@inbook{st john_cleveland hill_wooden_pasque_2023, title={BREAKING THROUGH RACIAL AND GENDER BARRIERS: Reflections on Dissertation Mentorship and Peer Support}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85166145311&partnerID=MN8TOARS}, DOI={10.4324/9781003446057-4}, abstractNote={In this chapter, the authors focus on their graduate school experiences and how they influenced their images of education and social change. Across institutions and over time, we have learned that dissertation mentorship and peer support are powerful sources of social agency in breaking through racial and gender barriers to educational opportunity. The fact that sexism and racism are embedded in academic culture is not a surprise, given the extensive critical literature on these subjects. If students seek to address critical social issues in their academic work, they will face greater scrutiny than their peers who stick to mainstream topics and methods, so they need rigorous standards, along with mentoring that supports them as they address these issues. The dissertation is an experience that can give doctoral graduates confidence in their future endeavors, so it is crucial that the dissertation experience helps students gain confidence, an inner sense of self-efficacy, that can provide an experiential basis for their future development.}, booktitle={Modeling Mentoring Across Race/Ethnicity and Gender: Practices to Cultivate the Next Generation of Diverse Faculty}, author={St John, E.P. and Cleveland Hill, O. and Wooden, O.S. and Pasque, P.A.}, year={2023}, pages={77–105} }
 @article{george_wooden_2023, title={Managing the Strategic Transformation of Higher Education through Artificial Intelligence}, volume={13}, ISSN={["2076-3387"]}, url={https://doi.org/10.3390/admsci13090196}, DOI={10.3390/admsci13090196}, abstractNote={Considering the rapid advancements in artificial intelligence (AI) and their potential implications for the higher education sector, this article seeks to critically evaluate the strategic adoption of AI in the framework of “smart universities”. We envisage these innovative institutions as the imminent evolution in higher education, harnessing AI and quantum technologies to reshape academic and administrative processes. The core presumption is that through such integration, universities can achieve personalized learning trajectories, enhanced accessibility, economic efficiency, and a boost in overall operational performance. However, venturing into this new educational paradigm necessitates a thorough exploration of potential pitfalls, including questions surrounding educational quality, potential job losses, risks of bias, privacy breaches, and safety concerns. Our primary objective is to offer a balanced assessment to aid stakeholders in making informed strategic decisions about endorsing and advancing the smart university model. A pivotal factor in this discourse is the acceptance of qualifications from AI-enriched institutions by employers, a variable that may drastically redefine the education sector’s trajectory. Within the context of a comprehensive analysis of its broader societal impact, this article also delves into the ramifications of AI-driven innovations for historically Black colleges and universities (HBCUs).}, number={9}, journal={ADMINISTRATIVE SCIENCES}, author={George, Babu and Wooden, Ontario}, year={2023}, month={Sep} }
 @inbook{st john_fenstermacher_jacob_lee_russell-curry_somers_wooden_2022, title={FOUNDATIONS FOR CO-LEARNING}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85142807336&partnerID=MN8TOARS}, DOI={10.4324/9781003310112-3}, abstractNote={Base frames are forming in families, schools, churches, neighborhoods, and social and cultural communities. Collegiate and professional education engage students in developing strategic and tactical skills for navigating careers. This chapter starts using co-narratives with high schools and college peers to illustrate how families, communities, peers, and schools influence college and career choices. Based on five decades of engaging in empowering co-learning projects, I present a framework for developing co-learning skills through empowering pedagogies. Moving from schools into colleges and work, people have opportunities to learn to collaborate on projects, facilitated by cross-generational and cross-contextual learning. Co-cases illustrate the uses of classroom pedagogies, engaged research, and mentoring to empower graduate students in higher education leadership to build co-learning skills.}, booktitle={Co-Learning in Higher Education: Community Wellbeing, Engaged Scholarship, and Creating Futures}, author={St John, E.P. and Fenstermacher, C.F. and Jacob, S.A. and Lee, A.S. and Russell-Curry, J. and Somers, P.A. and Wooden, O.S.}, year={2022}, pages={27–52} }
 @article{harper_patton_wooden_2009, title={Access and Equity for African American Students in Higher Education: A Critical Race Historical Analysis of Policy Efforts}, volume={80}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-69249159911&partnerID=MN8TOARS}, DOI={10.1353/jhe.0.0052}, abstractNote={Policies that have affected enrollments and degree attainment rates for African American students throughout the lifespan of higher education are analyzed in this article. Historically noteworthy progressive steps toward access and equity are juxtaposed with recent indicators of regression. Critical Race Theory is employed as an analytical framework for understanding how white supremacy and racist ideologies have shaped and undermined various policy efforts.}, number={4}, journal={The Journal of Higher Education}, publisher={Informa UK Limited}, author={Harper, Shaun R. and Patton, Lori D. and Wooden, Ontario S.}, year={2009}, pages={389–414} }