Inclusive teaching

Kris Gutiérrez

I believe mentoring the next generation of scholars, particularly first generation faculty and students, is one of the most important responsibilities and commitments I have. I have had the privilege of mentoring and apprenticing both students (graduate, undergraduate, and postdocs) and faculty (particularly early and mid-career faculty) at my institutions and in professional arenas since I was an early career scholar myself. Presently, I am also a mentor for dissertation, postdoctoral, and mid-career fellows for the National Academy of Education & the Spencer Foundation.

Raka Ray

I bring to the role of a core advisor both a long and engaged history of mentoring students and younger colleagues and experience of leadership at multiple levels.

Amani Allen

The most important thing I bring to my role as a Core Advisor is my passion for mentoring and for cultivating and helping to create an environment where ALL faculty can thrive. I have had good mentoring, bad mentoring, and at times no mentoring; and have both experienced and witnessed the inequities in mentoring among faculty in higher education which fuels my commitment to ensuring that faculty have what they need to develop into their full potential, particularly women, faculty of color, and women faculty of color. I have experience mentoring across the academic pipeline from students, to junior and mid-career faculty both in formal and informal capacities, and am excited to partner with OFEW to help support the mentoring needs of my UCB colleagues.

Hilary Hoynes

I am passionate about mentoring junior faculty and graduate students particularly those in underrepresented groups. Issues I bring to that discussion include: how to say no, how to manage relationships, networking, strategizing to get the career outcomes that you want.

Allan deSouza

I bring extensive experience of mentoring underrepresented students and junior faculty, from the point of hire through their academic careers. My emphasis is on intersections between race, gender, sexuality, disability and class, and how these might enable possibilities for research and self-development, as well as how they are used as constraints by institutions.

Grace Lavery

I am committed to fostering institutional spaces for queer and trans faculty, staff, and students, and work with faculty pursuing similar goals. Additionally, I am available to advise faculty pursuing public platforms on how to balance intramural and extramural demands and workflow.

Cybelle Fox

I bring a decade of experience mentoring underrepresented students; supporting scholarly engagement on race, ethnicity, and immigration; and promoting diversity, equity, and inclusion within my department and across the broader campus community.

Georgina Kleege

As president of the Faculty Coalition for Disability Rights, I have advocated for the recognitons of faculty and staff with disabilities on campus. Together with others I have lobbied the administration to streamline the process for faculty and staff to receive appropriate disability accommodations. I am a recipient of the Distinguished Teaching Award, largely due to my commitment to inclusive pedagogy.