Directory » CHRISTINE STANLEY
560
845-2716
Christine A. Stanley is a Regents Professor, Professor of Higher Education, and holder of the Ruth Harrington Endowed Chair in the Department of Educational Administration and Human Resource Development in the College of Education and Human Development at Texas A&M University. She is also Vice President and Associate Provost for Diversity Emerita.
She has served the University in a variety of senior administrative roles including Vice President and Associate Provost for Diversity from 2009-2017, Acting Vice Provost for Academic Affairs from 2014-2015, Interim Associate Provost for Undergraduate Studies in 2011, Executive Associate Dean for Faculty Affairs in the College of Education and Human Development from 2006-2009, and Associate Dean of Faculties from 2003-2006.
She has served the University in a variety of key leadership capacities, which included Co-Chair of the TAMU NSF ADVANCE Scholar Program (2011-present), Chair of the Task Force on the Graduate Experience (2009-2010), and Co-Chair of the Teaching and Learning Roadmap Committee, one of three committees of the TAMU Academic Master Plan (2008-2009). Dr. Stanley served on the presidential task force to develop and write the first Standards of Professional Practice for Chief Diversity Officers, commissioned by the National Association of Diversity Officers in Higher Education (NADOHE). This was published in the Journal of Diversity in Higher Education in 2014. Dr. Stanley is a Past President of the Professional and Organizational Development (POD) Network in Higher Education. Prior to joining the faculty at Texas A&M University, she was Associate Director of the Office of Faculty and TA Development at The Ohio State University where she received the Distinguished Staff Award in 1999. Her scholarship has appeared in the American Educational Research Journal and Educational Researcher. Dr. Stanley has edited 3 books
(Faculty of Color: Teaching in Predominantly White Colleges and Universities, Engaging Large Classes, and Conflict Management and Dialogue in Higher Education), has over 50 publications, 51 refereed national conference presentations, and has consulted nationally and internationally with faculty and administrators on faculty development issues in the United States, Armenia, Canada, China, Mexico, and South Africa. She serves on numerous Journal Editorial Review Boards and has graduated 20 Ph.D. students and 7 Masters students. She teaches courses on administration in higher education, college teaching, faculty professional development in higher education, and diversity and social justice in higher education.
She is the recipient of several awards including the 2021 TAMU Association of Former Students (AFS) Distinguished Achievement Award for Graduate Mentoring, 2021 Association for the Study of Higher Education (ASHE) Award for Mentoring, 2020 Outstanding Faculty Mentoring Award from the College of Education, the 2020 Legacy of Excellence and Equity Leadership Award, the 2015 Mildred Garcia Award for Exemplary Scholarship for a Senior-Practitioner Scholar from the Association for the Study of Higher Education (ASHE), and two awards from the Professional and Organizational Development Network in Higher Education - the Robert Pierleoni Spirit of POD Award for leadership efforts in diversity and, in 2016, the named Christine A. Stanley Award for Diversity and Inclusion Research in Educational Development. Her research interests are in faculty professional development, instructional development, multicultural organizational development, and college teaching.
Dr. Stanley is a native of Jamaica, The West Indies and holds a B.Sc. Degree in Biology (cum laude) from Prairie View A&M University, a M.Sc. Degree in Zoology from Texas A&M University, and a Ph.D. in Curriculum & Instruction from Texas A&M University.
She has served the University in a variety of senior administrative roles including Vice President and Associate Provost for Diversity from 2009-2017, Acting Vice Provost for Academic Affairs from 2014-2015, Interim Associate Provost for Undergraduate Studies in 2011, Executive Associate Dean for Faculty Affairs in the College of Education and Human Development from 2006-2009, and Associate Dean of Faculties from 2003-2006.
She has served the University in a variety of key leadership capacities, which included Co-Chair of the TAMU NSF ADVANCE Scholar Program (2011-present), Chair of the Task Force on the Graduate Experience (2009-2010), and Co-Chair of the Teaching and Learning Roadmap Committee, one of three committees of the TAMU Academic Master Plan (2008-2009). Dr. Stanley served on the presidential task force to develop and write the first Standards of Professional Practice for Chief Diversity Officers, commissioned by the National Association of Diversity Officers in Higher Education (NADOHE). This was published in the Journal of Diversity in Higher Education in 2014. Dr. Stanley is a Past President of the Professional and Organizational Development (POD) Network in Higher Education. Prior to joining the faculty at Texas A&M University, she was Associate Director of the Office of Faculty and TA Development at The Ohio State University where she received the Distinguished Staff Award in 1999. Her scholarship has appeared in the American Educational Research Journal and Educational Researcher. Dr. Stanley has edited 3 books
(Faculty of Color: Teaching in Predominantly White Colleges and Universities, Engaging Large Classes, and Conflict Management and Dialogue in Higher Education), has over 50 publications, 51 refereed national conference presentations, and has consulted nationally and internationally with faculty and administrators on faculty development issues in the United States, Armenia, Canada, China, Mexico, and South Africa. She serves on numerous Journal Editorial Review Boards and has graduated 20 Ph.D. students and 7 Masters students. She teaches courses on administration in higher education, college teaching, faculty professional development in higher education, and diversity and social justice in higher education.
