Mentoring Mondays


Permanent link for Mentoring Mondays - October 25, 2021 on October 25, 2021

“Creating a Success Culture – Revised Version”

The idea of a success culture is the result of a world-wide survey of 139 offices in 29 professional service firms in 15 countries in 15 different lines of business. For this particular survey the basic question was “Are employees’ attitudes correlated with financial success?”

The answers to the question varied, but in most cases it was yes. And in those “yes” cases, it was found that there were high levels of commitment, dedication and enthusiasm. Where there is less commitment, dedication and enthusiasm, how can a manager or leader create a culture that promotes growth and/or measurable returns? These are some strategies that come to mind:

  • Teamwork;
  • High institutional standards;
  • Strong employee development programs.

But the real key is the character of the individual managers and leaders.

David H. Maister, author of “Practice What You Preach,” provides an in-depth review of “What Managers Must Do to Create a High Achievement Culture.” The book is easy reading and I have extracted one section to share with you.

“The success culture is about creating a community. It is not about just teamwork. It is much more – it is about a community where people feel a mutual sense of responsibility and obligation to support each other. Each accepts his or her share of the responsibility of the challenges that face the firm or organization. It is not just a random collection of people who happen to work in the same firm or who are members of the same organization, but individuals who feel a sense of ‘being in this together’.”

 Hence, how does a manager achieve such buy-in? One-on-one counseling, coaching or mentoring, or modeling the desired behavior. According to some of the best managers, here are some ways to achieve this kind of community:

  • As you grow, have people you have developed (and who share your values) manage with you;
  • Strive at building loyalty to the firm or organization;
  • Create a sense of mutual pride in each other’s accomplishments;
  • Earn trust by supporting each other – enforce the rule that employees don’t leave until they ask if anyone needs help;
  • Encourage group discussions – leaders should let people know the reasons behind their thinking;
  • Face successes and failures as a group – don’t be so quick to point the finger;
  • Keep everyone informed – good communication ranks high in all successful endeavors;
  • Rotate staff meeting facilitators – give the junior or mid-level staff member an opportunity to develop presentation skills. Help people understand that they need to grow – don’t assume they know;
  • Set standards and live by those standards;
  • Take time to interact socially;
  • Create fun and enjoyment in the workplace;
  • View individual goals as collectives – no egos are allowed.

And the list goes on. But these are not arbitrary rules of good people management. These are the practices of the most successful and profitable businesses and organizations throughout the world.

The message is clear. Accept the challenge. Have the courage to believe that the message from your leadership is clear and that the strategy is not to wait until tomorrow, or until someone else implements the plan. Remember, you reap the benefits of what you do now, not what you hope to get around to doing some day if it is convenient and you’re not too busy.


Source:  “Practice What You Preach,” David H. Maister, July 2001, Free Press Publishers (can be found on-line, by keying in book title).



Permanent link for Mentoring Mondays - October 18, 2021 on October 18, 2021

What Is Your Leadership Battle Cry?

~ Frances Hesselbein

A couple of weeks ago, we asked if your leadership mission statement was simple enough to fit on a T-shirt. This week we are asking “What Is Your Leadership Battle Cry?”

The following three leadership “battle cries” are from Frances Hesselbein, the former Executive Director of the Girl Scouts of America and now Chairman of the Leader to Leader Institute (formerly The Peter Drucker Foundation). They are short and impactful:

  1.  Her blood type, which she proudly tells us ~ Be Positive!
  2.  Her vision, which she enthusiastically shares with all of us ~ Bright Future!
  3.  Her mission, which she exemplifies to us every day ~ To Serve Is to Live!

This week’s message is intentionally brief. Our hope is that these short “battle cries” will have an impact upon your career – not just leave an impression.

Take time this week to find your “battle cry.”


Source: Article from The Marshall Goldsmith Newsletter

September 9,  2021

Marshall Goldsmith and Frances Hesselbein

Permanent link for Mentoring Mondays - October 11, 2021 on October 11, 2021

Investing In and Supporting Women’s Leadership in Higher Education

By Dr. Cobretti D. Williams

It goes without saying that change comes slowly in higher education, especially for those who seek it. However, the face of its leaders is transforming right before our eyes. At the turn of the new millennium, college presidents, executive administrators, and other high-level leadership roles in higher education were occupied by men. Recent studies show that institutions have become more diverse and made stronger commitments to diversifying personnel across race and gender. More women are assuming top leadership roles as university presidents. Women faculty now represent a majority of the teaching staff and over half of the college education workforce are women. Given the once limited access to leadership for women in higher education, this is a positive trend that underscores the advancement of gender equity within colleges and universities. However, that is not to say prevalent issues that present obstacles to women faculty and administrators do not remain. In particular, there are three critical issues institutions must address to be a safe and supportive environment for women leaders in higher education.

