The NCFDD has become an institutional leader in providing independent support for faculty of color as well as providing training for institutions that want to create an environment where FOC can thrive and flourish. See their description below.
“The National Center for Faculty Development and Diversity is an independent professional development, training, and mentoring community of over 71,000 graduate students, post-docs, and faculty members. We are 100% dedicated to supporting academics in making successful transitions throughout their careers. We offer on-campus workshops, professional development training, andintensive mentoring programs.
We invite you to join the NCFDD as an Individual or Institutional member. Then share, connect, exchange, and grow — that’s why we’re here and we hope you are too.”
“Mentoring and Diversity,” Linda Phillips-Jones, Emory University.
A list of fourteen best practices in “mentoring across differences,” compiled from “The Truth about Mentoring Minorities: Race Matters,” David A. Thomas, Harvard Business Review: 99-107, April 2001.
“Best and Worst Practices in Mentoring ‘Minority’ Faculty,” James B. Stewart, April 4, 2006 , Penn State University Diversity Strategic Planning Workshop
In this PowerPoint presentation, the questions a minority faculty member might bring to a senior faculty mentor are addressed with a list of possible “best practices” responses.
American Council on Education.
This Center provides publications, programs, and conferences designed to improve the opportunities in higher education for minority students, faculty, and administrators.
See also “Supporting Women and Minority Faculty” by JoAnn Moody in the section above and MentorNet listed below under e-mentoring.
“Minority faculty find themselves at a huge disadvantage at institutions controlled by people of European descent. To discuss some of the ways in which institutions can ensure that minority faculty members are properly mentored and guided, I recently sat down with Olympia Duhart, Co-President of the Society of American Law Teachers (SALT), which has been hugely instrumental in promoting programs to address this important issue.”
“Clearly, our institutions have an urgent problem that must be addressed. Good departmental
practices and resources should be used to help women and faculty of color thrive and contribute to the
academic experience (Moody, 2004).”