She is the recipient of several awards including the 2021 TAMU Association of Former Students (AFS) Distinguished Achievement Award for Graduate Mentoring, 2021 Association for the Study of Higher Education (ASHE) Award for Mentoring, 2020 Outstanding Faculty Mentoring Award from the College of Education, the 2020 Legacy of Excellence and Equity Leadership Award, the 2015 Mildred Garcia Award for Exemplary Scholarship for a Senior-Practitioner Scholar from the Association for the Study of Higher Education (ASHE), and two awards from the Professional and Organizational Development Network in Higher Education - the Robert Pierleoni Spirit of POD Award for leadership efforts in diversity and, in 2016, the named Christine A. Stanley Award for Diversity and Inclusion Research in Educational Development. Her research interests are in faculty professional development, instructional development, multicultural organizational development, and college teaching.
Dr. Stanley is a native of Jamaica, The West Indies and holds a B.Sc. Degree in Biology (cum laude) from Prairie View A&M University, a M.Sc. Degree in Zoology from Texas A&M University, and a Ph.D. in Curriculum & Instruction from Texas A&M University.
Education
Ph.D., Curriculum & Instruction, Texas A&M University (1990)
M.S., Zoology, Texas A&M University (1985)
B.S., Biology, Prairie View A&M University (1983)
COURSES TAUGHT
EDAD601. COLLEGE TEACHING
2020A,2013C,2012C
EDAD601.
2005A
EDAD601. College Teaching
2007A,2006A
EDAD650. PROF DEV IN HIGHER EDUC
2020C,2019C,2018C
EDAD655. ADMIN OF HIGHER EDUC
2020C,2019C,2018C
EDAD684. Internship
2008A,2007C,2007B,2006C,2006B
EDAD684. Internship - In-absentia
2004C
EDAD684. INTERNSHIP
2020C,2020B,2020A,2019C,2019B
EDAD684.
2005B,2005A,2004B
EDAD684. Internship: In Absentia
2006B
EDAD685. DIRECTED STUDIES
2020C,2020A,2019C,2019B
EDAD685. Directed Studies
2007B,2006C,2006B,2005C
EDAD685.
2005B,2004B
EDAD689. SPECIAL TOPICS IN
2020A,2019A
EDAD690. THEORY EDAD RESEARCH
2019A
EDAD692. Professional Stdy- In-absentia
2008C,2008A,2007C,2007B,2007A
EDAD692.
2005B,2005A,2004B
EDAD692. Professional Study
2008C,2008A,2007C,2007B,2007A
FORMER DOCTORAL STUDENTS
Carlos DeAngelo Pinkerton, Ph.D. (Summer 2023)
Angela Calise, Ph.D. (Spring 2023)
Rafael Almánzar, Ph.D. (Spring 2023)
Christina Dunn, Ph.D. (Spring 2021)
Kevin J. Bazner, Ph.D. (Summer 2020)
David A Murdock, Ph.D. (Summer 2018)
J'Qualin Marquis Williams, Ph.D. (Fall 2017)
David Flint McIntosh, Ph.D. (Fall 2015)
Genyne Royal, Ph.D. (Spring 2015)
Judith Holbrook Lewis, Ph.D. (Spring 2014)
Veronica Jones Baldwin, Ph.D. (Spring 2014)
Charles McClelland, Ph.D. (Spring 2011)
Candace Schaefer, Ph.D. (Fall 2010)
David Rozeboom, Ph.D. (Summer 2008)
Juanita Vargas, Ph.D. (Spring 2008)
Kimberly Dickerson, Ph.D. (Spring 2008)
Marilyn Byrd, Ph.D. (Spring 2008)
Vanessa Diaz de Rodriguez, Ph.D. (Fall 2007)
Marsha Takao, Ph.D. (Spring 2007)
Dave Louis, Ph.D. (Summer 2005)
Darby Scism, Ph.D. (Summer 2005)
Joel McGee, Ph.D. (Spring 2005)
Yvette Perry, Ph.D. (Summer 2003)
David Meer, Ph.D. (Summer 2002)
SELECTED PUBLICATIONS
Books and Monographs
Turner, C.S.V., & Stanley, C.A. (Eds.) (2023). Rising to full professor: Pathways for faculty of
of color. New York, NY: Routledge.
of color. New York, NY: Routledge.