Parental Leave and Caregiving Policies

Surprisingly, parental leave policies for faculty and administrators are not universally implemented across colleges and universities, and for women who are also caregivers, the workload expectations and lack of institutional support have proven to be overwhelming. Considering the low percentage of US workplaces that offer paternity leave, institutions without a supportive policy or practice in place disproportionately impact women. In early March, the National Academy of Sciences, Engineering, and Medicine released a report highlighting the impact of COVID-19 on the careers of women in STEM. One of the findings of the report concludes that women were negatively impacted by increased workloads during the pandemic, especially those managing remote instruction and family care responsibilities. "I have three children doing virtual schooling full-time who need my attention throughout the day," said an associate professor within the report, "they all have different break schedules and seemingly interrupt me every 10 minutes. I want them to learn and thrive and I try to make these difficult circumstances for them as positive as possible, which means giving more of myself and my time to them." This imbalance has adverse effects, whether you are a woman seeking tenure and have not had time to dedicate to research or an administrator juggling the demands of upper-level leadership with caregiving needs. Proactively providing women with the flexibility to take work leave for parenting and caregiving across all higher education institutions is one way to alleviate these challenges.

Tenure and Promotion

Parental care and family obligations are only a portion of the issues that create barriers for women faculty and administrators in higher education. In some cases, the traditional structure of the tenure system has been shown to increase the labor women expend on teaching and service at the expense of their research agenda, ultimately influencing their ability to receive tenure at the university. In the 2017-2018 Annual Report on the Economic Status of the Profession, the American Association of University Professors found that despite women making up the majority of adjunct and non-tenure-track teaching positions, only 44 percent are tenure-track and even less (36 percent) have achieved full professorship. Moreover, the American Association of University Women provided additional significance to this finding stating that "Women of color are especially underrepresented in college faculty and staff -- which contributes to lack of diversity, equity and inclusion in teaching practices and curriculum as well as role models and support systems for students." For women administrators, there are also issues and disparities when it comes to pay and promotion. According to a report released by the College and University Professional Association for Human Resources,  even though the number of women in executive leadership positions at colleges and universities is increasing, the rate at which they are promoted and paid is lower than white men. Gary A. Berg, the author of "The Rise of Women in Higher Education: How, Why and What's Next," spoke to the history of exclusion for women in higher education, emphasizing the influence of institutions on women faculty and administrators. "Many of the elite institutions in the past were resistant to admitting women students...In some cases, the traditions at universities surrounding doctoral programs, tenure, and promotion work against encouraging rapid change in leadership gender, especially at research universities." To address this issue, he believes that "In addition to creating an open pipeline to top positions, institutions need to more actively encourage and develop women leaders. Over time, one would expect to see college presidencies more appropriately reflect the ever more diverse student population."

Creating a Leadership Pipeline for Women

Another important consideration for women's equity in higher education leadership is the pipeline itself. Higher education is full of myriad pathways one can take to become a dean or college president for example, but in many cases, this involves jumping between institutions and states for women to advance in their career, and this does not have to be the case. In fact, the American Council on Education found that women leaders often participated in leadership development programs at a higher percentage than men and held immediate prior positions at the institutions where they seek promotion or advancement. This suggests that institutions could leverage these trends and create a structured pipeline and pathway for women to become executive leaders and tenured faculty. In discussion with other women faculty and administrators at Texas A&M University,  Dr. Vicki Dobiyanski, associate vice president for student affairs spoke positively about the time her former boss, also a woman, gave her the chance to become dean of students at Florida State University. "She really transformed my career, and I appreciate her seeing something in me," said Dr. Dobiyanski. These connections and opportunities may exist among women in high leadership roles, but men in leadership must also make it a point to invest in the promotion of women, if not for gender parity, for the progress of diversity, equity, and inclusion that was once inaccessible to women in higher education.

