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Historically black colleges and universities or HBCUs have an important tradition in the United States. It’s not necessarily a straightforward tradition, but it’s one we still grapple with.

One of the biggest struggles, perhaps, is the equalizing of values, of recognition, and importance. The problem addressed in this interview – my interview with George Johnson, Student Accounts Manager at Georgetown University, (former graduate of 2 HBCU’s) – is that of academic weight. Does a 4.0 at an HBCU have the same value as a 4.0 at a PWI?

Q: The first question, then, is one that seeks to generalize. Generally speaking, does a 4.0 at an HBCU have the same value as a 4.0 at a PWI? If not, why not?

A: Generally speaking a 4.0 at an HBCU does have the same value as a 4.0 at a PWI. I say this because a 4.0 simply means you were able to master the subject matter being studied with the highest grade possible for the requirements of the degree or course. If we use the old adage of “2+2 = 4”, then in general terms a 4.0 is a 4.0 is a 4.0. I say that because the true debate is not if it has the same value, but is the criteria required to receive a 4.0 more arduous at a PWI vs. an HBCU. To date, there is no real scientific evidence to prove or disprove this theory. Furthermore, this statement falls apart on the merits, as professors from PWI’s teach at HBCU’s and vice versa. In terms of value, what does getting a 4.0 really mean? There are students who graduated without honors who are millionaires. There are students with 4.0’s that are currently out of work. As I stated in a previous article, we should be commending anyone who is able to get a 4.0 regardless of the institution it was received from, for that truly takes hard work.

Q: In what contexts do you think there is the greatest gap in value between 4.0s from HBCUs and 4.0s at PWIs? Is there anything in particular that continues to perpetuate this gap?

A: The greatest gap in value comes from the refusal to change the hierarchy created within colleges and universities across the US. Even PWI’s are separated into “Ivy League” vs. everyone else. When you look at USA Today’s top college rankings, there is no HBCU listed in the top 20. This perpetuates the belief that the education at an HBCU is below the standards of our nation’s top universities which is simply untrue. The formula used to create the top 20 is based on various categories that have nothing to do with academic standards. They rely on stats like graduation rates, retention rates, the high school SAT scores of incoming students, and “education experts” to determine this ranking. There is no true academic valuing tool or method that is being used to determine this. Furthermore, many of the HBCU’s are accredited by the same governing body as the PWI’s. So they are good enough to be accredited by the same academic standards, but the academic standards are still unequal. A very flawed argument at best.

Q: How is the overall relationship between academic excellence at HBCUs versus PWIs determined and how, if at all, is that relationship changing?

A: Unfortunately, perception is reality when it comes to this question. As stated previously there is no scientific method to the determination of this statement. The overall standard is rooted in perceived ranking of Top PWI’s vs PWI’s. PWI’s vs HBCU’s, and the unfortunate ranking of HBCU’s vs HBCU’s. Although not used as frequently, during the civil rights era, the term “The Black Ivy League” was coined for certain HBCU’s that “pulled the best and most privileged black students”. Howard University, for years was deemed to be “The Black Harvard”. Although not heralded as it once was, this hierarchy has created a dissention in the African American community’s views on academic excellence amongst HBCU’s. If we are unable to agree that HBCU’s across the board have an equal standard of learning with each other, how can we debate that they are comparable to PWI’s? I do believe that in recent years, the views of the “hierarchy” of HBCU’s has significantly declined, but I feel that if we want to be perceived and recognized as equals with PWI’s, we must come to an agreement that we are equivalent to one another. The fact that many students that attended HBCU’s for undergrad were able get graduate degrees from PWI’s is under researched evidence of the relationship change.

Q: What have been some of the most significant strategies for equalizing the perceived values of academic excellence at HBCUs versus PWIs?

A: I am not sure if I would necessarily say it is a strategy, but the recent visibility of HBCU graduates, alumni, and dropouts have created a change in perceived values. The commencement speech at Howard University by Sean Combs, the celebrity appearances in commercials advertising HBCU’s have brought a new found attention to these colleges and universities. The addition of new degree programs, including masters and doctoral at many of the HBCU’s are also helping in equalizing this standard. Another strategy that has been utilized is the raising of the academic requirements to attend HBCU’s. Long lives the stigma that HBCU’s are “last resort” or “willing to accept everyone”. Although they do tend to have lower requirements for admission, it does not change the fact that the academic standard is one of high quality. I like to believe that HBCU’s are schools that give “second chances” and are more willing to put in the work to bring out the “diamonds in the ruff” compared to PWI’s. The continuing partnerships that many of the HBCU’s are creating with corporate America, study abroad programs, and STEM programs are also helping to decrease the perceived inequality of learning.

Q: What can administrators and educators at HBCUs do and what can their counterparts at PWIs do to try and overcome the remaining gaps, the remaining discrepancies in values?

A: I feel that administrators and educators need to re-instill that the value is in receiving the college education, and not where you receive it from. Perception is reality on this subject. If tomorrow, ten former HBCU graduates became the CEO’s of ten fortune 100 companies, people would begin claiming that there is something that HBCU’s are doing that PWI’s aren’t. Too much weight is being put on where you are getting educated based on what people are doing with their education. Educator’s need to remind students of the reasons they attended college. Making sure that students are engaged and not only able to repeat information, but also apply it. The 4.0 does not guarantee that you will be more successful in life, regardless of where it is received. It does not guarantee wealth, health, or how you will be able to apply your knowledge to life situations.

It also becomes the responsibility of the student’s that attend HBCU’s who are doing well in their respective fields to be visible. We have to push the message that we are equivalent to those who graduate from other institutions. We must be vigilant in reminding students at HBCU’s that their degrees have worth and value. That Harvard, Princeton, and Yale are excellent schools based on the academic, societal achievements of their alumni and professors, not based on the devaluation of other institutions.

I conclude by saying that the pursuit of knowledge is a valiant one. It brings together people from all walks of life, different shapes and sizes. It should not matter if you choose to attend an Ivy League, HBCU, PWI, or Community College. Your GPA should not be a topic of debate because you got it “here” instead of “there”. The fact that you chose higher education is to be applauded and respected. To devalue that choice in any way is simply unacceptable.

I would like to thank George Johnson for sitting down to talk with us.

Read all of our posts about HBCUs by clicking here.

