, in 2008, Boysen and Vogel (2009) found that 40% of teachers and 50% of students encountered implicit or explicit bias while in college. In 2017, within four months, over 330 reported biased incidents occurred …
Entering The Academy: Exploring The Socialization Experiences Of African American Male, Dorian L. Mccoy
Entering The Academy: Exploring The Socialization Experiences Of African American Male, Dorian L. Mccoy
LSU Doctoral Dissertations
This study explored the socialization experiences of African American male faculty at historically Black colleges and universities (HBCUs) and predominately White institutions (PWIs). Rosch and Reich’s Enculturation Model was used as the theoretical framework. To gain a better understanding of the socialization experiences of African American male faculty, a group that has traditionally been underrepresented and marginalized in academia, Critical Race Theory (CRT) was incorporated into the study. More specifically, counter-storytelling, a basic tenet of CRT, was used to learn the stories that African American male faculty tell about their socialization experiences. A mixed methodology research design was utilized. Interviews …