During a recent interview with HigherEdJobs, Dr. Suzanne Rivera said, "Academia has got to come to grips with its own narrow-minded view of who can be a leader. Things are changing but very slowly." She could not be more right, and based on these issues, it is fair to say despite concerted efforts toward equity and inclusion for women faculty and administrators, higher education has room for improvement in terms of policies and practices. The fact that women leaders have been able to increase representation in executive leadership and build awareness of gendered disparities in organizational governance and institutional policy does not negate a need to address the longstanding structural issues of colleges and universities. Women have amassed a positive sustainable moment in higher education over the last century, and it would be a shame to stop now because we failed to address the obstacles that impede on their leadership.


Source:  HigherEdJobs, May 28, 2021 Issue


Permanent link for Mentoring Mondays - October 4, 2021 on October 4, 2021

Welcome back to Mentoring Mondays. I hope you noticed that we were on break over the summer months. During our respite, I took the time to read a lot of articles on leadership by my favorite authors. Well, the team and I are back with more leadership treasures. Here is a great article by Marshall from the September issue of The Marshall Goldsmith Newsletter.

Your Leadership Mission Should Fit on a T-Shirt

My mission is simple. It is to: Help successful leaders achieve positive, lasting change in their behavior. Peter Drucker instilled this short phrase in me, “Your mission should fit on a t-shirt,” as he did with so many others, and it has guided my career for many decades. It has helped me focus and become pretty good at what I do, which I can describe in two words: behavioral coaching.

Today, most people who call themselves executive coaches are coaches in the area of leadership behavior. There are a few – and I would like to underline, very few – strategic coaches. For instance, Vijay Govindarajan, who does an excellent job of helping at the corporate strategy domain. Michael Porter is another great coach in this domain. When I say most, I mean upwards of 90% of people who say they’re executive coaches have backgrounds in psychology or organizational behavior. So, most executive coaches are doing what I do, helping leaders achieve positive, lasting change in behavior.  

Peter Drucker’s advice that a mission should fit on a t-shirt has also helped me focus on what not to do as it applies to my mission statement. For instance, it helped me grapple with this interesting catch about my work: behavioral coaching only helps if a person has behavioral issues!

It sounds simple, but I receive ridiculous (to me) requests for coaching. Not long ago, a pharmaceutical company called me up, and said, “We want you to coach Dr. X.”  I replied, “Interesting possibility. What’s his problem?”  They said, “He’s not updated on recent medical technology.” I laughed and replied, “Neither am I!” I couldn’t help Dr. X. I can’t make a bad doctor a good doctor, a bad scientist a good scientist, or a bad engineer a good engineer. A behavioral coach only solves behavioral issues.

The second thing I always teach is never coach integrity violations. I read an article in Forbes once I found very disturbing, about people that had integrity violations who were given coaches. People that have integrity violations should be fired, not coached.  How many integrity violations does it take to ruin the reputation of your company? Just one. You don’t coach integrity violations. You fire them.

And finally, behavioral coaching doesn’t help if the person or the company is going in the wrong direction. If somebody is going in the wrong direction, behavioral coaching just helps them get there faster. It doesn’t turn the wrong direction into the right direction.


It’s your turn. What’s your mission? Can it fit on a t-shirt? Do you use it to help guide your career decisions? If you don’t have a mission statement, write one.

The MI-ACE mission can certainly fit on a t-shirt:  IDEALS – “Identifying, developing the leadership of, encouraging, advancing, and supporting the retention of women in higher education throughout the state.”

Marshall Goldsmith

Helping successful leaders achieve positive,

lasting change in their behavior.

Permanent link for Mentoring Mondays - June 28, 2021 on June 28, 2021

Your “personal brand” can make or break your career. Have you established a “brand” or do you carry a “label”? What’s the difference?

Brand: A name, feature or characteristic that distinguishes you from another. It can be positive or negative. The goal is for it to always be positive.

Label: A situational identity. When people start forming a perception of you based on negative behavior, i.e., “she’s always going to be late, or she is never prepared.”

When I read the following article, I wanted to share it with you. This article reflects the process of building a personal brand.

You’ve Changed! Why Didn’t They Notice?

It’s much harder to change others’ perceptions of our behavior than it is to change our own behavior. People’s perceptions of us are formed when they observe a sequence of actions we take that resemble one another. When other people see a pattern of resemblance, that’s when they start forming their perceptions of us.

