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As institutions of higher education across the nation strive to prepare the next generation of student leaders, Dr. King's words echo in our ears: "We are now faced with the fact that tomorrow is today. We are confronted with the fierce urgency of now. In this unfolding conundrum of life and history, there 'is' such a thing as being too late" (King, 2001). We must build on the work of courageous individual actors as well as historical and current movements that challenge racist ideologies. We must undo the ramifications of structures that perpetuate unfounded beliefs in the hierarchy of human value that have defined America's culture for far too long. The Truth, Racial Healing, and Transformation (TRHT) national effort builds on the legacies of the Civil Rights movement and complements contemporary anti-racism initiatives by using coalition building to critically examine the history of racism in America, envisioning paths forward. TRHT seeks to unearth and extinguish the deeply held, and often unconscious, beliefs created by racism--the main one being the belief in a "hierarchy of human value." The Association of American Colleges and Universities (AAC&U) has committed to building the infrastructure to establish 150 selfsustaining TRHT Campus Centers through the development of summer institutes, implementation and design guides, evaluation frameworks, communications guidelines, and technical support for action plans. The cornerstone of Truth, Racial Healing & Transformation, is Racial Healing Circles. These are meant to ground the various elements of TTRHT's methodology in a safe and inclusive forum for sharing personal truths to help begin the process of transforming hearts and minds by focusing on our common humanity. Among the most urgent challenges facing colleges and universities today is growing economic, racial, and ethnic segregation. This effort provides a vehicle for change that moves beyond traditional diversity, equity, and inclusion projects to spaces of deep listening and collaboration where transformation can occur.

Purpose: The purpose of this paper is to demonstrate how instructional support is a critical tool to promote the use of technology in research and teaching. A Campus-Wide Collaborative Model of Technological Instructional Support (CCMTIS) is presented that incorporates: integration of technology across campus; technical assistance; allocation of funding for technical assistance; support of faculty teaching style; and teaching that enhances learning through the use of technology. Design/methodology/approach: The approach presents two case studies, one a large state research university, and the other a small liberal arts college. Findings: Four overlapping themes emerge across the two case studies that demonstrate how: technology can connect classroom learning to career considerations and opportunities; develop writing and communication skills; promote career development through access to job search skills; and encourage professional development among faculty and staff. Research limitations/implications The limitations are that only two specific campus environments are examined. That these are differing environments, however, have implications for the model's application to diverse campus settings. Practical implications: A practical application is that the study demonstrates how the CCMTIS model can be applied to both classroom and campus. This has implications for other universities that may seek to replicate the model on their own campuses. Social implications: The social implications indicate how learning occurs through an instructional support model that promotes collaboration. At the same time, ethical considerations related to instructional support are presented. Originality/value: The manuscript reflects original work based on case studies that reflect the authors' experiences.

The Association of American Colleges and Universities' (AAC&U's) new five-year strategic plan for 2018-22, "We ASPIRE: Advancing Student Performance through Integration, Research, and Excellence," was officially launched at the association's 2018 annual meeting in Washington, DC, at the end of January. Reaffirming a dedication to AAC&U's mission of advancing the vitality and public standing of liberal education by making quality and equity the foundations for excellence in undergraduate education, "We ASPIRE" reclaims higher education's civic mission of educating for democracy. In the process, it acknowledges that preparing students for work, citizenship, and life in local, national, and global contexts requires connecting the education we offer students to broader societal issues in ways that inspire them to lead change in a society still plagued by profound inequities. In this article, the author discusses how the AAC&U's is planning for the America's future with "We ASPIRE."

By outlining some of the familiar and persistent barriers to women's leadership at the highest administrative levels within colleges and universities, the authors want to open a conversation about how to accelerate the type of change embodied by Ronald Takaki's notion of a "different mirror." Developing this notion, Takaki asks, "What happens, to borrow the words of Adrienne Rich, "when someone with the authority of a teacher" describes our society, and "you are not in it"? Such an experience can be disorientating--"a moment of psychic disequilibrium, as if you looked into a mirror and saw nothing." If we hope to make meaningful strides in promoting women's leadership in higher education, we must be prepared for a shift that reflects a valuing of authentic leadership--including a reassessment of what is rewarded in the tenure and promotion process. But, this brand of leadership cannot make a difference unless structural change is coupled with cultural change. We will never make real progress in advancing women's leadership in higher education until we address the macro issues in our society that keep us from shattering the increasingly thick glass ceiling.