Educational Leadership Commons^™

Faculty Of Color In The Academy: A Perspective On Cross-Cultural Mentoring, Sherrise Y. Truesdale-Moore

The Journal of Advancing Education Practice

Research has indicated that students’ race and their experiences and sense of belonging are associated with the racial characteristics of the faculty. This highlights the importance of recruitment and retention for faculty of color (FOC) in higher education. A formal faculty mentoring program is essential to providing an academic atmosphere that nurtures, supports, and develops faculty members’ teaching and research skills to assist them in feeling a sense of belonging within the university community is essential. However, finding the right mentoring program that addresses the daunting challenges among FOC is challenging. Upon reviewing the higher education faculty data and literature …

Challenging Anti-Black Racism: To Improve The Efficacy And Success Of Black Administrators. Organization Improvement Plan, Rohan N. Hollingsworth

The Dissertation in Practice at Western University

The success of Black students has been at the forefront of discussion and planning in many school boards. As a result, we have seen many solutions and proposed solutions addressing anti-Black racism. Some of these solutions included de-streaming courses, revisions on how Black students were suspended, and the inclusion of culturally relevant pedagogy and critical race theory in the curriculum, to name a few. These institutionally proposed solutions are all great and even add value to the educational experience of Black students.

Although these strategies greatly enhance students’ experience, they fail to challenge the status quo of society. These strategies …

Leadership Identity Development Among Aspiring Women Leaders In Higher Education: A Phenomenological Study Of Formal Mentoring, Malia E. Roberts

Dissertations

Men have held the majority of presidencies, vice-presidencies, deanships, and other top administrative positions on college campuses since 1950 (Parker, 2015). The disproportionately low representation of women holding leadership roles in higher education is even more urgent considering few women ever reach the senior most leadership levels (Hannum et al., 2015). As such, the American Council on Education not only identified the need to increase the presence of women in leadership positions and to cultivate a pipeline of future leaders, but also the need to provide formal leadership training opportunities for women (Howard & Gagliardi, 2018). While various higher education …

Understanding The Implications Of Work Based Learning For Students Pk-12 School Systems Institutions Of Higher Education And Hosting Organizations, David Naff, Amy Corning, Meleah Ellison, Albion Sumrell, Zehra Sahin Ilkorkor, Jennifer Murphy, Ciana Cross

MERC Publications

This literature review by the Metropolitan Educational Research Consortium (MERC) and Institute for Collaborative Research and Evaluation (ICRE), in partnership with the Virginia Talent + Opportunity Partnership (V-TOP) and State Council of Higher Education for Virginia (SCHEV) explores work-based learning and its implications for PK-12 institutions, institutions of higher education, and hosting organizations (e.g. employers). The report also provides background information about the foundations of work-based learning and concludes with a series of recommendations for practice, policy, and future research related to work-based learning. There is also an accompanying podcast episode where report authors discuss the key takeaways with …

Magnetic Hallway Huddles: Attract And Retain High-Quality Professionals, David Wolff, Carissa Gober, Donna Zerr

Open Educational Resources - Teaching and Learning

This presentation was conducted for a national conference about mentoring. The authors discussed Tinto’s Model of Institutional Departure and Schlossberg’s Model for Analyzing Human Adaptation to Transition as theoretical frameworks to explain the transition and retention of university professors. The focus on the study was the three authors who transitioned to the same university during the 2022-2023 academic year. Authors discussed their experiences of the transition and found themes related to the mentoring process that that acclimated them to the institution and influenced their retention.