Watson, N., Watson, K.L., & Stanley, C.A. (2nd. Ed). (2017). Conflict management and dialogue in higher education: A global perspective. Charlotte, NC: Information Age Publishing.
Watson, N., Watson, K.L., & Stanley, C.A. (2016). Conflict management and dialogue in higher education: A global perspective. Charlotte, NC: Information Age Publishing
Stanley, C.A., & Lincoln, Y.S. (2015). Cross-race faculty mentoring [reprint]. In G. Wright (Ed.), The mentoring continuum: From graduate school through tenure. Syracuse University, NY: The Graduate School Press.
Stanley, C.A. (Ed.). (2006). Faculty of color: Teaching in predominantly White colleges and universities. Bolton, MA: Anker Publishers.
Stanley, C.A. & Porter, M.E. (Eds.). (2002). Engaging Large Classes: Strategies and Techniques for College Faculty. Bolton, MA: Anker Publishers.
Chism, N.V.N. & Stanley, C.A. (1999). Peer review of teaching: A source book. Bolton, MA: Anker Publishing.
Journal Articles
Carter Sowell, A., Vaid, J., Stanley, C.A., Petitt, B., & Battle, J. (2019). ADVANCE scholar program: Enhancing minoritized scholars professional visibility. Equity, Diversity, and Inclusion: An International Journal, https://doi.org/10.1108/ED-032018-0059
Louis, D.A.R., Thompson, K., Stanley, C.A., & Louis, B.M. (in press). Reflections, relationships and immigrant contributions: Narratives of Afro-Caribbean faculty experiences in American higher education. Caribbean Educational Research Journal.
Ouellett, M.L. & Stanley, C.A. (2019, Summer). Friendship in educational development: Reflections on intersectional identities and inclusive professional practice. New Directions for Teaching and Learning, no. 158, 95-104. DOI: 10.1002/tl.20342
Stanley, C.A., Haynes, C. (2019). What have we learned from critical qualitative inquiry about race equity and social justice? An interview with pioneering scholar Yvonna Lincoln. The Qualitative Report, 24(8).
Carter Sowell, A., Vaid, J., Stanley, C.A., Petitt, B., & Battle, J. (in press). ADVANCE scholar program:Enhancing minoritized scholars professional visibility. Equity, Diversity, and Inclusion: An International Journal.
Stanley, C.A., Watson, K.L., Reyes, J.M., & Varela, K. (in press). Organizational change and the chief diversity officer. A case study of institutionalizing a diversity plan. Journal of Diversity in Higher Education.
Stanley, C.A. (2014). The chief diversity officer: An examination of models and strategies. Journal of Diversity in Higher Education, 7(2) 101-108.
Worthington, R.L., Stanley, C.A., & Lewis, W.T. (2014). National association of diversity officers in higher education standards of professional practice for chief diversity officers. Journal of Diversity in Higher Education, 7(4), 227-234.
Kimball, J., Cole, B., Watson, K.L., & Stanley, C.A. (2008). A study of women engineering students and time to completion of first-year required courses at Texas A&M University. Journal of Women and Minorities in Science and Engineering, Vol. 14(1), 67-82
Algert, N.E., & Stanley, C.A. (2007, September). Conflict management. Effective Practices for Academic Leaders, Vol. 2(9),1-16.
Stanley, C.A. (2007, January/February). When counter narratives meet master narratives in the Journal editorial review process. Educational Researcher, 36(1), 14-24.
Stanley, C.A. & Algert, N.E. (2007). An exploratory study of the conflict management styles of department heads in a research university setting. Innovative Higher Education, (32), 1,49-65.
Stanley, C.A., & Watson, K.L. (2007, September). Meeting the professional development needs of new faculty: A three-year evaluation study of a new faculty orientation program.Journal of Faculty Development, Vol. 21 (3), 3-21.
Watkins D.C., Green B.L., Goodson P, Guidry J., Stanley C.S. (2007). Using Focus Groups to Explore the Stressful Life Events of Black College Men. Journal of College Student Development, 48(1), 105-118.