Many administrators in higher education rise from the faculty. However, when a faculty member is promoted to an administrative position, becoming a director, department chair, or deans, perhaps, it can be quite a challenge to master the art of leading.

To get some insight into how new administrators can learn to effectively manage and lead, I recently sat down with Dean Amy Hillman of the W. P. Carey School of Business at Arizona State University to talk about promoting for within and some of the strategies that work best in an educational setting.

Q: First, tell me some of the key reasons for and benefits of promoting from within, selecting administrators from established faculty members?

A: Making this choice is similar to a private business choosing whether to bring in an outside manager or CEO, or to promote an insider. There are advantages to both. When significant trajectory change is needed, often an outsider is best because he or she can see the organization anew and shake things up. However, if a radical course change is not needed, then there are a lot of reasons to look inside. First, insiders know the organization. This advantage cannot be overemphasized. Insiders know the culture, generally the way things work, and have insights into the faculty, staff and students. Second, promoting from within in any organization provides career advancement for key faculty who want to grow into administration. Retention of top faculty talent as administrators is more effective and less costly than losing top faculty to take administrative jobs at other universities. Finally, while insiders know the organization, the organization also knows them. They have a personal network and have already established some social capital that will help them succeed in their new post.

Q: What is the most important benefit, in your experience, when it comes to promoting a faculty member to an administrative position?

A: Continuity of the elements of the organization that are its strengths, without sacrificing the benefits of change.

Q: When you promote a faculty member to an administrative position, you essentially start up a transitional phase for them and for the university or department they are going to lead. In your experience, what are some of the most important features of this transitional phase?

A: Setting clear direction is important for any department or unit, but it can’t be done without the new leader getting into the new role and having some time to assess the best path forward. Early in the transition, it’s important to listen to all the stakeholders while learning the full scope of the new responsibilities. After people feel heard, they are much more inclined to follow direction from new leaders.

Q: What, would you say, is the biggest challenge for new administrators going through this transitional phase?

A: When you’ve worked somewhere as a faculty member for a long time, it’s pretty easy to think you know a lot about the school, but an administrative job opens your eyes to all sorts of things you didn’t know about. The toughest challenge is learning the new responsibilities, while reframing your view of the organization.

Q: The W. P. Carey School of Business has promoted from within on a number of occasions and done so quite successfully. What are some of the strategies you have found to be most effective for managing this important transitional process?

A: Having multiple mentors is great. For example, new department chairs have peer chairs in other disciplines, who are more seasoned. Also, staff within their units have rich history that is invaluable. Supervisors and peers at other universities can also be a great source of advice.

Q: What steps does the W. P. Carey School of Business take to support administrators when they are transitioning from a faculty position to a leadership position?

A: We reduce expectations and workload in teaching and research to allow focus on the administrative position. We have more frequent meetings with the new administrator’s supervisors and team members early in the transition, and we always talk about how to improve, whether they’ve been in the job for days, months or years. Finally, discussing the transition back to faculty is also important.

Q: Which supports has the W. P. Carey School of Business found to be most effective?

A: Mentoring.

Q: Lastly, what are your top recommendations for a faculty member who is shifting into an administrative position? What can they do to make the transition successful from the start?

A: Recognize that you may be an expert in your field, but you may not know much about the administrative role in the organization and may need management coaching. Being open to feedback, asking questions and, in general, humility are a great start.

And that concludes my interview with Dean Amy Hillman of the W. P. Carey School of Business at Arizona State University. Thank you for these great insights and for all that you do to support our leaders in higher education.

Minority faculty find themselves at a huge disadvantage at institutions controlled by people of European descent. To discuss some of the ways in which institutions can ensure that minority faculty members are properly mentored and guided, I recently sat down with Olympia Duhart, Co-President of the Society of American Law Teachers (SALT), which has been hugely instrumental in promoting programs to address this important issue.

Q: Minority faculty have a particularly hard time in traditional universities – what has been your experience in terms of the specific reasons for this?

A: Difficulties experienced by traditionally underrepresented faculty members can often be traced to the lack of both institutional and informal support systems in place. Both schools and faculty members should be intentional and explicit about offering support for minority faculty. Often, colleagues with good intentions have no perspective or context for the additional difficulties faced by faculty of color. Someone has to start the conversation.

Q: What are some of the specific challenges for minority faculty and some of the symptoms of their struggle? There was an article recently in Diverse (in 2012) that suggested minority faculty experience higher levels of job related stress. Have you observed these kinds of trends in your experience? If so, what strategies have worked to combat these types of problems?

A: Given the multiple responsibilities imposed on faculty members and the increasing workload many of us are juggling today, it is not surprising that faculty members are often struggling with job-related stress. Adding an extra layer of otherness to those duties – and the especially low numbers of faculty of color in the law school arena – makes things even more challenging. Even faculty members who do not deal with institutional bias are coping on a regular basis with microaggressions in the form of bias in student evaluations, slights by colleagues and an expectation that we have to be more qualified than our non-minority counterparts. In my own experience, I have also struggled with “imposter syndrome” – fueled in large part by the novelty of being a woman of color from a low socio-economic background without so-called fancy credentials. Thanks in large part to mentoring and support I’ve received from colleagues – of all backgrounds – I’ve reframed my story. I take great pride in bringing a unique perspective to the table, and I am even more proud to do my part to inspire students who share my background.

Q: Shifting emphasis slightly, what are some of the strategies used at the Society of American Law Teachers to mentor minority faculty?

A: One of SALT’s core values is diversity. It informs our work within and beyond the classroom. It also drives us to create programming that will increase minority representation on both sides of the podium. We strive to promote education equality in all arenas. This translates to our formal mentoring program, “Breaking In” programs designed to increase the numbers of minority law teachers, tips for new teachers at our teaching conference, programing for diversity in law school leadership and BA to JD Pipeline Programs held throughout the country to increase access to law school for students of color. After all, a diverse law school student population is the foundation for more diversity among law faculty. But one of our most successful strategies has been the network we sustain through our members. Each SALT member is committed to offering support to underrepresented faculty members. Sometimes the support means advocating on their behalf to protect tenure and security of position. Other times that support means sharing a syllabus. And sometimes it means taking the time to listen and offer some advice.

