POD Network Conference
Success of the Siloed: Strategies for Retaining Black Women Faculty
Brandon, Josclynn; BrckaLorenz, Allison
POD Network Conference, Virtual, 2021, November.
Despite diversity, equity, and inclusion efforts, many Black women faculty still face difficulties - including hostile work environments, a lack of mentorship, and unfair critiques. We conducted a mixed-methods study that touched on these issues from the perspective of the strategies and support structures that allowed these women to persevere despite these difficulties. Our presentation will discuss these findings and provide suggestions to institutional leaders, faculty colleagues, and aspiring Black women faculty for how to create access to these paths of success, and more equitable spaces for these valuable members of the academy.
Full version
Brandon, Josclynn; BrckaLorenz, Allison
POD Network Conference, Virtual, 2021, November.
Despite diversity, equity, and inclusion efforts, many Black women faculty still face difficulties - including hostile work environments, a lack of mentorship, and unfair critiques. We conducted a mixed-methods study that touched on these issues from the perspective of the strategies and support structures that allowed these women to persevere despite these difficulties. Our presentation will discuss these findings and provide suggestions to institutional leaders, faculty colleagues, and aspiring Black women faculty for how to create access to these paths of success, and more equitable spaces for these valuable members of the academy.
Full version
Association for the Study of Higher Education
Environments that Motivate Teaching Excellence: The College + University Teaching Environment Framework
Allison BrckaLorenz, Josclynn Brandon, & Tom Nelson Laird
Association for the Study of Higher Education, 2021, November.
Inequities and discrimination built into the systems and structures of higher education prevent faculty from doing and receiving recognition for their best work. The framework proposed here guides our understanding of faculty needs, motivations, and supports that are necessary for healthy teaching environments and the wellbeing of diverse faculty.
Full version
Allison BrckaLorenz, Josclynn Brandon, & Tom Nelson Laird
Association for the Study of Higher Education, 2021, November.
Inequities and discrimination built into the systems and structures of higher education prevent faculty from doing and receiving recognition for their best work. The framework proposed here guides our understanding of faculty needs, motivations, and supports that are necessary for healthy teaching environments and the wellbeing of diverse faculty.
Full version
Teaching during the Pandemic: A Spectrum of Faculty Perspectives
Kyle T. Fassett, Allison BrckaLorenz, Tien-Ling Hu
Association for the Study of Higher Education, 2021, November.
In this study, we holistically investigated the ways the pandemic altered how faculty navigated their roles. We examined how faculty adapted course reparation and teaching practices while considering faculty teaching needs and personal relationships. Findings from two national surveys show differences in faculty experiences by race, gender, sexual orientation, rank, and discipline. One finding showed White faculty tended to be less flexible regarding changes to their courses while Asian faculty tended to be more flexible in comparison to the average faculty response. We discuss both broad and specific implications for institutions and faculty for comprehending faculty teaching practices as well as understanding faculty holistically.
Full version
Kyle T. Fassett, Allison BrckaLorenz, Tien-Ling Hu
Association for the Study of Higher Education, 2021, November.
In this study, we holistically investigated the ways the pandemic altered how faculty navigated their roles. We examined how faculty adapted course reparation and teaching practices while considering faculty teaching needs and personal relationships. Findings from two national surveys show differences in faculty experiences by race, gender, sexual orientation, rank, and discipline. One finding showed White faculty tended to be less flexible regarding changes to their courses while Asian faculty tended to be more flexible in comparison to the average faculty response. We discuss both broad and specific implications for institutions and faculty for comprehending faculty teaching practices as well as understanding faculty holistically.
Full version