This chapter explores ways in which the cultures of today's higher education institutions affirm or deter the ascent of Black women to senior administrative positions. Black women continue to emerge as leaders across all industries despite facing substantial adversity from the intersectionality of race and gender. What is different is an unprecedented post-pandemic landscape, as an alarming number of persons choose to depart from occupational roles that were until recently, coveted and long-held. Black women have a well-established record of providing value without reciprocity from the institutions they serve. The burgeoning number of qualified Black women scholars poised to contribute significantly from a role of leadership must be supported. By acting with intention, the potential value add proposition stands to propel the academy and society forward in ways that align with a truly diverse and equitable future vision. Strategies to inform and address challenges through leveraging advocacy, mentorship, sponsorship, and tools like the comparative value culture assessment are discussed.

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Quite often the question for many college professors is “How do you capture the attention of today's student and keep them engaged?” Traditional teaching methods remain important and should not be abandoned. However, with the ever-expanding use of technology in the classroom, faculty members must consider course redesign to increase students' investment in and connection with course material. This chapter will discuss the role of faculty in developing strategies and techniques used to redesign courses and how the use of digital technologies can positively influence student engagement and success.

The training of trainers (ToT) model is an evidence-informed approach that significantly improves professional development opportunities for faculty. Despite ToT's multiple uses in various settings, few studies have explored the use of the model as a basis for professional development at higher education institutions. This chapter addresses the utility of the ToT framework during a faculty learning community (FLC). The emphasis of this chapter is centered on the operationalization of the ToT constructs and the development of a conceptual framework to depict the process. Using a qualitative approach, the authors also highlight the experiences of faculty participating in the FLC. Additionally, they provide self-reflections from researchers who employed the ToT model and their motivation for using the framework to develop and implement the FLC. Finally, they propose that the ToT model discussed in this chapter will illuminate adopting and using innovative, evidence-based models for faculty training and professional development opportunities at higher education institutions.

Black women in academia have excelled to great heights and have paved the path for many others to become successful leaders. They provide examples of leading with excellence, vitality, and great strength in overcoming barriers in their quest to shatter the glass ceiling. Rising to the top one rung at a time will provide insight into pathways and critical steps that Black female leaders have taken to rise through the ranks in academia. Focus will be given to the role of mentoring and its impact on academic career success, the importance of a robust support system, self-reflection as one reaches each rung of the career ladder, and extending a helping hand to others following the same path. Practical implications will be shared that higher education institutions might use to support Black female leaders. Expanding the body of knowledge on this construct may aid institutions in recognizing, developing, supporting, and uplifting the next heroine in academia.