Q: Which of these strategies has been the most successful?
A: The national network of law professors available through the engagement with SALT has been invaluable for many people. For me, it truly opened up a world of mentors, advisors and friends who have made this profession rewarding. It’s also given me a chance to play my part in honoring the special social responsibilities that come with the practice of law. Furthermore, I was also very lucky to have so many people in place at my home institution (Nova Southeastern University) who embraced me. One of the most important lessons I’ve learned is to take advantage of the mentoring opportunities available to you. And it is very important to think about the mentor you select. For me, it has always been important to connect with people who engage with the world around them.

Q: What do you feel are the most effective strategies for mentoring minority faculty in general? Would you say what works at Nova Southeastern University is representative and consistent with what works at most other types of institutions?

A: It’s not a mystery. We need more representation. Isolation can have a negative impact on anyone’s ability to thrive. The “critical mass” we talk about among the student body is also important among faculty. A diverse faculty is essential for a robust classroom and effective legal advocacy. Most importantly, it is a crucial component of training students to succeed in a diverse society. At Nova Southeastern University’s Shepard Broad Law Center, we are very fortunate to have a Director of Faculty Development who provides a structured support system for all faculty members through scholarship critique, one-on-one advice and a no-risk environment for teaching development. In my role as Director of the Lawyering Skills and Value Program, I have also worked deliberately to showcase diversity in our skills program. For instance, for the first-year oral arguments we made a dedicated effort to reach out to voluntary bar associations to judge the competition. It was important to expose the students to practicing attorneys from the Muslim Bar, the Gay and Lesbian Lawyers Network, the Cuban American Bar Association and the Caribbean Bar Association, among others, to dispel their assumptions about what a lawyer looks like. This type of support serves the students, but it is also empowering to minority faculty. In addition, faculty members benefit tremendously from informal support. People have helped me by talking me through a tough time, dropping an email and treating me with me respect. They have invited me over for dinner, collaborated with me in the classroom and challenged me when I needed it. I also do my best to mentor others by reaching out to junior faculty, offering to moot a presentation, read a paper or work through a teaching idea. We get to carry each other.

Q: What advice would you give to administrators and those in charge of mentoring minority faculty?

A: First, start a conversation. It is important to keep the discussions open about the hurdles that still exist. Until we can talk honestly about the barriers still in place because of racism, sexism, homophobia, and other types of bigotry, we can’t even begin to start thinking critically about correcting those disparities. But more importantly, follow up the talk with action. Place minority faculty members in leadership roles. Confront the biases that still infect the classroom. Support efforts to educate faculty about the importance of cultural competency. Connect diversity in the classroom to the broader issue of social justice. Create a culture in your institution that encourages diverse viewpoints.

Q: What are some of the strategies for recruiting minority faculty and helping them integrate into the existing faculty and administrative organization of an institution?

A: It always surprises me when people say they can’t find any minority faculty members or administrators. I see excellent candidates for teaching and leadership positions all the time. However, one constant obstacle I’ve observed is the need for “experience.” That, of course, is key. But elevating traditional experience into a super-factor is often a tool for eliminating stellar candidates to teach or lead. Exclusions based on factors that appear to be race or gender-neutral often operate to the exclusion of underrepresented minority groups. Until the academy becomes more diverse, the over emphasis on traditional experience will often eliminate large segments of the population. Institutions should challenge themselves to think more expansively about the type of faculty and administrators they want to support. And what kind of experience they want to value.

Q: What resources have you found to be most useful to support the mentoring of minority faculty?

A: Just talking about diversity is never enough. The best resources move beyond messaging into movement. At the university level, there are a few avenues to consider. Is there an organized, concerted effort to promote inclusion? Is there a financial commitment to diversity initiatives? Is diversity a recognized and promoted value for the university? Is there training for minority faculty? Is there education of the larger faculty, students and community about the value of diversity? Is there a culture that encourages mentoring? Is there a sense of community and collaboration in the university setting? On the broader level – such as through organizations such as SALT – those avenues change. Through volunteer efforts by dedicated law teachers who are willing to give up their valuable time to mentor others, we have made great strides in supporting minority faculty. We are proud of the progress we have made, but there is still so much work to do. The most useful tools to advance the mentoring of minority faculty bolster diversity through specific acts, creative ideas and hard work.

This concludes our interview. Thank you to Professor Olympia Duhart, J.D., for participating in this interview.

For young scholars at the undergraduate, and graduate levels, sometimes it’s hard for them to learn how “navigate the academy” – learning to take advantage of resources and making the right decisions. You know, figuring it out.

I recently reviewed this issue with Executive Director of Student Success Meghan Harte Weyant of Rollins College and talked about some of the strategies that young scholars can use, some of the resources they can use, to start navigating effectively as early as possible in their academic careers.

Q: Students really do have a hard time navigating the academy, as we call it. Why do you think that is?

A: Because it’s confusing Colleges and universities are unlike primary and secondary school in a number of ways. There are a lot of options in college from navigating systems like financial aid and housing to choosing course offerings and majors. On top of this, students are typically experiencing it all the first time in their life. Because of this, we’ve found that for some students, support systems may be unclear…the path to graduation may be unclear…and for others their ultimate goal may even be unclear.

Also, a certain amount of amnesia sets in for those of us who have been through the academy or in our roles for a number of years. We forget how confusing it can be for our students. For example, students often have a hard time deciphering what their immediate priorities should be once they enter the academy, and they have an even harder time determining when and where to get help in executing those priorities.

Q: Learning to navigate the system is actually challenging, even for those students that are generally aware of the benefits. Would you say there are specific barriers that impede student success in this area?

A: Yes, I think the roadmap to graduation is often unclear. I also think we often don’t do the best job of making students aware of how social, financial, health and wellness and other factors outside of the academic can strongly influence academic success.

Q: In your experience, what are some of the best ways to, first, raise awareness about this process of actually navigating the academy – just helping students to be aware that this is actually something they can do.

A: I think we need to find ways to actively coach students through the process. Navigating the academy is a difficult process, and it’s certainly not intuitive. We need to find ways to move into a coaching mentality as it relates to succeeding in college.

We often use the word advising, and I think it’s the wrong word because in order to successfully navigate, the academy students need more than just a person to offer academic advice or counsel. In some ways the concept of advising is a bit too transactional depending on student relationships with her/his advisor. The concept of coaching gets us headed a bit more in the right direction. This is strategically different than mentorship within a field of study (which is how we view academic advising in the liberal arts ethos). It is a focus on training, educating, and scaffolding students through the educational process. This is imperative because it is often the process and not the academic content that trips our students up and prevents them from finishing.