For example, one day you’re asked to make a presentation in a meeting. Speaking in public may be the greatest fear among adults, but in this instance you don’t choke or crumble. You give a great presentation, magically emerging as someone who can stand up in front of people and be commanding, knowledgeable, and articulate. Everyone in attendance is impressed. They never knew this side of you. That said, this is not the moment when your reputation as a great public speaker jells into shape. But a seed has been sown in people’s minds. If you repeat the performance another time, and another, and another, eventually their perception of you as an effective speaker will solidify.

Negative reputations form in the same unhurried, incremental way. Let’s say you’re a freshfaced manager looking at your first big crisis at work. You can react with poise or panic, clarity or confusion, aggressiveness or passivity. It’s your call. In this instance, you do not distinguish yourself as a leader. You fumble the moment and your group takes the hit. Fortunately for you, this is not the moment when your reputation as someone who can’t handle pressure is formed. It’s too soon to tell. But again, the seed has been sown—people are watching, waiting for a repeat performance. Only when you demonstrate your ineffectiveness in another crisis, and then another, will their perception of you as someone who wilts at crunch time take shape.

Because we don’t keep track of our repeat behavior, but they do, we don’t see the patterns that others see. These are the patterns that shape others’ perceptions of us—and yet we’re largely oblivious to them! And once their perceptions are set, it is very difficult to change them. That’s because, according to the theory of cognitive dissonance, people see what they expect to see, not what is there!

So, even if you finally do choke a presentation – people will excuse it saying you just had a bad day or they will think it was great because that’s what they expect. And, even if you save the day in a crisis, it will not change people’s perceptions of you. They will consider it a one-off event or they will not notice your part in it at all. So, what do you do? The challenge is that just as one event doesn’t form people’s positive perceptions of you, neither will one corrective gesture reform their views of you. Change doesn’t happen overnight. You need a sequence of consistent, similar actions to begin the rebuilding process. This is doable, but it requires personal insight and, most of all, discipline. A lot of discipline.

You have to be consistent in how you present yourself—to the point where you don’t mind being “guilty of repeating yourself.” If you abandon the consistency, people will get confused and the perception you are trying to change will get muddied by conflicting evidence that you are just the same as you were.

Finally, you have to follow up with those whose perceptions you are trying to change. Go to them every month or two and ask, “Ms. Co-Worker, It’s been one month [two months, three months] since I told you I was going to try to change this behavior. How am I doing?” Your coworker will pause and reflect, “You’re doing good Co-Worker. Keep it up!” In this way, they will repeatedly acknowledge that they are seeing a change in your behavior. And, if you do fall back into an old behavior one time after a few months, they will remember how you have been doing great for such a period of time and will likely let it slide!

Source: The Marshall Goldsmith Newsletter, June 17, 2021

Permanent link for Mentoring Mondays - June 7, 2021 on June 7, 2021

On June 1, 2020, the MI-ACE Women’s Network launched the “Advancing Women Engagement Plan” to address the need to stay engaged and connected during the pandemic when face-to-face activities were suspended. The goal of that plan was to build a calendar of “virtual” events and engagement opportunities for members from June through December. As we enter June 2021, we will celebrate one year operating under that plan and some really amazing things have happened.

Part of that plan was the launch of the “Mentoring Mondays” website posts, and we have shared many wonderful leadership and career building tips and strategies over this past year. As we close the month of May, our “recognition month,” we would like to give thanks to the Network’s Executive Board for their bold and innovative leadership during a time of uncertainty.

2020-2021 Executive Board

Dr. Kimberly Hurns, State Chair

Lennetta B. Coney, Chair, Membership Committee

Dr. Reva Curry, Co-Chair, Institutional Representatives Committee

Dr. Claudia Douglass, Past State Chair

Dr. Deveta Gardner

Dr. Nancy M. Giardina

Marlanna Landeros, Co-Chair, Women of Color Collaborative

Dr. Stephanie Lee, Co-Chair, Women of Color Collaborative

Dr. Linda Logan, State Chair-Elect

Dr. Rhonda Longworth, Co-Chair, Professional Development Committee

Dr. Amy Mansfield Leah Monger, Co-Chair, Institutional Representatives Committee

Dr. Mamiko Reeves, Chair, Distinguished Women Leadership Award Committee

Dr. Mary Jo Sekelsky, Treasurer

Dr. Connie Tingson-Gatuz, Chair, Annual Conference Committee Emerita Members

Dr. Diane Anderson

Nancy L. Barker, Secretary

Deborah Z. Bloom

Dr. MaryLee Davis

Dr. Lynette Findley

Martha J. Grier, Co-Chair, Professional Development Committee

Dr. Christine Hammond

Dr. Marlene Kowalski-Braun

Patricia M. Lowrie

Glenna Frank Miller

Dr. Jacqueline D. Taylor, Co-Chair, Nominating Committee

Dr. Margaret E. Winters

On behalf of all member institutions, we give thanks to these courageous women for their outstanding leadership. We salute our 2020-2021 Executive Board with this quote:

