EJI Resources

Teacher education programs often focus on developing teaching professionals and leaders committed to advocating for students, yet pervasive deficit mindsets reinforce and (re)produce societal inequities. In this paper, we outline why and how a turn towards justice in teacher education is an appropriate strategy to reduce harm and marginalization in contexts of K-12 schooling.

A grassroots organization advocating for affordable, accessible, and reliable public transportation in Seattle.

Offers a look at the many ways the stress of dealing with trauma manifests itself: feelings of helplessness and hopelessness, diminished creativity, chronic exhaustion, cynicism, and more. This title presents a variety of simple practices that enable us to look carefully at our reactions and motivations and discover sources of energy and renewal.

Mentoring is often identified as a crucial step in achieving career success. However, not all medical trainees or educators recognize the value of a mentoring relationship. Since medical educators rarely receive training on the mentoring process, they are often ill equipped to face challenges when taking on major mentoring responsibilities. This article is based on half-day workshops presented at the 11th Ottawa International Conference on Medical Education in Barcelona on 5 July 2004 and the annual meeting of the Association of American Medical Colleges in Boston on 10 November 2004 as well as a review of literature. Thirteen medical faculty participated in the former and 30 in the latter. Most participants held leadership positions at their institutions and mentored trainees as well as supervised mentoring programs. The workshops reviewed skills of mentoring and strategies for designing effective mentoring programs. Participants engaged in brainstorming and interactive discussions to: (a) review different types of mentoring programs; (b) discuss measures of success and failure of mentoring relationships and programs; and (c) examine the influence of gender and cultural differences on mentoring. Participants were also asked to develop an implementation plan for a mentoring program for medical students and faculty. They had to identify student and faculty mentoring needs, and describe methods to recruit mentors as well as institutional reward systems to encourage and support mentoring.

The interests of departments, schools, the campus, and faculty are best served when the people we hire are constructively mentored and reviewed. Constructive mentoring and reviewing of tenure-track faculty works to help faculty meet high standards of rigor, depth and innovation in scholarship, and to realize their full potential as scholars, teachers, and members of the academic community. When we grant a faculty member tenure, we acknowledge the high contributions that person is making to our scholarly and learning community; we also acknowledge the institution's wise choice in hiring and enabling mentoring of the new faculty member. Given all that is at stake, both personally for the candidate and institutionally, in hiring and tenure, the mentoring and reviewing of tenure-track faculty is some of the most important work we do.

Mentoring resources for mentees, mentors, and department leadership.

Mentoring is a critical component of career advancement for all health science faculty. It has been defined as a multifaceted collaboration between a junior and senior professional with the primary goal being the nurturing of the junior professional’s development. UCSF has embarked on an ambitious plan to improve mentoring for all faculty.

In this series of essays Fred Moten and Stefano Harney draw on the theory and practice of the black radical tradition as it supports, inspires, and extends contemporary social and political thought and aesthetic critique.

Undergraduate Academic Affairs advances and deepens undergraduate education at the University of Washington. By connecting undergraduates to the breadth and depth of the UW’s opportunities, and by creating new ways to connect, we guide students toward participating in the life of our University so they are equipped and eager for their journey ahead.

In this article, we describe the attributes of the "ideal" mentor and the roles mentors commonly play in a protégé's career. We then discuss a framework for optimizing one's chance of fostering mentoring relationships. We conclude by discussing the evolution of and transitions in mentoring relationships, as well as how one might transition from protégé to mentor.

"The Undocumented Americans" is a poignant and eye-opening account of the undocumented experience in the United States.

The UW’s undocumented student resources support undocumented students of all ethnicities and nationalities throughout the various stages of their Husky Experience.

This declaration emphasizes the importance of cultural justice and the promotion of diverse cultural expressions, affirming the need to ensure that cultural diversity is treated equitably and respectfully.

UNESCO's framework for Education for Sustainable Development (ESD) highlights the importance of equity in education as a fundamental principle for achieving sustainable development goals.

This organization aims to support Native Americans in the Greater Seattle area by providing services and programs that promote cultural preservation, education, and social justice.

The UN Convention on the Rights of Persons with Disabilities emphasizes the principles of full and effective participation and inclusion in society for individuals with disabilities.

This podcast examines the current state of American society and politics, addressing issues such as race, identity, and inequality.

Students with disabilities in higher education report that Universal Design for Learning and Instruction principles are useful for improving their learning.

Research finds many benefits for faculty who receive mentoring, and this handbook is intended to support faculty mentoring by drawing from the research on the topic. After outlining the various types of faculty mentoring and the advantages and disadvantages of each, best practices are offered for mentees, mentors, and heads and deans. Diversity issues in mentoring are also highlighted.

University faculty councils study and make recommendations on issues bearing on the welfare of the university. Examples include the Gender, Equity, and Justice Council and the Race, Equity, and Justice Council.

Provides research, tools, and resources to promote diversity and inclusion in higher education institutions.

Effective mentoring by faculty is critical to the success of postdocs and to the career development of the faculty. Mentoring entails an institutional commitment by the University of Notre Dame towards a meaningful postdoctoral training experience, towards a high quality of training which entails mentoring opportunities and sufficient extent of experiences to allow for preparation and exposure to a variety of career choices. Below are tips and information to assist faculty with mentoring postdocs

The Dietrich School of Arts and Sciences strongly recommends that each new and new to role tenure-stream and appointment stream faculty member be provided with appropriate mentoring. If the Dietrich School’s ambition for excellence is to be sustained, outstanding faculty must not only be hired, but supported as they develop their careers as teachers, scholars, and researchers. Mentoring is essential to achieving long-term diversity by ensuring that faculty from groups underrepresented in a department are integrated into networks of information and receive collegial and informed career guidance.

The Office of the Ombud serves the UW community by providing high quality, client-focused services for preventing, managing, navigating and resolving conflict at the UW. We act as thought-partners with clients to assist them in navigating any issue to do with their lives at the UW. Through active participation in the problem-solving process, clients develop the ability to prevent, manage, and resolve future conflicts.

This toolkit was developed by the members of the Department of Family Medicine and Community Health Diversity, Equity and Inclusion Committee. We recognize that to appreciate and attract greater diversity in our department, we must embrace and support the members we have amongst us first. This toolkit was developed to support mentorship relationships across our department including faculty mentorships (tenure, clinical health science (CHS) and clinician teacher (CT) tracks); faculty and clinical learner mentorships; and staff mentorships (clinical, educational, research and administrative). As this was broadly conceived, we welcome its application to other audiences.