Q: Assuming awareness is not the issue, but rather, accessibility, what strategies have you found particularly useful to help students actually go about navigating the academy, getting comfortable with the institutional culture and making themselves a part of it– after they are aware that this is an option for them?

A: I think for a number of years we have been clinging to this idea that students should be responsible adults who are acting outside of the influence and control of their families, and while that is a nice idea in theory, it’s just not reality. Students are bringing their families to college, and when we fail to embrace families we lose a great deal of ability to enculturate students. I say this because I think we are beginning to realize that when students need help often times their families are the first to know. Creating support structures and then working with families to make sure they have knowledge of and access to support structures will be a critical step.

Q: Why, would you say, this issue of helping students to navigate the academy is so important for institutions? What do institutions benefit from having students that are aware of how their higher education institution operates on this level?

A: If students can’t navigate an institution, retention and graduation becomes an issue and institutions fail. There are really two answers to this question. The first one is centered on a moral/ethical imperative. Institutions should be asking and answering this question because they are deeply committed to students succeeding given their missions. Institutions are making promises and collecting tuition, and as a result, they should be providing a clear and consistent path for students to achieve their academic goals.

The second answer is more about the business side of higher education. It hurts institutions financially and lowers retention and graduation rates (national measures of institutional success) when we lose students for institutional reasons. Beyond the moral/ethical imperative, institutions should be doing everything they can to keep the student they recruit and enroll at an institution. That just makes the most financial sense.

Q: Finally, what strategies have you used at Rollins College specifically to make this process easier for students and to help faculty and administrators support students in this area.

A: We are currently in the process of reviewing our own institutional gaps in order to better serve students. Campus wide, we are looking at Career and Life Planning, Academic Advising, and Enrollment Management initiatives. As part of this work, we are creating deeper partnerships with faculty and campus colleagues to create seamless experiences for our students. Specifically, in Student Affairs we have re-envisioned stronger functional alignments and partnerships focused on enhancing the care, community, and career aspects of student life.

This concludes my interview with Meghan Harte Weyant. Thank you again for participating.

Diversity is immensely valuable to any higher education institution. Not all universities and colleges, though, are successful or even aware of how to go about recruiting a diverse student population. Fortunately, this is an area in which John LaBrie, dean and vice president for Professional Education, Northeastern University College of Professional Studies, is a veritable expert. I recently sat down with him to find out about the types of strategies that are helping universities ensure that they recruit diverse student populations.

Q: First, we agree that diversity is a very valuable thing for any higher education institution but would you say that there are particular reasons that it is especially important in today’s modern world?

A: The first thing we need to understand is the reality that we live in a more diverse world. Given that, it’s important that our classrooms reflect this. Students, as part of their educational experience, need to understand how to navigate the cultural and diverse aspects of a modern classroom which is also reflective of the larger society.

One of the fundamental cores of education is to encourage students to be critical thinkers. In order to understand critical thinking, you need to understand different perspectives. Cultural diversity inherently brings into the classroom a cultural perspective that is fundamentally diverse and thus forces students to understand issues from different points of view.

Secondly, as a learning model, a culturally diverse classroom is a great pedagogical tool that allows students to understand critical thinking regardless of the discipline.

So for those two reasons, from a cultural and pedagogical standpoint, it’s highly important for us to pay attention to this and it’s exciting that the classroom is, in fact, becoming more diverse in student opinions and backgrounds.

Q: As a starting point, what would you say are the features most common to higher education institutions that are successful at engaging a diverse population?

A: The institutions that have been the most successful in engaging diverse student populations have been urban institutions. These institutions have the proximity of different cultural institutions and populations that come together and inform the curriculum, the faculty and even the institution itself.

Institutions that have struggled to identify what that means from a pedagogical perspective are those who have little exposure to diverse communities; urban institutions have done considerably better in this regard than more rural institutions.

The second attribute is that institutions that are financially more secure have been able to understand the importance of diversity and have had the privilege of engaging with a diverse student population. Many students from diverse backgrounds and so-called “non-traditional” backgrounds are new to higher education and need financial incentives and financial support. So, affluent institutions have had greater capacity in identifying those students and recruiting has been easier for them.

At the other end of the spectrum, community colleges, because of their price point, have been a phenomenal resource for incorporating students from diverse backgrounds into higher education. Again, many of the students from underrepresented communities don’t have the financial resources to afford high tuition institutions and so community colleges have really been an effective entry point for them.

The irony here is that the lower-price institutions, the community colleges, and the higher- price institutions, have been the two types of institutions that have been successful in engaging diverse populations. Those schools caught in the middle have really struggled in being able to recruit and maintain a diverse student population.

Q: Northeastern University College of Professional Studies has been very successful at not only developing but maintaining a diverse student population. What are some of the strategies that the College has used in particular?

A: First and foremost, Northeastern University has always seen itself as an urban institution and the very nature of an urban institution is that it has access to a diverse community. But beyond that, Northeastern University College of Professional Studies has a number of attributes that have made access more attractive to students from diverse backgrounds.

While we are a nationally recognized research institution, and are considered to be a selective institution, the price point that our College has been able to use for our education model has made our type of higher education affordable to many diverse student populations.

Additionally, our College offers special programs like Foundation Year, a first-year intensive program that prepares high school graduates from the City of Boston for university studies regardless of family income or ability to pay. In 2013, 96 students enrolled in Foundation Year. And, Balfour Academy provides students, starting in the 7th grade, the necessary skills, individual growth and confidence to prepare for and succeed in college through after-school tutoring and summer enrichment programs.

And finally, the emergence of online technologies and the capacity for us to deliver education to working adults means that students, who otherwise would not have had access to an institution like Northeastern, can now participate in our form of education. Students who find themselves in a geographic area where no other institution can meet their educational needs, and who may also be coming from a culturally diverse background, are afforded access because of our quality online programs. In 2013 alone 7,272 students were enrolled in our online courses. We offered 1,787 online courses in over 70 areas of study at the undergraduate, graduate, and doctoral level.

We recently launched a new online experiential learning pilot project that provides an opportunity for online students who are working professionals to do a so-called “internship” with their current employer, bringing what they learn in their studies into a valuable and needed project in their current workplace. This program will be expanded in 2014.

All of these approaches add up to a different way of thinking about access to higher education that addresses what students need from multiple perspectives.

