is a Batten Fellow and an Associate Professor of Engineering Technology in Mechanical Engineering Technology Program. She holds a Ph.D. from Purdue University in Mechanical Engineering Technology, focuses on Digital Manufacturing, Magistar (Ph.D. candidate) degree in Indsutrial Engineering and Management, focused on Production Systems Design, and dipl.ing. degree in Industrial Engineering focused on Mechatronics, Robotics and Automation. She went through engineering pathways herself, completing master electrician degree when completing Technical School in Uzice, Serbia, focusing on pre-engineering program on high power voltage systems and maintenance of electromechanical systems. Her research is focuses on engineering pathways, career and technical education, digital thread, cyber physical systems, mechatronics, digital manufacturing, broadening participation, and engineering education. She is a Director of Mechatronics and Digital Manufacturing Lab at ODU and a lead of Area of Specialization Mechatronics Systems Design. She worked as a Visiting Researcher at Commonwealth Center for Advanced Manufacturing in Disputanta, VA on projects focusing on digital thread and cyber security of manufacturing systems. She has funded research in broadening participation efforts of underrepresented students in STEM funded by U.S. Department of Education, focusing on computer science and cybersecurity pathways, and from Office of Naval Research, focusing on mechatronic pathways. She is part of the ONR projects related to the additive manufacturing training of active military. She is also part of the research team that has multiple projects funded from NSF focusing on veteran pathways and their success in engineering. She leads the team that delivers the summer program to nine graders that focus on broadening participation of underrepresented students into STEM (ODU BLAST), funded by the Virginia Space Grant Consortium.
Community college presidents are currently retiring at rapid rates, and this turnover in leadership is expected to continue. As these important post-secondary institutions face the loss of senior-level leaders, women in mid-career positions are preparing to fill the gap in the leadership pipeline. Although previous studies have examined the leadership challenges faced by women leaders, the focus has been on presidents and vice presidents. This study fills a gap in the literature by examining the leadership experiences of women in mid-level positions - specifically deans and directors - and to identify their unique employment mobility challenges. The purpose of this qualitative, phenomenological study was to examine women leaders in mid-level positions and their perceptions of the personal, professional, and organizational challenges unique to them as leaders in urban community colleges. This study provides community college leaders and practitioners a better understanding of the importance of more effective navigational tools, better leadership training and development, and inclusive and intentional leadership funnels and hiring practices for women mid-level leaders. Ten participants from three community colleges discussed perceived challenges through in-depth, semi-structured interviews, and they described how they have attempted to navigate these challenges. Five major themes were identified: (a) leadership progression, (b) work-life balance, (c) mentorship and professional development, (d) communication, and (e) institutional climate and organizational structure. Recommendations for leaders include: providing opportunities and support for mentorship for women in mid-career positions; creating and funding professional development opportunities; and assisting women leaders with doctoral degree completion.
The current mixed-method study investigates transformational leadership qualities through higher education doctoral programs in the Commonwealth of Virginia. This study relies on three data points: interviews with graduate program directors of higher education doctoral programs (whether PhD or EdD), a program evaluation of programs, and Multifactor Leadership Questionnaire (MLQ-5x™) survey results from students within said programs. Data were collected from the five public universities that offer higher education doctoral programs within the Commonwealth of Virginia. Students completed a self-rating using the Multifactor Leadership Questionnaire (MLQ-5x™) and then were peer-rated by colleagues to strengthen the validity of the study. Additionally, themes surrounding the structures of these doctoral programs were collected. As researchers of higher education and leadership studies cite transformational leadership as a high competency for college and university presidents, coupled with a looming shortage of college and university presidents on the horizon, measuring the programs that train these potential future leaders is warranted.
The term Students of Promise is used for students considered to have a heightened risk status, which not only has a negative effect on students but also on the higher education institutions they attend. This quantitative study explored how the COVID-19 virus has impacted student populations at various US higher education institutions and to uncover what specific issues (financial, emotional, social) impacted students during this unprecedented time in light of student categories and student demographics. This study found statistical significance in Students of Promise characteristics and presents data on the behaviors, activities, and tools necessary for success, concerns surrounding COVID-19, and opinions on higher education factors. Implications are also discussed to include a deeper understanding of Students of Promise needs, social mobility, and advising. This study shows that Students of Promise continue to need academic resources but also ways to lower stress levels and to afford college.
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