“To dream anything that you want to dream.

That is the beauty of the humankind.

To do anything that you want to do.

That is the strength of the human will. To Trust yourself to test your limits – that is the courage to succeed!”

Permanent link for Mentoring Mondays - May 24, 2021 on May 24, 2021

The MI-ACE 2021 Virtual Annual Conference is rapidly approaching. If you have not already registered, please do so now as available seats are nearly filled. Don’t miss the opportunity to be part of this historic event. We are especially excited about our new pre-conference feature, “Making the NetWORK - 1:1 Mentoring Sessions.”

These mentoring sessions will offer an opportunity for attendees to engage in conversations to enhance their careers and learn more about the Network. They are designed to be short but meaningful one-time sessions, although mentor and mentee might agree to schedule additional time to chat. We are encouraging mentees to sign-up at: Since a large number of registrants are “first time” attendees, we are encouraging these first timers to take advantage of these sessions.

We are also encouraging Executive Board members and Institutional Representatives to volunteer to serve as mentors by sending an email to Martha Grier, Co-Chair of the Professional Development Committee, at [email protected]

Remember, the theme of this year’s Virtual Annual Conference is “Advancing Women in Higher Education,” and is scheduled for Monday and Tuesday, June 14-15. Registration closes June 1, 2021. To register, click on the following link:

We would like to thank the Conference Planning Team at Madonna University and the WOCC Planning Team for putting together an outstanding lineup of keynote speakers and breakout sessions. See you at the conference!

Permanent link for Mentoring Mondays - May 17, 2021 on May 17, 2021

Institutional Representatives

Institutional Representatives are the backbone of the Michigan ACE Women’s Network, providing information about the network to member campuses.

This week, we salute MI-ACE IRs! The Role of an Institutional Representative As an affiliate of the American Council on Education (ACE) Women’s Network, the Michigan ACE (MI-ACE) Women’s Network is committed to identifying, developing, encouraging, advancing, linking, and supporting women in higher education. Each member public, private, 2-year, and 4- year college or university in the state appoints one or two Institutional Representative(s) (IRs) who are responsible for the following basic duties:

Serve as the institution’s official representative to the MI-ACE Women’s Network. At minimum:

- Participate in one IR event annually,

- Attend the Annual State Conference, and

- Submit the IR Annual Report.

Additional IR duties include:

- Enlist the support of other women at their institution by assessing needs and facilitating institutional professional development programming that represents the mission of the MIACE Women’s Network.

- Establish and/or collaborate with other campus programs/activities focusing on women.

- Educate women at their institution about the Network’s mission and major initiatives (e.g. Annual Conference, Young Women Strong Leaders, Women of Color Collaborative, public policy agenda).

- Facilitate communication with women throughout their institution by disseminating information provided by MI-ACE regarding opportunities for professional development, job shadowing, and professional advancement; grant/research funding; call for papers/proposals from MI-ACE, its members institutions or national ACE.

- Encourage attendance at the Annual Statewide Conference, Young Women Strong Leaders Conference, Women of Color Collaborative and other programs sponsored by the MI-ACE Women’s Network.

- Keep their president (or administrator designated by the president) informed of the Michigan ACE Women’s Network strategic goals and activities.

Meet your MI-ACE IRs!