Q: For institutions that have not been particularly active about recruiting a diverse student population, what are some of the most important steps to get the process started, to actually change their image in this area and start appealing to a more diverse population of students?

A: One of the more powerful ways of changing and becoming much more appealing to a diverse population is to reflect that population in the faculty as well as the staff who represent the institution. Students from underrepresented minorities will often look for mentors and colleagues that come from a common experience. They will see themselves within the institution if they see members of their community represented within the institution, and this has a snowball effect where a more diverse student population mandates a more diverse staff and faculty.

And, it’s important for an institution that is interested in recruiting a diverse student population to have an appreciation for the various communities it wishes to recruit in and to understand the role of the recruiter. The recruiter not only needs to have a deeper appreciation of the communities he or she is talking to, but often needs to be a member of that community.

Q: What, in particular, would you say that diverse students are looking for in a higher education institution? There is inevitably a particular vibe or brand of higher education institutions that appeal to a diverse population of students? Can you pinpoint what it might be?

A: Students from underrepresented minorities are looking for the same thing as everyone else in higher education: a better life. That is why it’s quite important to make sure our academic programs are, first and foremost, relevant to students from an employability perspective. Students absolutely need to be able to enter the workforce with the confidence that the education program that they participated in has prepared them well for a promising career path.

Beyond that principle, however, there are a number of attributes that institutions can bring to the table academically that will help make students see themselves in the program. One strategy is making sure that courses, assignments and assessments are designed in a way that allow students to use their cultural background. This will help them begin to translate the academic principles in a way that is relevant to their cultural context, allowing them to see themselves from an employability perspective. It will also allow them to see themselves giving back to their community through their assignments and their overall educational experience.

Institutions also need to be clear about their interest in serving all students. For example, some students who come from diverse backgrounds may not have a tradition of writing in a particular fashion; therefore student support systems need to be put into place. Other communities may have de-emphasized mathematics, so becoming accessible to these communities means that the educational enterprise needs to support students through math and the sciences. This is not so much a factor in cultural diversity, but certainly is a factor in economic diversity, which is important to higher education.

Q: Finally, what are some of the trends we are likely to see going forward when it comes to recruiting diverse student populations? Students are consumers, after all, and their wants and needs change. What is your advice to institutions looking to sustain their diverse student populations?

A: Simple demographics tell us that a homogenous population that existed, at least in our minds, 50 years ago, is gone forever in the United States. The trend is clear that the classroom will become increasingly more diverse – the emergence of African-American, Latino and Asian students require institutions to understand these populations better than they have historically.

But the emergence of international student mobility means that this is not only an American phenomenon, but a global phenomenon. The international student mobility rates continue to grow at an astounding pace and although the United States is very well positioned to understand a diverse cultural and ethnic classroom, the diversity of the classroom, globally speaking, will continue to change and will become much more dynamic.

Here at the College of Professional Studies, we teach thousands of international students every year. In 2013, our students came from all 50 states and from 90 countries. We also offer programs to international undergraduates and graduate students abroad, such as learning or improving English language skills and taking academic courses in preparation for undergraduate or graduate studies at a U.S. university, while they live and learn in Boston.

For those institutions that would like to understand this phenomenon better, I would encourage a strategy for engagement, exploration and celebration of those populations rather than a stance that you see in many institutions: a very conservative and apprehensive approach to these student populations.

In the end, these will be our students and we have always done our best work with students when we have celebrated all of their facets, all of their accomplishments, and all of their backgrounds.

Thank you very much for your time, John. That concludes our interview.

It’s an unavoidable reality that today’s students will be tomorrow’s educators. The professors involved in teacher training initiatives and teacher education programs today are the ones responsible for training tomorrow’s teachers. With that said, it’s increasingly important for those involved in education to be aware of innovations and trends that apply to the teaching profession and what strategies are most effective when it comes to making teacher education programs a success.

Recently I sat down with Dr. Maria del Carmen Salazar, associate professor of curriculum studies and teaching at the University of Denver’s Morgridge College of Education, to discuss this challenge of training tomorrow’s educators and what can be done to make these efforts a success.

Q: To get started, what are some of the most important trends in education currently and what impact do you think they are likely to have on the teaching profession in the future?

A: The most important trends in education are related to evaluation and accountability. These trends will have a significant impact on the teaching profession because new teachers will be held accountable for results. Teachers will need to demonstrate that students are making gains, including the students who face significant opportunity gaps. These trends will likely have positive and negative consequences for the teaching profession.

Q: Tell me about your experience with teacher education programs. What are some of the most important trends you have noticed?

A: I have collaborated on the design of 3 teacher preparation programs, including 2 Urban Teacher Residencies (UTRs) and a hybrid program that integrates traditional and residency-like elements. The trends I have noticed in teacher education include a tension between conformity and innovation, and a tension between accountability vs. connectivity (e.g., defining value added). On a more practical note, programs are trending toward increased field work hours, a focus on meeting the needs of diverse learners to meet district needs, and a focus on outputs versus inputs.

Q: What are some of the most significant challenges to teacher education programs?

A: Teacher education programs face significant challenges, including a lack of statewide data systems that link teachers to their preparation programs; misconceptions and myths about alternative teacher preparation vs. traditional teacher preparation; increased competition between preparation programs; and a lack of diverse teacher candidates and diverse teacher educators.

Q: How are the current teacher training programs measuring up given the current and predicted future trends in education? How well prepared are the teachers of tomorrow?

A: This is a difficult question because measures of teacher effectiveness vary from state to state and across districts. However, promising data is emerging from CAEP and EdTPA.

Q: What is your advice to educators and administrators involved in teacher training programs? What strategies have you found most useful for addressing the challenges and minimizing program issues?

A: Anchor your program to a framework for teaching. The best strategy we have used is to anchor our program to our Framework for Equitable and Effective Teaching (FEET). The FEET has provided a sense of cohesion and purpose that guides the dispositions, knowledge, and skills every apprentice teacher is expected to master. This tool is focused on meeting the needs of diverse learners, thus placing students from marginalized communities at the center of effective teaching.

Q: Approaching the issue from a different angle, what is the significance of innovation in teacher training programs given the current trends in education?

A: Innovation is essential in all elements of education. However, evaluation can promote compliance and conformity, thus stifling incubators for innovation, transformation, and reform.

Q: What strategies have you found particularly useful for promoting innovation in teacher education programs?

