Equipping Faculty of Color: Mentorship and Strategies for Success in the Academy

Equity is salient in the academy; however, the lens is focused on students and not faculty. Affording faculty of color, the same respect, honor, and opportunities white individual possess are critical. Discounting credit and recognizing individuals’ achievements based on the color of their skin transpired unfortunately. Emphasis has been provided necessitating the need to have diverse leadership in higher education to reflect the population of students. This exemplifies what students have voiced and provides support for the growing diverse population matriculating through higher education. Ensuring that recruitment for faculty of color and ongoing support is extended is paramount. Removing gaps and setting all individuals up for success is necessary

Using Doctoral Education and Research-Based Learning to Advance the Nurse Leader

Nurse leaders perform in highly autonomous positions in two dimensions; academia, and the clinical setting with the awesome responsibility to serve and protect others. To guide nursing practice, research-based skills are crucial to ensure leadership decisions are founded in evidence-based practice. Random controlled studies are gold-standard in healthcare compared to correlation or descriptive studies and employ a systematic review to strengthen findings (Schmidt & Brown, 2021). Research skills are prominent in numerous components of the leadership scope to perform at a stellar level

Academic Residency: Effective Engagement And Mentorship Of Doctoral Students

This paper presents the results of participatory action research survey responses from doctoral students regarding strategic onboarding activities. Twelve first-year doctoral students in an inaugural doctoral program cohort responded to Likert Scale and open-ended questions during the first week of a two-week on-campus residency. Resulting student perspectives highlight the importance of faculty mentorship and cohort engagement during residency to clarify roles and responsibilities, build academic support and collaboration networks, and alleviate anxieties about doctoral program expectations. Specific recommendations for academic residency include providing increased opportunities for one-on-one conversations with faculty and administrators, and cohort socialization activities to identify peer strengths and alliances

2024 Scholars At Work Conference Program

Program for the 2024 Scholars At Work Conference at Minnesota State University, Mankato on January 4, 2024

Doctor of Education Newsletter 2019

WSU Doctor of Education Inaugural Cohort 2019 Winona State University has an astounding reputation for educational practitioner preparation programs in the College of Education. As the summer of 2019 commences, a new journey begins for the inaugural cohort of doctoral students who embark on their quest to obtain Doctor of Education degrees.https://openriver.winona.edu/educationeddnewsletters/1000/thumbnail.jp

Doctoral Student Perspectives on Motivation and Persistence: Eye-Opening Insights Into the Ideas and Thoughts That Today\u27s Doctoral Students Have About Finishing the Doctoral Degree

It all comes down to this: we have an amazing team of faculty working with us who are present, supportive, intelligent, and motivated to help us succeed. They designed this program with those objectives in mind. We are in good hands, and any questions we have will be answered, so long as we ask them. Having the support system of our faculty, along with the tools we need to be successful, are major parts of the battle, already won. The rest is up to us. - A. Brooke Boultonhttps://openriver.winona.edu/educationeddbooks/1000/thumbnail.jp

A New Conceptualization Model Explaining Incivility Etiology in Undergraduate Nursing Students

Inciviliy in undergraduate nursing programs has been exemplified since the onset of the global pandemic. The nursing profession relies strongly on teamwork and unity. Incivility impedes learning and negatively impacts the teaching and learning environment for both students and faculty. Student civility and conduct behaviors are established prior to enterance into undergraduate nursing programs. To promote a community of professionalismm, current beliefs about incivility must be address and mitigated early in nursing programs to uphold standards and expectations. There is little tolerance for incivility in professional nursing practice, necessitating the importance of undertanding the root causes of nursing student behaviors before effective interactions can be implemented. Aim: To Provide a globally accepted conceptualized model to undergraduate nursing faculty that provides insight into the causative factors of incivility in nursing programs. Method: A systematic review of the literature was conducted to determine the prevalence of models that explains causative factors on uncivil actions by undergraduate nursing students. To date, no model exists that accounts for the biological, psychological, and sociological factors that impacts civil behavior in the classroom. Results: Causes of incivility has influences in the biological, psychological, and sociological domains, and each must be considered as it relates to the whole person, because external experiences impact internal (i.e., classroom) behaviors. The Conceptualization Model of Incivility Etiology in Undergraduate Nursing Students was created to expalin causitive factors of incivility in undergraduate nursing students. The model\u27s foundational concepts derive from Bandura\u27s Social Cognitive Theory and Clark\u27s Civility Index. Conclusions: For the first time a holistic account of biological, psychosocial, and sociological causes of incivility has been identified. Non-academic influences are now accounted for when understanding causes of uncivil behavior in undergraduate nursing students. Now that causes of incivility are understood within this contect, faculty will be able to implement interventions to mitigate incivility more effectively