The three authors will take the sting out of the Queen Bee Syndrome by introducing the characteristics of the queen bee, the colony, and the hive. This chapter will feature narratives from the all-female department in which the three authors are employed and discuss the evidenced-based strategies their department has purposefully implemented to promote support for one another. Each author brings a unique perspective to this topic. Though they work together in an all-female department with a female department chair and female dean, they coordinate different programs within that department, bring different experience to their roles, and have reached different stages of motherhood. The chapter will introduce the Communities of Practice Framework as the structure for their “hive.” Strategies for creating a sisterhood with intentionality will also be shared. Lessons learned for overcoming short-term barriers and long-term educational trends will conclude the chapter. The theme of a “colony of bees” will be carried throughout the chapter.

This chapter addresses the definition, development, implementation, and assessment of student dispositions promoted through service-learning projects and community engagement in an online graduate program. A brief description of constructivist educational theory which provides the framework for service learning and community engagement is introduced. Specific evidence-based examples of how dispositions are defined, developed, implemented, and assessed for service-learning projects through community engagement within graduate education courses are shared. The challenges of addressing dispositions, particularly as they relate to industry standards, are also discussed. Potential solutions to the challenges of student development of dispositions conclude the chapter.

The chapter provides a thorough account of a developed online resource: a learning management system organization named online faculty community. The resource supports faculty in the cognitive, social, and teaching areas. The authors provide a description of the resource, its areas of strengths, and the lessons learned from implementation. The authors also assessed the resource's efficacy via a survey, and they highlight quantitative and qualitative results in the chapter. This chapter is particularly innovative as the authors describe a project that was created shortly after the shutdown of universities due to a pandemic across the world in efforts to stay connected. Learning about unique ways to engage faculty in a pandemic is important, and the project was a collaborative effort of faculty leaders seeking to serve other faculty in a difficult time.

In post-pandemic higher education, faculty face the challenge of motivating and engaging adult learners in the online learning environment. This chapter provides a theoretical foundation, evidence-based strategies, and tried-and-true examples of mentoring online adult learners to motivate and engage them through their educational journey. The Community of Inquiry framework is introduced as the foundation for online instruction. Adult learning theory provides the foundation for meeting learner needs. The chapter features specific evidence-based strategies that have been successfully implemented in undergraduate and graduate online learning environments as a means of motivating students. These strategies provide opportunities for faculty to provide focused feedback to students by teaching, coaching, mentoring, and guiding them through learning activities involving peer review and self-reflection.