  • Alma College: Janie Diels and Maria Jones
  • Andrews University: Alayne Thorpe and Andrea Luxton
  • Aquinas College: Erin Peraino and Heather Kesselring-Quakenbush
  • Baker College-Clinton: Patty Kaufman and Kristen Conte
  • Baker College: Tanya Lewis and Voula Erfouth
  • Bay College West: Gina Wollner and Sarah Davy
  • Bay de Noc Community College: Erica Mead
  • Calvin University: Michelle Lloyd-Paige and TaRita Johnson
  • Central Michigan University: Amanda Mae Scherr and Marcia Taylor
  • College for Creative Studies: Dayna Davis
  • Davenport University: Deb Cooper and Gilda Gely
  • Delta College: Elsa Olvera and Loyce Brown
  • Eastern Michigan University: Colleen Croxall and Julia Heck
  • Ferris State University: Gayle Lopez and Leah Monger
  • Glenn Oaks Community College: Tammy Russell and Tonya Howden
  • Grand Rapids Community College: Amy Mansfield and Sheila Jones
  • Grand Valley State University: Jessica Jennrich and Karen Gipson
  • Henry Ford College: Shai James Boyd and Susan Shunkwiler
  • Hope College: Cady Short-Thompson
  • Jackson College: Kate Thirolf and Tina Marie Matz
  • Kalamazoo College: Sarah Westfall
  • Kellogg Community College: Karrie Langdon and Sara Reed
  • Kettering University: Christine Wallace and Viola Sprague
  • Lansing Community College: Lisa Mazure, Patty Spagnuolo and Saleena Samuel
  • Lawrence Technological Institute: Sibrina Collins and Susan Poli-Smith
  • Macomb Community College: Carey Wellhausen and Megan Vinyard
  • Madonna University: Christine Benson and Jessica Bielawski
  • Michigan School of Psychology: Amanda Ming and Diane Zalapi
  • Michigan State University: Cindi Leverich
  • Mid Michigan Community College: Amy Goethe and Karley Roy
  • Mott Community College: Sounya Walker and Wanda C. Brown
  • Muskegon Community College: Bonita Jackson and Trynette Lottie-Harps
  • Northwood University: Mamiko Reeves and Nancy Finazzo
  • Oakland University: Anita Hicks and Joi Cunningham
  • Olivet College: Areerat (Poy) Lertchaipitak and Cynthia Noyes
  • Saginaw Valley State University: Betsy Diegel and Deborah Huntley
  • Schoolcraft College: Michele Kelly and Jodie Beckley
  • University of Detroit Mercy: Karen Lee and Pamela Zarkowski
  • University of Michigan-Ann Arbor: Cheryl McPherson and Diane Brinson-Days
  • University of Michigan-Flint: Sadé Wilson and Michelle Silva
  • Washtenaw Community College: Andrea Hemphill and Shana Barker
  • Wayne County Community College District: CharMaine Hines and Paige Niehaus
  • Wayne State University: Dawn Pauli and Kathryn Wrench
  • Western Michigan University: Deveta Gradner

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When you visit the MI-ACE Network’s website and click on “about MI ACE” you will find these words at the beginning:

“The Michigan American Council on Education Women’s Network (MI-ACE) is the professional network for Michigan women in higher education. We work in concert with the ACE Office of Inclusive Excellence Group nationally to identity, develop, encourage, advance, link, and support (IDEALS) women in higher education.”

This Network is a wonderful resource in the advancement of careers, and we are extremely proud of the women who have been a part of our network and have advanced to major leadership positions as college presidents. On behalf of the Network, we extend congratulations to our esteemed colleagues now leading higher education institutions across the country

Dr. Kenya Ayers

President of Tarrant County College, Northeast Campus, Hurst, TX

effective July 1, 2019

Dr. Kenya Ayers served William Rainey Harper College (Palatine, IL) as Vice President and Chair of the Board of the Northwest Educational Council for Student Success (NECSS) and previously was Dean, Academic Enrichment and Engagement. NECSS is a secondary- and postsecondary collaborative for college and career readiness, which encompasses twenty-three communities. While in Michigan, Dr. Ayers served as Associate Provost for Kettering University for six years and led academic support operations including institutional effectiveness, international studies, the Academic Resource Center, the First Year Experience program and the Center for Excellence in Teaching and Learning. She also served as Dean of Student Services for Trinity Washington University in Washington, D.C. Her other higher education experience includes Learning Skills Specialist and Academic Counselor at the University of Houston, Coordinator of Academic Support Services at Florida Atlantic University and Coordinator of the Minority Teacher Initiative at Oakland Community College. President. Ayers is a former State Chair of the MI-ACE Network.