A: We teach our apprentice teachers to understand when to follow and when to lead. We use the analogy of knowing when to get in the box, knowing when to poke holes in the box, and knowing when to dismantle the box and create a new structure.

Q: How, specifically, can innovative teacher education programs best train tomorrow’s teachers?

A:
• Create a strong foundation using a framework for teaching
• Start with the needs of diverse learners
• Ensure theory and practice connections for real-world application
• Model good teaching
• Provide opportunities for apprentice teachers to teach, lead, and transform
• Be flexible, adaptive, and community-oriented
• Prepare change agents
• Think locally and globally

This concludes our interview. Thanks to Dr. Salazar for taking the time to answer my questions.

Thousands of veterans are returning home each month and transitioning back to civilian life. For many, this includes going back to college or taking college courses. As they reintegrate into the routines of civilian life, special attention should be paid to easing the transition process and providing a supportive environment.

Dr. Victor Schwartz, Medical Director of The Jed Foundation, a leading not-for-profit organization dedicated to promoting emotional health and preventing suicide among college students, answers a few questions regarding the mental health and transitional issues many U.S. veterans face and what college campuses are doing to address the issue.

Q: Is mental health and/or suicide an issue among military veterans returning to college?

A: Many veterans coming to college show great maturity, discipline, motivation and focus. Nevertheless a significant number of returning veterans have reported mental health challenges. These “hidden injuries of war” are not surprising given the challenges of serving in a combat zone. It is important that veterans struggling with emotional health issues get the support they need as unaddressed problems can lead to serious consequences like substance abuse or suicide. With the right support and treatment, veterans dealing with mental health issues can still have a smooth transition and a healthy future.

Q: What challenges do many veterans face when returning to daily life as a college student?

A: Challenges many veterans face can range from a missing the camaraderie from their troops or dealing with misunderstanding university faculty members and classmates to physical, mental or emotional wounds of war. These issues can magnify barriers and challenges that make earning a college degree difficult.

Q: What can the student body do to help a veteran acclimate back to daily life on campus?

A: There has been significant news coverage of the emotional and physical injuries that veterans deal with as a result of serving in a war zone. There are significant assets veterans bring because of their experience and training. If you know or attend school with a veteran, the best thing you can do is help them have a normal experience: let them decide how much they want to discuss or emphasize their service, and be patient as they acclimate to their new routine.

Q: What boundaries must we follow to respectfully communicate with student veterans?

A: It’s sometimes easier for veterans to talk to each other than to civilians who may not fully understand their experiences, however, on campus, it’s important that civilians and veterans communicate as members of the same college community. Sometimes, civilian students can feel uncomfortable talking to veterans because they don’t know what is appropriate and what is off limits to discuss. Below are some tips for respectful communication from the Jed Foundation’s Half of Us website:

• Welcome them home
• Offer to help with their transition to (or back to) campus
• Support with patience and listening
• Understand that the transition home is a process and can take time

Q: What signs should administrators or students be aware of regarding mental health of veterans?

A: Veterans who have experienced trauma in war and combat might suffer from Post-Traumatic Stress (PTS), depression, and suicidal thoughts. It is important to know the warning signs of these conditions and, if there’s a problem, how to get involved in order to help your friend or family member cope and begin to get well.

Common warning signs of a problem include:
• Hopelessness about the future
• Difficulty concentrating or making decisions
• Jumpiness and constant over-alertness
• Troubling dreams, memories or flashbacks
• Increased heart rate and rapid breathing
• Insomnia and constant exhaustion
• Increased smoking or alcohol, drugs and/or food consumption
• Feeling nervous, helpless, fearful, sad, shocked and numb
• Irritability or agitation
• Self-blame, negativity or withdrawal

Q: How can I become an advocate for the student veterans on my campus?

A: There are many organizations that focus on making sure student veterans succeed in post-secondary programs. The Jed Foundation and the Bob Woodruff Foundation have created a training tool that helps campus health professionals understand the student veteran perspective, engage with them on campus, and provide the resources they need to succeed. You can support our troops by participating in The Bob Woodruff’s ReMIND movement. You can also become an advocate by joining IAVA’s (Iraq and Afghanistan Veterans of America) action network. There are also great resources available from Student Veterans of America and American Council on Education’s website for military students and veterans.

Q: Where can I go for more information?

A: For more information, visit https://www.jedfoundation.org/professionals/programs-and-research/helping-our-student-veterans-succeed or http://www.halfofus.com/veterans/.

This article originally appeared on www.diverseeducation.com

Many lesbian, gay, bisexual, transgendered or questioning (LGBTQ) students go through a period where they struggle to fit in or feel alienated by their student body. It is important to understand their perspectives and address common feelings they may have as they enter or continue their college experience. So how do we support LBGTQ college students?

Dr. Victor Schwartz, Medical Director of The Jed Foundation, a leading not-for-profit organization dedicated to promoting emotional health and preventing suicide among college students, answers a few questions regarding issues many LGBTQ students face and how college students and campuses can promote acceptance and more inclusive communities.

Q: Is mental health or suicide an issue among LGBTQ (lesbian, gay, bisexual, transgendered and questioning) students?

A: Lesbian, gay, bisexual, transgender and questioning (LGBTQ) youth face many social factors, like discrimination or bullying that can lead to feelings of isolation and potentially depression. Suicide is the leading cause of death among LGBTQ teens, and transgendered teens are 20 times more likely to contemplate, attempt or complete suicide than their heterosexual counterparts.

Q: How can I help someone who may be struggling?

A: If you know someone who may be struggling with their sexuality, make sure they know you are supportive and willing to talk about anything. Let them make decisions about their sexual orientation on their own terms and when they are ready. If someone reveals their sexual orientation to you, it is important to be supportive and allow them to talk through their feelings and fears. Coming out can be a difficult process and it helps to have a strong support network.

Q: What can I do if I see someone being discriminated against?

A: Cultural attitudes about sexuality are slowly improving, but there are still people in our society who are intolerant of personal differences and discriminate against people who are perceived as different. Harassment and abuse should never be tolerated. It’s our responsibility to stand up against discrimination and harassment. If you see someone being treated unfairly, reach out to that individual and report it to an authority figure. It’s important not to assume these issues will resolve themselves. Being bullied, mistreated or discriminated against can make it more likely someone will become distressed or worse.

Q: What is being done to help LGBTQ students?

