Tamara Bertrand Jones, Ph.D., is an Associate Professor of Higher Education and Associate Director for the Center for Postsecondary Success at Florida State University. She uses qualitative methods and critical and feminist theories to examine the educational and professional experiences of underrepresented populations in academia. Her previous work as a higher education administrator and program evaluator has influenced her research interests in culturally responsive evaluation and leadership. She is a founder and past president of Sisters of the Academy Institute, which promotes collaborative scholarship and networking among Black women in academia.
Advising at the graduate and doctoral levels at many institutions differs from advising at the undergraduate level. As the landscape of higher education continues to become more inclusive, so does advising at the graduate and doctoral levels, requiring faculty members to include more diversity, equity, and inclusion principles within their advising practices. While many aspects of the advising climate can be unique to individual institutions, graduate and doctoral faculty advisers should foster an environment that is accessible, communicative, and representative of inclusion.
Learn more about CITI Program: https://about.citiprogram.org/
Tamara Bertrand Jones, Ph.D., is an Associate Professor of Higher Education and Associate Director for the Center for Postsecondary Success at Florida State University. She uses qualitative methods and critical and feminist theories to examine the educational and professional experiences of underrepresented populations in academia. Her previous work as a higher education administrator and program evaluator has influenced her research interests in culturally responsive evaluation and leadership. She is a founder and past president of Sisters of the Academy Institute, which promotes collaborative scholarship and networking among Black women in academia.
Advising at the graduate and doctoral levels at many institutions differs from advising at the undergraduate level. As the landscape of higher education continues to become more inclusive, so does advising at the graduate and doctoral levels, requiring faculty members to include more diversity, equity, and inclusion principles within their advising practices. While many aspects of the advising climate can be unique to individual institutions, graduate and doctoral faculty advisers should foster an environment that is accessible, communicative, and representative of inclusion.
Learn more about CITI Program: https://about.citiprogram.org/