EJI Resources

Mentoring is being increasingly used by companies as a means of fostering employee learning and development. Limited research exists from the perspective of the mentor on these relationships. This article presents the results of a qualitative study that investigated the characteristics that the ideal mentor should possess and ways that both mentors and proteges can make mentoring relationships most effective. Findings from the study are used to frame suggestions for future research and practice.

How do faculty and universities benefit from mentoring, and what sorts of mentoring programs and policies are most effective? This article reviews existing research on mentoring in higher education and develops a conceptual framework that captures a theory of change regarding expectations about the impact of mentoring on faculty career development and scholarly productivity. We surveyed faculty in U.S. public affairs programs to learn about individual and institutional experiences with mentoring and mentoring programs. We found that informal mentoring is prevalent, as are formal mentoring programs. In line with previous research, we found that both mentees and mentors believe that mentoring is useful for helping mentees with teaching, research, and career planning and that visible support for mentoring is important for its success. Guided by our findings, we offer recommendations for developing and sustaining effective faculty mentoring programs

How do faculty and universities benefit from mentoring, and what sorts of mentoring programs and policies are most effective? This article reviews existing research on mentoring in higher education and develops a conceptual framework that captures a theory of change regarding expectations about the impact of mentoring on faculty career development and scholarly productivity. We surveyed faculty in U. S. public affairs programs to learn about individual and institutional experiences with mentoring and mentoring programs. We found that informal mentoring is prevalent, as are formal mentoring programs. In line with previous research, we found that both mentees and mentors believe that mentoring is useful for helping mentees with teaching, research, and career planning and that visible support for mentoring is important for its success. Guided by our findings, we offer recommendations for developing and sustaining effective faculty mentoring programs.

Each two-page description leads you through an archetype and outlines ways to use the archetype to address your own business issues.

DHQ published a special issue that explores issues of diversity in the digital humanities and the need for inclusive practices.

DRS is dedicated to ensuring access and inclusion for all students with disabilities on the Seattle campus enrolled in our undergraduate, graduate, professional, Evening Degree and Access programs for over 39 years. DRS serves 2,800+ students with either temporary or permanent physical, health, learning, sensory or psychological disabilities.

Provides leadership to the university community in achieving employment, educational, programmatic and physical access for individuals with disabilities.

Disabled academics in Canadian universities face difficulties navigating neoliberal performance standards and medicalized conceptualizations of disability.

A publication of the Association of American Colleges and Universities focusing on diversity in higher education.

At the University of Washington, diversity is integral to excellence. We value and honor diverse experiences and perspectives, strive to create welcoming and respectful learning environments, and promote access, opportunity and justice for all.

Serves as the primary advisory committee to the UW President on matters of diversity and equity at all three UW campuses.

This taskforce examines the current diversity requirement, assesses the efficacy of the current requirement in meeting student needs, and makes recommendations to more effectively address issues of race, equity, inclusion, power, bias, systems of oppression, and anti-racism.

Rooted in theories of cognitive development and social psychology, this article explores the relationship between students' experiences with diverse peers in the college or university setting and their educational outcomes.

Simply adding race to the list of differences equally targeted in a diversity strategy won't eradicate the systemic racism that marginalizes -- and kills -- black Americans, writes Benjamin D. Reese.

This document presents eight powerful truths about diversity and inclusion.

Executive Order 14035 concerning strenghtening the Federal workforce by promoting diversity, equity, inclusion, and accessibility.

The Diversity, Equity, Inclusion and Belonging (DEIB) Excellence Award seeks to highlight Professional Staff currently working at the University of Washington at our Seattle, Tacoma or Bothell campuses, including UW Medicine.

Your curated guide for promoting DEIJ initiatives, institutional change, and an inclusive culture

This book provides practical strategies for facilitating conversations about race and fostering a more inclusive environment.

Offers online diversity training and resources for faculty, staff, and students.

To determine the characteristics associated with having a mentor, the association of mentoring with self-efficacy, and the content of mentor–mentee interactions at the University of California, San Francisco (UCSF), we conducted a baseline assessment prior to implementing a comprehensive faculty mentoring program.

LGBTQ+ faculty in science and engineering face an unwelcoming academic climate, including invisibility, discomfort, and pressure to conceal their sexuality.

Effective faculty mentoring for underrepresented minority faculty involves providing social capital, valuing their research areas, and understanding their struggles at predominantly white institutions.

As a facilitator and space holder, Dr. Falami creates safe and inclusive environments where individuals can share their stories, find healing, and gain strength from community connection. Facilitating workshops and retreats, and healing circles that address the complex emotional and spiritual aspects of self and collective care and one's wellbeing.

This article, written collaboratively by an education scholar and a drag queen involved in organizing Drag Queen Story Hour (DQSH), contextualizes the programme within the landscape of gender in education as well as within the world of drag, and argues that DQSH provides a generative extension of queer pedagogy into the world of early childhood education.