A: Most college campuses have groups dedicated to promoting the emotional wellbeing of LGBTQ students. There are also many organizations that have been created to bring awareness of challenges these students face daily and educate their peers on the boundaries and language to use to respect these students. Organizations such as Love is Louder work online, through the media and in communities to strengthen emotional health by building resiliency, creating connectedness, promoting acceptance and equipping advocates to support their peers. The Love is Louder movement has already inspired hundreds of thousands of people around the world to take action to feel more connected, support others and get help if needed.

Q: What is Love is Louder Movement?

A: Love is Louder was started by The Jed Foundation, MTV and Brittany Snow to support students feeling mistreated. Individuals, communities, schools and organizations have embraced Love is Louder as a way to address issues like bullying, negative self-image, discrimination, loneliness and depression. In 2012, students from Trinity School in New York City made videos expressing support for their LGBTQ peers. It has become a social movement where students are changing their school’s culture. The Love is Louder movement made this program, now called Straight Up Love is Louder, national so all students in schools across the country can work together to make their communities more supportive and inclusive.

Q: What are some things I can do to help build resiliency and increase connectedness?

A: To be an advocate to support your peers, start by:

• Identifying yourself or someone they could go to if they needed to talk or seek help.
• Override the internal and external negative voices by shifting perspective.
• Practice positive behaviors that are proven to lessen and prevent symptoms of depression: primarily gratitude exercises and doing things to improve their community and help others.
• Be aware of word choice; be empathetic to how other people feel.

Q: Where can I go for more information?

A: For more information, visit http://www.loveislouder.com or http://www.loveislouder.com/straight-up/.

This article originally appeared on www.diverseeducation.com.

For most of American history, the college/university presidency could be described as an “all boys club,” however, over the last 3 decades this has changed. Over this time period, the number of female college/university presidents has steadily increased, and this trend shows no signs of slowing down anytime soon. Recently, I sat down with Dr. Angela Franklin, the first female and African American president of Des Moines University, to talk about here experiences. Without further ado, let’s begin the interview.

Q: What are some of the challenges that you have had to face as the first female and African American president?

A: I would begin by citing the obvious challenges of any new leader, regardless of gender or race. Being a newcomer in any environment can have interesting challenges given longstanding cultural dynamics. The difficulty comes from trying to establish rapport, build consensus, create vision, and set strategic priorities, all while trying to assess and learn a new culture. I believe I was selected for the job based on a genuine appreciation for my past experiences and skills, yet, you really have no way of knowing how those experiences will translate or be received in a new environment until you get there. I had to fall back on some basic principles of leadership which fall into the category of servant leadership or even more basically…. following the Golden Rule. So, there is a curiosity of new leadership that sometimes gets in the way of being able to mobilize a new team toward a collective vision. The curiosity typically stems from stereotypical thinking which comes from each individuals past experiences. And, like most institutions, there had been experiences with previous Presidents that colored expectations and impressions of me.

So, I came to a place which had some preconceived notions of the role of the President which did not necessarily fit with my experiences. Being the First Woman President as well as the first African American, added elements which made for some interesting dynamics. Although subtle and on the surface in most instances these factors clearly had an impact underneath it all.

There is actually some research from an organization called Catalyst that suggests that female leaders are scrutinized in a different way than males and I believe there is clearly a double standard. Catalyst has found that often there is an impression of a female leader of being either “too soft or too tough” but never “just right”. There is also an impression of either being competent but not necessarily well liked, or being liked but not necessarily being considered competent. My hope is to change this dichotomy and encourage women to just “be” who they are with an understanding that no matter how much they may try, they may or may not be perceived as they really are. So, I find myself having to be cognizant of some of the stereotypical thinking, acknowledge the double standard, respect the opinions and perceptions others may have, while trying to stay true to who I really am.

Through it all, I believe I have gained the respect of my campus community, and continue to work to demonstrate that a Female President can be “just right”, “competent”, AND liked! That is my challenge!

Q: What has been your proudest accomplishment in your time at Des Moines University?

A: Whereas I am pleased that in my first year I was able to mobilize a campus wide effort to refresh the institutional mission statement, clarify core values, and establish a collective vision for the future with strategic goals identified, I believe the proudest accomplishment thus far comes from a concerted effort made to re-locate La Clinica de la Esperanza to the Des Moines University Campus. This clinic began as one of the Free Clinics of Iowa and was a joint venture between Des Moines University and Unity Point Health System. During my first year, I learned that this partnership was primarily in name only and although housed in one of our properties on the south side of town, Des Moines University had not necessarily been actively engaged. With the support of my Board of Trustees, we moved the Clinic from the old clinic building, renovated space on our campus and they now reside on our main campus. This gives us the opportunity now to realize a more engaged partnership with Unity Point and also expand opportunities for training of our students on campus. In addition, this partnership was the “springboard” to allow us to expand other DMU clinic services to better realize our mission of providing quality care to the surrounding community.

Q: What advice would you give to a woman who has recently been appointed to her first college/university presidency?

A: The first thing any new president should do is to build relationships with the internal and external communities. Being a good listener and being approachable are also two additional bits of advice. I worked to understand the culture (internal and external) and began the process of building rapport across multiple constituent groups. It sometimes felt as if I needed to be in three places at one time, but I worked hard to have a positive presence both within the campus community as well as outside and around the country. This meant agreeing to speak at various local, civic organizations, being keynote speaker at various conferences, and serving on local boards and councils. Being immersed in the community was important in marketing my institution but also raising the awareness of the CHANGE which was happening at DMU!

The relationship with my Board of Trustees as well as my Executive Leadership Team was also essential. Getting the right team was an essential first step! Not making any hasty changes was an important lesson to learn as well. Whereas you sometimes hear that it is important to bring in your own team, I think it is more important to go slowly, assess, give people an opportunity, then make changes only when warranted. The blending of the old and new has merit and the synergies of fresh ideas with the appreciation of the history makes for a great dynamic.

Q: How about a woman who aspires to become a college/university president one day?

A: I would encourage any woman who aspires to become a President to Dream Big. The sky is the limit. We have “cracked” the glass ceiling for women in higher education and the Presidency in particular but there still aren’t enough of us. There is strength in numbers. According to the American Council on Education, the numbers of women college presidents has actually grown slightly from 23 % in 2006 to 26% in 2011. However, the proportion of presidents who are racial or ethnic minorities during that same timeframe actually declined slightly from 14% to 13%. And when Minority serving institutions are excluded, only 9 percent of presidents belong to a racial ethnic minority group which represents no change from 2006.

