Advancing a cultural change agenda in higher education: issues and values related to reimagining academic leadership.

Traditional models of academic leadership are based largely on managerial and transactional approaches. Such efforts frequently support status quo individual success rather than values-based leadership based on collective institutional or sustainability-centered pursuits. Evolved reward systems and leaderships modes that support collective and institution-level effort and innovations prioritizing community and sustainability require new leadership models. Innovative leadership models that transcend traditional gatekeeping are needed and four leadership modes to support innovation and collective efforts are discussed, including shared leadership that draws on distributed contributions of multiple individuals; creative or innovative leadership that requires risk-taking, experimentation, and experiential learning; qualitative leadership that is data-driven and includes evidence-based innovation; and, dynamic leadership based on demonstrated agility and ability to traverse different spaces using diverse modes of doing and thinking. Progressive leaders can move in and out of these modes in response to ecosystem needs, demands, and changes through the use of design thinking and initiatives to support innovation and sustainability in higher education. Success in evolved leadership approaches, including centering sustainability goals that impact institutions themselves and communities in which they exist, require aligning reformed leadership goals and practices with funding models and reward systems, as well as policies and institutional change strategies.

Retention of Underrepresented Minority Faculty: Strategic Initiatives for Institutional Value Proposition Based on Perspectives from a Range of Academic Institutions.

The student and faculty make-up of academic institutions does not represent national demographics. Racial and ethnic minorities are disproportionately underrepresented nationally, and particularly at predominantly white institutions (PWIs). Although significant efforts and funding have been committed to increasing points of access or recruitment of under-represented minority (URM) students and faculty at PWIs, these individuals have not been recruited and retained at rates that reflect their national proportions. Underrepresentation of URMs is particularly prevalent in Science, Technology, Engineering, and Mathematics (STEM) disciplines. This reality represents a national crisis given a predicted shortage of workers in STEM disciplines based on current rates of training of all individuals, majority and URM, and the intersection of this limitation with persistent challenges in the recruitment, training, retention and advancement of URMs who will soon represent the largest pool of future trainees. An additional compounding factor is the increasingly disproportionate underrepresentation of minorities at higher professorial and administrative ranks, thus limiting the pool of potential mentors who are correlated with successful shepherding of URM students through STEM training and development. We address issues related to improving recruitment and retention of URM faculty that are applicable across a range of academic institutions. We describe challenges with recruitment and retention of URM faculty and their advancement through promotion in the faculty ranks and into leadership positions. We offer specific recommendations, including identifying environmental barriers to diversity and implementing strategies for their amelioration, promoting effective and innovative mentoring, and addressing leadership issues related to constructive change for promoting diversity.

Cultivating Diversity and Competency in STEM: Challenges and Remedies for Removing Virtual Barriers to Constructing Diverse Higher Education Communities of Success.

The need to increase the number of college graduates in Science, Technology, Engineering, and Mathematics (STEM) disciplines is a national issue. As the demographics of the United States' population grow increasingly more diverse, the recognition that students of color are disproportionately under-represented among those individuals successful at completing STEM degrees requires exigent and sustained intervention. Although a range of efforts and funding have been committed to increasing the success of under-represented minority (URM) students at primarily white, or majority, institutions, widespread progress has been slow. Simultaneously, Historically Black Colleges and Universities and Minority Serving Institutions have demonstrated disproportionate successes in graduating URM students with STEM degrees and those that proceed to completing graduate-level degrees in the sciences. The differential successes of particular institutions with promoting the achievement of diverse individuals in obtaining academic STEM degrees suggest that with committed and strategic leadership, advancements in creating academic communities that promote the success of a diverse range of students in STEM can be achieved in part through assessing and mitigating environmental barriers that impede success at majority institutions. In this paper, we address issues related to the engagement of URM students in majority settings and describe some efforts that have shown success for promoting diversity in STEM and highlight continuing issues and factors associated with cultivating diversity in academic STEM disciplines at majority institutions. Recommended efforts include addressing academic assistance, professional and cultural socialization issues and institutional environmental factors that are associated with success or lack thereof for URMs in STEM.

Localization of immunoreactive gonadotropin-releasing hormone and relative expression of its mRNA in the oviduct during pregnancy in rats.

This study was designed to determine the cellular and ultrastructural distribution of the gonadotropin-releasing hormone (GnRH) and the relative expression of its mRNA in the oviduct of rats during different time points (days 7, 9, 16, and 20) of pregnancy. Immunofluorescent localization and confocal microscopic techniques were used to determine the cellular distribution of GnRH in the oviduct. Immunogold electron microscopy indicated its localization at the ultrastructural level, and real-time PCR was used to study the expression pattern of GnRH mRNA in the oviduct during pregnancy. In general, GnRH was localized within the epithelial cells lining the oviductal lumen at each selected time point. A strong correlation between the fluorescence intensity of GnRH-immunoreactive cells and the relative expression of GnRH mRNA was noted on days 7 and 16, followed by a plateau by day 20. At the ultrastructural level, uniform labeling of colloidal gold particles was observed in secretory vesicles and lamella of the luminal epithelium as well as the lumen of the oviduct. Collectively, these results demonstrate for the first time that the oviductal epithelium synthesizes and secretes the decapeptide GnRH during pregnancy in rats, which may have a possible role in postimplantation embryonic development and the maintenance of pregnancy.

Gonadotropin-releasing hormone-agonist inhibits synthesis of nitric oxide and steroidogenesis by luteal cells in the pregnant rat.

We have demonstrated that continuous administration of a gonadotropin-releasing hormone agonist (GnRH-Ag) in vivo suppressed progesterone production and induced apoptosis in the corpus luteum (CL) of the pregnant rat. To investigate the mechanism(s) by which progesterone secretion is suppressed and apoptosis is induced in the luteal cells, we studied nitric oxide (NO) as a messenger molecule for GnRH action. Rats were treated individually on Day 8 of pregnancy with 5 microg/day of GnRH-Ag for 4, 8, and 24 h. GnRH-Ag decreased the production of progesterone and pregnenolone 8 and 24 h after the administration. Corresponding with the reduction in these steroid hormones, luteal NO concentrations decreased at 8 and 24 h. Western blotting and immunohistochemical studies of endothelial nitric oxide synthase (eNOS), inducible nitric oxide synthase (iNOS), and neuronal nitric oxide synthase (nNOS) in the CL demonstrated that administration of GnRH-Ag was associated with a marked decrease in eNOS and iNOS compared with sham controls at 4 and 8 h, but nNOS did not change throughout the experimental period. We demonstrated, for the first time, the presence of nNOS protein in the CL of the pregnant rat. To determine if this suppressive action of GnRH-Ag is directly on the CL, luteal cells were treated with GnRH-Ag for 4, 8, 12, and 24 h in vitro. Progesterone and NO concentrations in the media decreased at 8 and 12 h after the treatment and recovered at 24 h. Western blots revealed that eNOS and iNOS decreased in luteal cells treated with GnRH-Ag compared with controls at 4 and 8 h. These results demonstrate that suppression of luteal NO synthesis by GnRH-Ag is direct and leads to a decrease in the luteal production and release of progesterone and pregnenolone and thus suggest that GnRH could induce luteolysis in pregnant rats via NO.