Don’t Waste My Time: Characteristics of Professional Development that Mid-Career Teachers Say they Need

Mid-career teachers make up the majority of the educator population (National Center for Education Statistics, 2021) and a significant number of mid-career teachers encounter career cycle periods known as career frustration and career stability (Fessler & Christensen, 1992). The first is characterized by overall frustration and disillusionment with their day-to-day work and the second is seen as a plateau where adequate is acceptable. Despite billions of dollars being allocated to professional development annually (Mirage, 2015), there is a problem designing meaningful learning for mid-career teachers to keep career disillusionment and complacency at bay. Research has covered what content teachers need to have at their command to effectively serve their students (Darling Hammond & Youngs, 2002; Heritage, 2007; Winch, 2004). Additionally, significant research exists about how adults learn (Belanger, 2011; Knowles, 1972; Kolb & Kolb, 2005) that illuminates the considerations of the delivery of professional development, but there is a gap in the literature about the characteristics of professional development that mid-career teachers need. To keep experienced teachers engaged in continuous improvement in our schools, and to be fiscally prudent with taxpayer dollars, this grounded theory study sought to understand the characteristics of professional development that mid-career practitioners describe as most important to meet their needs. The resulting findings and the emergence of the Mid-Career Professional Development Design framework with its companion guide of application-focused questions are intended to be a tool for leaders and facilitators to consult as they plan, support and implement meaningful professional development for mid-career teachers

Social Work, Politics, and Power

This Banded Dissertation explores the specialty of social work known as Political Social Work. Through archival research, the past sociopolitical social work movement known as The Rank-and-File Movement was explored. This movement was compared to current sociopolitical movements and how The Rank-and-File Movement, and its demise, informs organizing and the sociopolitical participation of social workers today. Additionally, faculty perceptions around the importance of civic education, its place in social work curriculum, and the preparedness of students to participate in civics post-graduation were explored. The Banded Dissertation culminates in the completion of a qualitative archival research paper, a quantitative descriptive study, and a professional presentation at a peer reviewed conference that disseminated the findings of the archival project surrounding the Rank-and-File Movement

From Abraham’s Angels to Europe’s Refugees: The Ethic and Challenge of Hospitality

A program of the Encountering Islam Initiative, and co-sponsored by the Jay Phillips Center for Interreligious Studies, the Department of Theology presents the fifth annual Terence Nichols Memorial Symposium. Dr. Fuad Naeem will introduce Dr. Mona Siddiqui. Professor Mona Siddiqui is an internationally recognised academic and broadcaster at the University of Edinburgh. She is Professor of Islamic and Interreligious Studies as well as Assistant Principal for Religion and Society. Religious and philosophical traditions have extolled hospitality a fundamental ethic in human relationships. Abraham is said to have inspired a theology of hospitality often echoed in Jewish, Christian and Islamic literature, one which has frequently been used as a framework for interreligious dialogue. But hospitality is more than an act of charity or simple welcome; it is an obligation which demands transformation of the self and society. Today, the effects of globalization, increased migration and conflicts have led to the vast displacement of people towards Europe. This has reignited the question of who should be made welcome and forced many to rethink the category of stranger, guest and neighbor. Organized and hosted by the Encountering Islam Initiative of the Theology Department and cosponsored by the Jay Phillips Center for Interreligious Studies at the University of St. Thoma

“Equity is Student Success:” White Women Leaders Closing the Higher Education Opportunity Gap

This qualitative multi-case study explored the experiences of nine women serving as presidents of community and technical colleges in seven different Midwestern states to understand how they serve students with an increasingly diverse background and ultimately work to close the education opportunity gap. The data collection process consisted of virtual semistructured interviews, reviews of strategic planning documents, and cataloguing posts from the LinkedIn, Twitter, and YouTube social media platforms. Seven themes emerged during the cross-case analysis of the nine narrative case studies including Contribute to the Greater Good, Commit, Cultivate, Advocate, Innovate, Collaborate, and Communicate. The central themes that emerged from the cross-case analysis were interpreted through the lens of the ethics-based leadership model as proposed by Fine (2008) and the inclusive Leadership Framework for Action™ developed by Tyner (2021). The goal of this research was to gain insight into the leadership perspectives held by the participants and how these viewpoints inform behaviors to positively affect the education opportunity gap