Dr. DeAnna R. Burt-Nanna

effective Friday, May 21, 2021

Dr. Burt-Nanna will become President of Monroe Community College, SUNY, Rochester, NY. Dr. Burt-Nanna is a staunch advocate for diversity, equity and inclusion, educational access and attainment, philanthropy, and workforce development at local, state, and national levels. She is an Aspen Rising Presidents Fellow and a 2019 graduate of the Thomas Lakin Institute for Mentored Leadership. She currently serves as the Vice President of Student and Academic Affairs for South Central College, located in Faribault and North Mankato, Minnesota, a unit of the Minnesota State Colleges and Universities System. She brings more than 20 years of experience in higher education, including serving in faculty and administrator roles at community colleges. Dr. Burt-Nanna has contributed to the success of educational institutions in Michigan and Minnesota, including those that are two- and four-year, union and non-union, public and private, multi-campus and statewide systems. Her leadership has advanced strategic priorities in support of student success, operational efficiency, and organizational culture change. She has also held various positions in business and industry. Incoming President Burt-Nanna is a former member of the MI-ACE Network’s Executive Board.

Dr. Lisa Copprue Jones

effective July 15, 2021

Dr. Copprue Jones will become President of Colorado Northwestern Community College (CNCC), Rangely, CO. Dr. Copprue Jones, a Henry Ford College (HFC) alumna and former Vice President, will become the first African-American woman to assume the Presidency at CNCC and in the Colorado Community College System (CCCS) as a whole. From 2007-17, Jones served as Vice President of Student Affairs at HFC. Other positions Jones has held include Vice President/Associate Provost/Dean of Students at Marygrove College in Detroit, and Director of Student Life at the University of Detroit Mercy. For Jones, the role and value of community colleges – especially those in rural and under-resourced locations – means providing supportive and empowering pathways for students to achieve social mobility and to set the path for future generations. “As a first-generation, low-income, minority woman who came from an underperforming high school in Detroit, the odds were stacked against me, but through (HFC), I was able to rewrite my story and achieve my American Dream. Community colleges play a pivotal role in transforming lives and communities, and I am excited to become a part of this important work at CNCC,” said Jones. Incoming President Copprue Jones is a former Institutional Representative in the MI-ACE Network.

Again, we salute these former members of the Michigan American Council on Education Women’s Network (MI-ACE) and applaud their accomplishments.

Dr. Kenya Ayers

Dr. DeAnna R. Burt-Nanna

Dr. Lisa Copprue Jones

Permanent link for Mentoring Mondays - May 3, 2021 on May 3, 2021

As we approach the end of our academic year and attention is focused on graduations and other related ceremonies, during the month of May, the MI-ACE Network would like to take the opportunity to recognize and celebrate the accomplishments of women leaders within our member institutions. In that regard, on behalf of the MI-ACE Network, we extend sincere congratulations to four outstanding women from the Wayne County Community College District who completed their doctorate degrees this year.

Carolyn Carter, EdD, Chief Development Officer

Dissertation Title: Eyewitness to Excellence: A Portraiture Study of one African American Female’s Fundraising Strategies in an Urban Community College. This study examined the fundraising strategies of one African American female president at an urban community college.

CharMaine Hines, EdD, Vice Chancellor, Academic Accountability and Policy

Dissertation Title: Minority Community College CEOs Perceptions of Underrepresentation, Preparation and Ascension to the Presidency. This phenomenological study explored the perceptions of thirty-four CEOs of color of the underrepresentation of minorities serving in presidential roles at community colleges.

Oneka Semet, EdD, District Dean, Educational Affairs

Dissertation Title: Faculty Perceptions of Technology Literacy in the Community College Curriculum. This investigation addressed General Education and Career Technical Education faculty perceptions and attitudes toward integrating technology literacy competencies into the community college curriculum. Dr. Semet’s acknowledgements page included: “Dr. Kimberly Hurns who provided me with professional support and guidance during the degree process.”

Monica Wiggins, EdD, District Academic Dean

Dissertation Title: Women Chief Technology Officers in Community Colleges. This study used a qualitative phenomenological method to investigate the experiences of women chief technology officers in community colleges and their experiences that led to attainment of leadership roles in technology.

We close with a quote from an unknown author:

“Achievement is the knowledge that you have studied and worked hard and done the best that is in you. Success is being praised by others, and that’s nice too, but not as satisfying.”

Ladies, you did it and, again, congratulations!

Carolyn Carter

CharMaine Hines

Oneka Semet

Monica Wiggins

Page last modified October 25, 2021