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• Fostering Sustained Student-Faculty Engagement in Undergraduate Education. 

Edited by

Tenitell Trolian, Ph.D.

SUNY, University of Albany

Eugene T. Parker III, Ph.D.

University of Kansas, USA

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​The edited text focuses on how higher education scholars, faculty, and leaders might reconsider and rethink undergraduate student-faculty experiences for present-day higher education, both inside and outside of the classroom. Additionally, the volume challenges existing notions of student-faculty interaction, focusing instead on improving the quality of interactions and fostering sustained mentoring relationships for important populations of students, ultimately considering how student-faculty engagement can contribute to student learning and success in higher education. A timely book, Fostering Sustained Student-Faculty Engagement in Undergraduate Education offers practicable recommendations for higher education faculty, student affairs staff, faculty development professionals, and college and university leaders for fostering effectual student-faculty experiences.

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• ​Promoting Meaningful Student-Faculty Experiences in Graduate Education. Routledge/Taylor and Francis Group​

Edited by

Eugene T. Parker III, Ph.D.

University of Kansas, USA

Tenitell Trolian, Ph.D.

SUNY, University of Albany

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While there is an extensive body of evidence about the importance of engagement with faculty for undergraduate students, there is a dearth of scholarly attention to the experiences of graduate and professional students. This edited book examines current and future changes to U.S. college and university environments and the ways in which these shifts affect student-faculty interactions and engagement with graduate students. This volume highlights the distinct ways in which graduate students interact with faculty through research opportunities, advising, collaborations, teaching, mentoring, and socialization. This book also offers practical implications and recommendations for higher education faculty, student and academic affairs staff, faculty development professionals, and leaders for fostering effectual student-faculty experiences in graduate education.

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• Surviving and Thriving as Underrepresented Early Career Faculty: Narratives that
  Humanize the Professoriate

Edited by: Garcia-Louis, Ardoin, McGuire, Shalka & Parker

 

Creating Space for Ourselves as Minoritized and Marginalized Faculty moves away from conventional faculty success books by providing early career faculty with innovative perspectives about successfully navigating the professoriate, while humanizing their lived experiences and naming the unspoken. Through the use of interdisciplinary methods, such as creative artistic expression, testimonios, and personal narratives, chapter authors share experiences learned about surviving, thriving, navigating, and succeeding as early career underrepresented and marginalized faculty. Chapters discuss issues such as navigating workplace hostility, finding community beyond the academy, work–life balance, and crafting a scholarly identity, while also offering little-known tips about how to survive the professoriate while growing into thriving minoritized and underrepresented scholars. This book explores personal and institutional factors that are seldom discussed in other career success books, helping faculty as well as institutional leaders understand how we can, individually and collectively, create systems that invite and recognize humanity while ensuring successful career pathways for marginalized folks with doctoral degrees.

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