Learning to Lead: A Phenomenological Study on Women of Color Leaders in University and College Counseling

University and college counseling (UCC) centers are well-known for providing leadership development opportunities, strong training programs, and a commitment to diversity and multiculturalism (Clauss-Ehlers & Parham, 2014). However, this commitment to leadership development does not seem to be reflected in leadership roles. According to the AUCCCD Annual Report, 75.8% of UCC directors are White (Gorman et al., 2022) and little is known about why leadership positions are being less occupied by Women of Color. By interviewing directors of university and college counseling centers that identify as Women of Color, there is an opportunity to learn the experiences of navigating multiple, intersecting, and competing identities, roles, and responsibilities as Women of Color, psychologists, and leaders. The purpose of the present study aimed to explore the individual and shared experiences of Women of Color leaders in UCC. A phenomenological approach was used to uncover the significance and experiences of Women of Color in leadership roles (Marshall & Rossman, 2016). In-depth interviews offered an opportunity for participants to share their stories and discuss how racial and gender identities, as well as the intersection of sexism and racism, have influenced their leadership development. Questions were separated into two interviews: the first interview scheduled for one hour focusing on the participant\u27s leadership development and past experiences, and the second interview also scheduled for one hour focusing on their present or recent experience in a leadership role. Additional sources of data included archival data and field notes. There were six total participants interviewed for this study. All participants identified as cisgender women. The mean age at the time of the interview was 46.3 years. The racial and ethnic demography was relatively heterogeneous for the sample size, with three participants identifying as Black, one as Asian American, one as Pacific Islander, and one as Latina. Two of the six participants also identified as multiracial/mixed. Years of leadership experience ranged from 1 year to \u3e15 years, with a mean of 6.1. Most participants held a leadership position as Training Director (50%), with the second most common position being Clinical Director (33.3%). One participant held a leadership position as Center Director (16.7%). Upon completion of data analysis, three primary themes emerged from the data: supportive experiences, systemic oppression as barriers to leadership opportunities, and sustainability. The first theme of supportive experiences explored opportunities that supported participants’ leadership development and was categorized into three subthemes: mentorship, community, and diversification of training. The second theme of systemic oppression as barriers to leadership opportunities was categorized into three subthemes: experiences of racism and sexism, institutional challenges, and self-doubt. The third and final theme of sustainability highlighted leadership growth and was categorized into three subthemes: setting boundaries, meaning and purpose, and learning to lead. There were several noteworthy findings, namely the significance of mentorship, community, representation, and authenticity in becoming a leader. The findings illustrate the phenomenon of Women of Color leaders in university and college counseling and tell an important narrative that, despite facing many hurdles, Women of Color leaders are exemplifying a new approach to leadership, and leading with courage, integrity, and verity

From Abraham’s angels to Europe’s refugees: the ethic and challenge of hospitality

A program of the Encountering Islam Initiative, and co-sponsored by the Jay Phillips Center for Interreligious Studies, the Department of Theology presents the fifth annual Terence Nichols Memorial Symposium. Dr. Fuad Naeem will introduce Dr. Mona Siddiqui. Professor Mona Siddiqui is an internationally recognised academic and broadcaster at the University of Edinburgh. She is Professor of Islamic and Interreligious Studies as well as Assistant Principal for Religion and Society. Religious and philosophical traditions have extolled hospitality a fundamental ethic in human relationships. Abraham is said to have inspired a theology of hospitality often echoed in Jewish, Christian and Islamic literature, one which has frequently been used as a framework for interreligious dialogue. But hospitality is more than an act of charity or simple welcome; it is an obligation which demands transformation of the self and society. Today, the effects of globalization, increased migration and conflicts have led to the vast displacement of people towards Europe. This has reignited the question of who should be made welcome and forced many to rethink the category of stranger, guest and neighbor