Stanley, C.A. (2006, Winter). Coloring the academic landscape: Faculty of color breaking the silence in predominantly white colleges and universities. American Educational Research Journal, 43 (4), 701-736.
Stanley, C.A. & Lincoln, Y.S. (2005, April). Cross-race faculty mentoring. Change. 37(2), 44-52.
Stanley, C.A., Waston, K.L., & Algert, N.E. (2005, November). A faculty development model for mediating diversity conflicts in the university setting. The Journal of Faculty Development, 20(3), 129-142.
Ouellett, M.L. & Stanley, C.A. (2003). Fostering diversity in a faculty development organization. To Improve the Academy, 22,206-225.
Stanley, C.A. & Porter, M.E. (2003). Engaging students in large classes: Challenging some of the learning myths. Journal of Australia's Business Higher Education Round Table, B-HERT News, 18, 18-19.
Stanley, C.A., Porter, M.E., Simpson, M., & Ouellett, M.L. (2003). A case study of the teaching experiences of African American faculty at two predominantly white research universities. Journal on Excellence in College Teaching, 14(1), 151-178.
Stanley, C.A. & Slattery, P. (2003). Who reveals what to whom? Critical reflections on conducting qualitative research as a biracial, male/female, interdisciplinary research team. Qualitative Inquiry, 9(5).
Stanley, C.A. (2001). A review of the pipleine,: The value of diversity in staffing teaching and learning centers in the new millennium. The Journal of Faculty Development, 18(2), 75-86.
Stanley, C.A. (in press). The faculty development portfolio: A framework for documenting the professional development of faculty developers. Innovative Higher Education, 26(1), 23-26.
Stanley, C.A. (2000). Factors that contribute to the teaching development of faculty development center clientele: A cast study of ten university professors. The Journal of Staff, Program, and Organization Development. 17(3). Stillwater, OK: New Forums.
Stanley, C.A., & Ouellett, M.L. (2000). On the path: POD as a multicultural organization. To Improve the Academy, 18, 38-54.
Stanley, C.A., Rohdieck, S.V., & Tang, L. (1999). An exploratory study of the teaching concerns of Asian American students. Journal on Excellence in College Teaching, 10(1). Oxford, OH: Miami University.
Book Chapters
Carter-Sowell, A., Vaid, J., Stanley, C.A., Petitt, B., Yennello, S. (2019). Bloom where you are planted:Reflections on effecting campus climate change to retain minoritized faculty scholars in STEM fields. In L. Winfield, Z. Wilson-Kennedy, G. Thomas, & L. Watkins (Ed.), Broadening STEM communities in academia: Documenting impact through empirical evidence (pp.197-214). Washington, DC: American Chemical Society.
Stanley, C.A. (2018). Researcher as instrument and advocate for inclusive excellence in higher education. In L. Perna (Ed.), Taking it to the streets: The role of scholarship in advocacy and advocacy in scholarship (pp.43-50). Baltimore, MD: Johns Hopkins University Press.
Watson, N.T., & Stanley, C.A. (2018). Conflict management in higher education: International perspectives and practices. In N.T. Watson, X. Lei, & M. Etchells (Eds.), An international perspective on conflict management in higher education (pp. 1-15). Charlotte, NC: Information Age Publishing. Charlotte, NC: Information Ag
Gonzalez, E., Lincoln, Y.S., Stanley, C.A., Valentin, M., Johnson, D., & Valentin, C. (2015). Retention of Latino STEM students in Texas: Exploring Experiences That Should Be Considered. In F. Hernandez, E. Murakami-Ramalho, & G. Rodriquez, (Eds.), Abriendo Puertas, Cerrando Heridas (Opening Doors, Closing Wounds): Latinas/os Finding Work-Life Balance In Academia. Charlotte, NC: Information Age Publishing, Inc
Stanley, C.A., & Louis, D.A.R (2014). Cross-gender mentoring from a Caribbean perspective. In C.S.V. Turner & J. Gonzalez, (Eds.), Modeling mentoring across race, ethnicity, and gender: Practices to cultivate the next generation of diverse faculty (pp. 143-159). Stylus Publishing.
Stanley, C.A., Saunders, S., & Hart, J. (2003). Multicultural course transformation. In M.L. Ouellett (Ed.),Teaching inclusively: Diversity and faculty development. (pp. 566-585). Stillwater, OK: New Forums Press.