So, there is still more work to be done in preparing the next generation of Leaders. The changing demographics in our population plus the focus on diversity and inclusivity in higher education warrants a concerted effort to develop a diverse group of future leaders.
There are several leadership development programs out there such as the American Council on Education Fellows program, which by design, help prepare new leaders with a focus on knowledge and skill development as well as mentorship. Not everyone can afford to participate in these programs or would necessarily be supported to pursue them. Therefore, I think the onus is on the current Women Presidents to reach back and help others along the way.

Q: What are you most excited about as you look forward to the coming year as Des Moines University’s president?

A: I am excited about the changing dynamic on campus which has evolved over the last two years in encouraging open, honest communication, and working collaboratively as one university.

I am most excited about the new partnerships we had developed at DMU which includes the DMU Clinical Collaborative, a group of leaders representing all hospital systems within the state and surrounding territory who have agreed to come together to support the clinical training of our students.

I also am excited about prospects to engage with fellow academic institutions to explore new collaborations for interprofessional education and new degree programs.

In addition, we are expanding our clinical services to impact our community with a focus on prevention and wellness.

Q: Anything else that you would like to share with us?

A: Des Moines University is a 115 year old institution with a rich tradition of excellence in the health sciences. I am honored to serve as we continue to raise the bar and provide an exceptional educational experience for the next generation of health professionals.

That concludes my interview with President Angela Franklin. I would like to thank her for consenting to this interview and for her contributions to the field of higher education.

College attendance has become a necessity for entry into the contemporary workforce. This shift is a direct result of President Obama’s goal of having the largest percentage of college graduates out of all the countries in the world by 2020. With this edict has come an influx of students that may not have attended college as early as a decade ago. That being said, online colleges are taking the president’s challenge to heart and paving the way for underserved students to earn degrees and a better living. To find out more about this trend, I sat down with Cynthia G. Baum, Ph.D., president of Walden University. Cynthia has more than 20 years of leadership experience in postsecondary education, during which she has served as a campus president and regional vice president for a number of institutions.

Q: How does online learning lead to success for first-generation and minority students?

A: Online education increases access to higher education, an attribute that is particularly relevant for first-generation and minority students. It provides an alternative for students who want to begin or continue their studies at any stage in their life, have family responsibilities to consider, or want or need to continue working while earning a degree. For many first-generation and minority students, an online learning environment helps make higher education possible.

As a first-generation college graduate myself, I know what my parents sacrificed to make sure that I could pursue the education I wanted. My parents were bright, hard-working people who had some college education but neither of them was able to complete their degree. There wasn’t a Walden University for them, where they could go to school and have a full-time job in order to support our family. Online institutions like Walden provide opportunities for students from all walks of life to get an education, advance their careers, and make an impact in their professions and communities.

Q: What are some of the benefits of online education for underrepresented populations?

A: The online learning environment allows students to network with classmates and faculty from across the country and around the world. In particular, for first-generation and minority students who may not have had the opportunity or experience to network with others beyond their local community, this presents an amazing opportunity to benefit from the practical experience and shared knowledge of their peers. Students learn to work with one another as part of a virtual team while gaining the skills and knowledge needed to succeed in the workforce. In many cases, students are given the opportunity to immediately put what they have learned into practice.

Another benefit is the asynchronous online environment. There is a saying in the online classroom—there is no back row. Due to the nature of online learning, greater emphasis is placed on participation. Students must participate in discussions through online postings in their classrooms. Because of the asynchronous environment, students don’t feel rushed and have time to think through and reflect on their responses. It also provides the opportunity to share ideas in a safe environment, which can be a confidence booster for minority and first-generation students.

Q: What types of support services do online institutions need to offer in order to help first-generation and minority students succeed?

A: As they enter their programs, students can benefit from a new student orientation that helps them understand how to engage in the online classroom, identifies university resources available to them, and helps them think through important life areas such as time management and how to solicit the support of their family and friends. Self-assessments in writing and math can also help direct students to the support they may need in those areas. Having access to a well-resourced virtual library, research support, and a career services center provides students with tools and resources they need to be successful, build their networks, and move into a thriving career.

At Walden, we find it valuable to have support teams available 24/7 through email, phone, and chat to guide students with technical issues and to answer questions in areas such as registration and financial aid. We also provide other resources—such as virtual communities where students can connect with other students with similar career interests, cultural and ethnic backgrounds, hobbies, etc.—to help create a sense of camaraderie and belonging to the institution. This can be extremely valuable for first-generation or minority students who benefit from connections with classmates who share similar experiences and challenges.

Q: How can online institutions help guide first-generation students or others who may be at risk for not graduating?

A: We know from research that the first year of any student’s program is critical to their long-term higher education success. Assigning an academic advisor to the student from day one provides them with guidance and the necessary tools and resources to support their long-term success. Programs of study that are sequenced help to “scaffold” learning—where later courses build upon the skills of earlier ones—and take the guesswork out of what courses to take next. With the flexibility of online programs, students can fit school into THEIR life, not the other way around.

Just like brick and mortar institutions, online institutions can also provide writing tutors, math tutors, academic advisors, and career services professionals to support students at every stage of their learning experience. Effective mentors and support staff not only help students adjust to the online classroom but also support them to be confident, active participants in higher education. And virtual communities help to provide peer support. These types of support may not be available in the day-to-day environments of many minority or first-generation students and could be the critical difference in their higher education success.

Q: What role should online institutions like Walden continue to play in providing quality higher education?

A: It is clear that the online environment offers flexibility and convenience that is critical to the ability of working professionals to pursue their dreams of higher education. But at Walden, we not only offer convenience, we develop our programs starting with the end in mind; that is, the knowledge and skills that are important not only in the discipline being studied but also to employers in the field. We seek employer input and involve both subject-matter and curriculum design experts in determining the curriculum and design of every course. By using standardized assessment techniques, we have a wealth of data on what our students are learning in order to make continuous quality improvements in how and what we teach.

By providing students with access to both higher education and a quality learning environment, online institutions can provide students the opportunity to pursue their dreams, reach their potential, and use what they learn to make a difference in their professions, communities, and society at large.

That concludes my interview with President Cynthia Baum. I would like to thank her for consenting to this interview and for her contributions to the field of higher education.