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Success in higher education is often measured by one's ability to conduct research, effectively disseminate findings, and competently teach in a collegiate setting. These measures are not entirely developed during doctoral school, let alone as a classroom teacher. In order to increase the likelihood of success at the higher education level, several newly hired faculty members at a four-year university created the new faculty guild by which they would share scholarly progress, insight into effective teaching strategies, thoughts/ideas of possible research investigations, and solace for one another. Their progressive actions led towards better understandings of the multifaceted tasks related to success in higher education, including mentorship, critical reflection, and collaboration. This article will enlighten prospective and newly hired faculty/faculty about maximizing the benefits and minimizing the limitations of teaching, researching, and fulfilling other service-related duties within higher education.

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Preservice educators face daunting challenges throughout their professional development, but no challenge is greater than that of contextualizing their instruction within multicultural environments. Addressing the increasing diversity and ever-changing cultures within student populations is often skimmed over within teacher education curriculums; yet, its importance to the success of preservice teachers cannot be understated. Investigators developed two specific projects which led teacher candidates to innovate and promote inquiry-based learning within their elementary learners. These practical, real-world applications took teacher candidates through the process of effective instruction: assessment, modeling, scaffolding, and evaluation.