Stanley, C.A. (2004). Faculty professional development for the 21st Century. In J.C. Smart (Ed.), Higher education: Handbook of theory and research. Vol. XIX. 441-480. The Netherlands: Kluwer
Stanley, C.A., Wadkowski, S.M., Williams, K., & Das, J. (2004). Using experienced Tas as mentors to new Tas: Everyone gains. In L. Border (Ed.), The professional apprenticeship. Bolton, MA: Anker Publishers.
Stanley, C.A., Wadkowski, S.M., Williams, K., & Das, J. (In press). Using experienced Tas as mentors to new Tas: Everyone gains. In L. Border (Ed.) The professional apprenticeship: Bolton, MA: Anker.
Stanley, C.A. (2001). Conceptualizing, designing, and implementing multicultural faculty development activities. In K. Gillespie, E.Wadsworth, L. Hilsen, & M. Shea (Eds.), A Guide to faculty development in higher education (pp. 194-213). Bolton, MA: Anker Publishers.
Stanley, C.A. & Ford, T.F. (2001). Using climate assessment data to consult about multicultural teaching. In K.G. Lewis (Ed.) face-to-Face: A Sourcebook of individual consultation techniques for faculty/instructional developers(pp. 275-296). Stillwater, OK: NEW Forums Press.
Other Publications and Presentations
Stanley, C.A. (2006). Retaining faculty of color. Academic Leader. Interview by Robert Kelly Editor, Collegiate Division, Magna Publications, Madison, Wisconsin.
Watson, K.L., Stanley, C.A., & Anderson, J.A. (2004). Recruitment and retention for faculty Diversity: A handbook for search committees. Office of the Dean of Faculties and Associate Provost. College Station, Texas: Texas A&M University.
Stanley, C.A., (2000-2001). Teaching in action: Multicultural education as the highest form of understanding. Essays on Teaching Excellence, 12 (95). The Professional and Organizational Development Network in Higher Education.
Stanley, C.A. (2000, Spring). Teaching for the success of all students. Centered on Teaching, 4(2), 1-2. Center for Teaching Excellence Newsletter. College Station, Texas: Texas A&M University.
Stanley, C.A. (2000). Teaching in action: Multicultural education as the highest form of learning. Teaching Excellence: Toward the best in the academy, 11, Miami Beach, FL: Nova Southeastern University.
RESEARCH PROJECTS
Louis Stokes STEM Pathways and Research Alliance: Texas A&M System LSAMP-Research Alliance (TAMUS LSAMP-RA)
Catalyzing Change that Inspires Transformational Learning
Latina Aggie GEMS Center (Latina Aggie Girls for Engineering, Mathematics and Sciences Center)
TAMU Advance
Philosophies about Learning, Assessment, and Teaching
AWARDS
Association for the Study of Higher Education (ASHE) Mentoring Award (2021)
Dr. S. Yvonna Lincoln Distinguished Professor Award, Graduate Student Advisory Board (GRAB) (2022)
Frank W. Hale Distinguished Service Award, National Association of Diversity Officers in Higher Education (NADOHE), (2019)
TAMU Association of Former Students (AFS) Distinguished Achievement Award for Graduate Mentoring (2021)
Bob Pierleoni Spirit Award in Faculty Development. Professional and Organizational Development (POD) Network in Higher Education (2004)
Christine A. Stanley Award for Diversity and Inclusion Research in Educational Development. Professional and Organizational Development (POD) Network in Higher Education (2016)
Mildred Garcia Award for Exemplary Scholarship. Association for the Study of Higher Education (ASHE) (2015)
Outstanding New Faculty, College of Education TAMU (2001)
EDITORSHIPS
Editorial Advisory Board, Innovative Higher Education (2002-2008)
Associate Editor, International Journal of Qualitative Studies in Education (2004 - 2006)
Editorial Board Member, Journal of Curriculum and Pedagogy (2002 - 2008)
Editorial Board Member, Journal of Diversity in Higher Education (2016)
Associate Editor, Journal of Graduate Teaching Assistant Development (1999-2008)
Editorial Advisory Board, National Teaching and Learning Forum (2001 - 2008)
Editor, New Forums Faculty Development Series (2002-2010)
Editorial Advisory Board,Thriving in Academe, National Education Association (2004-2007)
LEADERSHIP POSITIONS
Chair, Association for the Study of Higher Education, Position Taking Committee, (2017-2020)
Chair, Comm. for Advancement of Programs/Services.,Professional and Organizational Development (POD) Network in Higher Education (2002)
Member, Executive Board, National Association for Diversity Officers in Higher Education, (2011-2014)
Past President, Professional & Organizational Development Network in Higher Education (2002)
President, Professional & Organizational Development Network in Higher Education (2001)