Administration Mentoring STEM education 
Diverse: Issues in Higher Education
NOVEMBER 5, 2024
CSUSM’s inclusive hiring practices have increased Latino representation among faculty, administrators and staff. All faculty and administrator searches must have a DEI advocate who completes specialized training. In Fall 2022, our first faculty mentor pairings were made,” says Ben Telesca, vice president for student affairs, SRSU.
Diverse: Issues in Higher Education
SEPTEMBER 23, 2024
Burt Derived from a decade of my research on the subject, the Black Males in Engineering (BME) project aims to address and redress the numbers of Black boys and males interested in and persisting through STEM educational pathways. Finally, Video 5 (“Of Triumph and Perseverance”) offers an illustration of a Black male success story.
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Diverse: Issues in Higher Education
MAY 31, 2023
Women make up 44% of our full-time faculty — which is notable because most of them are engineers — and a majority of the college’s management team, both academic and administrative. For example, we adopted the “Cracking the Glass Ceiling” program for advancing STEM educational excellence among young girls from Israel’s peripheral regions.
Diverse: Issues in Higher Education
APRIL 16, 2024
noted they received unfair treatment from school administrators. There was also a standing committee on LGBTQ student needs that the student affairs office had, which did as much as they could within the confines of the administration,” he says. of LGBTQ people experienced bullying, harassment, or assault at college, compared to 18.9%
Diverse: Issues in Higher Education
JANUARY 2, 2024
She was a member of the Texas state house of representatives from 1972 to 1977, and she served as an administrator in the U.S. Department of Health, Education and Welfare, between 1977 and 1981. She was a great teacher and mentor to other members, a chair of the Congressional Black Caucus;[s.i.c.]
Diverse: Issues in Higher Education
JANUARY 2, 2025
From mentors, professors, and members of my cohort, I realized that this journey is not meant to be traveled alone. I provide context about cultural capital assets and factors that contribute to their STEM identities. I argue that creating a STEM Identity is associated with various contexts for first-generation Black students.
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