Forget Cleaning the House and Doing the Service, Keep Your Sanity: One Scientist’s and Mother’s Story of Not Just Surviving, but Thriving during the COVID-19 Pandemic

Here, I describe my personal journey as a STEM professor during the pandemic, and my struggles and successes with online teaching, research, and dealing with COVID-19, as a single mother of three children. I share my story and advice—dirty dishes, imperfections, and all. My message, based on the lived experiences of myself and many of my colleagues, evidence-based facts, and research is simple – we must learn to say no and focus our energy and strength on those things that will directly advance our promotion and that we are passionate about, not on the endless, discounted service roles we typically do. I recognize our ability to do so varies across differences of rank, race, gender, sexuality, and age. I also shed light on research on gendered institutional service and caregiving disparities, the physiology of stress and disease, systemic racism, and the disproportionate, amplified impacts the pandemic is having on women and BIPOC (Black, Indigenous, and People of Color) faculty. Gender and racial inequalities, stress, service, and caregiving demands have exponentially increased with the pandemic, which will result in long term health and economic impacts far beyond COVID-19, unless great institutional changes are made. I highlight what my institution has done well, has struggled with, and what still needs to be done. In addition to the typical extensions in the R&T (Rank and Tenure) process, which notably take women and BIPOC faculty farther away from their research and higher wages, I outline more important institutional strategies and adaptations that are needed for the viability and health of women, BIPOC, and caregiving faculty, and hence higher education as a whole. Importantly, those institutions that will fare the best will be those that take care of their faculty and students and provide truly meaningful assistance in more than just their mission statements and rhetoric.

Relevant Factors in Increasing School Principals' Entrepreneurship for Improving Students 'Achievements

Entrepreneurship of principals in the educational environment to enhance students' creative behavior and achievements through innovation and the development of learning methods is very important. The principal has the task of managing resources and taking advantage of opportunities in improving the quality of education. This study aims to discuss the significant variables in increasing entrepreneurship principals. The study uses a quantitative approach with path analysis. The research sample was 334 Principals of Kindergarten, Elementary, Middle and High Schools in Central Java Province. Data collection was carried out by studying documentation and questionnaires. Data analysis was performed by path analysis with the AMOS program. The results showed that the rank and tenure as a teacher had a positive and significant effect on the tenure as a principal. While the use of social media has a significant negative effect. Of the various independent variables observed, only the existence of opportunities that had a significant positive effect on the ability of innovation of the principal. While the variables that significantly influence the development of learning methods are the ability of innovation and the presence of opportunities. The development of learning methods and the existence of opportunities will subsequently have a positive effect on improving student achievement, as the ultimate goal of developing entrepreneurship by the principal. Pathways to improve the entrepreneurship of principals are the existence of opportunities, tenure as principal, innovation and the development of instructional media. Keywords: Entrepreneurship, Principal, Inovation. Creativity,

Sources and severity of stress in a Southwestern police department

Background Policing is a stressful occupation. Most research examining police stress focuses solely on patrol officers, and often focuses on black and white officers only. Further, organizational sources of stress tend to be more important for police officers generally. Aims To explore sources and severity of stress in a predominately Hispanic, mid-sized, Southwestern police department. Methods A cross-sectional study of 147 police officers of all ranks was conducted. A modified version of the Police Stress Survey (PSS) was administered during daily briefings. Logistical regression models were utilized to examine predictors of stress based on gender, race/ethnicity, rank and tenure. Results Overall, occupational stressors proved more prominent than organizational stressors, contrary to previous research. Additionally, race/ethnicity was predictive of both total stress and occupational stress; rank was predictive of organizational stress; and tenure in law enforcement was predictive of occupational stress. Conclusions The sources of stress that impact police officers may be shifting as the climate surrounding law enforcement changes. What is stressful for officers depends on the race/ethnicity, rank and tenure of the officer within the organizational structure. Potential interventions designed to alleviate stress should be mindful of the variety of needs within any given department.

Organizational Change and Online Education at HBCUs

This chapter examines how mentoring pre-tenured and tenured faculty during organizational change of implementing fully online academic programs impacts resistant and/or supportive faculty. By using a case of an experience of some faculty at HBCUs, the authors examine how mentorship is necessary to engender a supportive and successful transition in the face of faculty members' resistance to including online education. Influence on faculty becoming adept experts of online teaching and education, prioritizing online teaching and its impact on how they approach live instruction, and anticipating how a designated mentor(s) affects teaching evaluations and research scholarship necessary to achieve rank and tenure promotion will be delineated.

Service Learning as Scholarship of Engagement and Its Relationship to the Academic Reward Structure

Service-learning is an emerging paradigm in undergraduate education benefitting students, universities, and communities. Students benefit from the practical, hands-on experience of service utilizing the education received through their academic work; universities benefit from the good will and good publicity garnered by successful projects; communities benefit, as service-learning projects often aim to address real and pressing needs. But what of the faculty member whose task it is to identify, formulate and oversee these community projects? In this paper, the argument is made that service-learning projects may potentially provide reward to tenure-track faculty members by inclusion in rank and tenure dossiers. Service-learning projects can be included within the Boyer Model of Scholarship under the scholarship classifications of Application, Teaching, or Engagement. The paper concentrates particularly on the Engagement classification. Additionally, risks to the faculty member choosing to use service-learning as a promotion or tenure tool are discussed. The authors’ own service-learning activities are described and discussed as an example.