AAC&U Annual Meeting
Faculty Teaching Environments: Supporting & Retaining Diverse Faculty
BrckaLorenz, Allison; Chamis, Ella
2023 AAC&U National Conference, San Francisco, CA
Despite an emphasis on diversifying the professoriate, higher education has failed to make significant progress in supporting and retaining diverse faculty in the academy. Literature points to issues of campus climate, discrimination, and workplace stress as common reasons for diverse faculty to leave their positions. In this session, we will present a conceptual framework grounded in empirical research that can guide our understanding of how institutions can create environments to support and retain diverse faculty as well as motivate teaching excellence. Join us for a discussion about the components of this framework, supported by qualitative and quantitative findings from studies that have used this framework as a guide. Participants will leave this session with thoughts on how these components manifest on their campuses, ideas for how to assess the teaching environments of their faculty, and suggestions from other attendees about their efforts to support and retain diverse faculty.
2022
Association for the Study of Higher Education Conference
Institutional Environments for Diverse and Inclusive College Teaching: Exploring Disciplinary Variation
Hiller, Stephen C.; Hu, Tien-Ling; Nelson Laird, Thomas; BrckaLorenz, Allison
2022 Association for the Study of Higher Education Conference, Las Vegas, NV
This study examines the relationships of disciplinary cultures with three aspects of teaching environments: diversity in the curriculum, the use of inclusive pedagogies, and teaching autonomy. Using data from the College + University Teaching Environment survey, we found significant differences across disciplinary areas and Biglan dimensions.
Assessment Institute
Assessing Environments that Motivate Teaching Excellence
Allison BrckaLorenz
2022 Assessment Institute, Indianapolis, October
Multitudes of theories, findings from scholarly work, and our everyday experiences show us that inequities and discrimination are built into the systems and structures of higher education. In this session, we will present a framework that guides our understanding of how institutions can create faculty teaching environments that motivate teaching excellence and support diverse faculty. Join us for a discussion about how this framework manifests on your campus as well as on campuses that participated in a related assessment project. Participants will leave this session with ideas on how to assess and improve their institution’s teaching environments for diverse faculty.
American Educational Research Association Annual Meeting
Retaining Black women faculty: Cultivating an equitable teaching environment
Josclynn Brandon & Allison BrckaLorenz
American Educational Research Association Annual Meeting, San Diego, CA, April
Current research on the experiences of Black women faculty often focuses on the challenges they face and the reasons why they leave the academy. Instead, this study examined the experiences and success strategies of Black women faculty who have successfully navigated the tenure and promotion process. Findings can inform new and aspiring Black women faculty in navigating the academy, advise institutional leadership who are looking to recruit and retain Black women faculty, and promote discussions and tangible action items to improve inequities within the professoriate. Themes from interviews revolved around policies and procedures that are problematic for Black women specifically, the importance of support networks, the failure of institutional programs, and their persistence as an act of caring.
Gathering Evidence for an Assessment of Environments That Motivate Teaching Excellence
Allison BrckaLorenz, Josclynn Brandon, Tien-Ling Hu, Christen Priddie, Thomas F. Nelson-Laird
American Educational Research Association Annual Meeting, San Diego, CA, 2022, April
Inequities and discrimination within the systems and structures of higher education prevent faculty from doing and receiving recognition for their best work as educators. The purpose of this study is to present the validation testing and overview of results from a new project designed to help institutions understand the teaching environments in their local context and for researchers to understand teaching environments in higher education. The assessment instrument examined here guides our understanding of faculty needs, motivations, and supports that are necessary for healthy teaching environments and the wellbeing of diverse faculty. Findings from this study add to our knowledge of faculty teaching cultures as well as provide an example of how to collect validity evidence for climate assessment instruments.
AAC&U Annual Meeting
Motivating teaching excellence: Identifying supportive environments for diverse faculty
Allison BrckaLorenz & Josclynn Brandon
AAC&U Annual Meeting, Virtual, 2022, January
Multitudes of theories, findings from scholarly work, and our everyday experiences show us that inequities and discrimination are built into the systems and structures of higher education. These systemic issues prevent faculty from doing their best work. We will present the groundwork for a conceptual framework that can guide our understanding of how institutions can create faculty teaching environments that motivate teaching excellence and support diverse faculty. Join us for a discussion about how the components of this framework manifest on your campus and leave with ideas on how to assess and improve your institution's teaching environments for diverse faculty.
Full version
Allison BrckaLorenz & Josclynn Brandon
AAC&U Annual Meeting, Virtual, 2022, January
Multitudes of theories, findings from scholarly work, and our everyday experiences show us that inequities and discrimination are built into the systems and structures of higher education. These systemic issues prevent faculty from doing their best work. We will present the groundwork for a conceptual framework that can guide our understanding of how institutions can create faculty teaching environments that motivate teaching excellence and support diverse faculty. Join us for a discussion about how the components of this framework manifest on your campus and leave with ideas on how to assess and improve your institution's teaching environments for diverse faculty.
Full version
2021
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; San Juan, Puerto Rico; 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; San Juan, Puerto Rico; 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; San Juan, Puerto Rico; 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; San Juan, Puerto Rico; 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