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Millions of students in our schools live with a parent experiencing substance use disorder. Most people with substance use disorder begin using while they are school-age. School personnel are on the frontlines of this crisis; yet our policies, practices, and social norms create barriers to witnessing and healing for these students and families. This case provides a context to explore the usefulness of compassionate leadership to support marginalized and vulnerable students and families. Both compassionate leadership and crisis intervention inform our suggestions for practice.

Predominantly white institutions (PWIs) struggle to attract and retain underrepresented faculty. Despite aspirations for diversity, the reality remains that underrepresented faculty are not hired and retained in numbers sufficient to change the institution’s demographics. The leadership of PWIs strives for solutions to ameliorate the trend in recruitment, retention, and climate. The issue has gained even more significance recently due to the global coronavirus pandemic when layoffs, non-renewals, and hiring freezes have been widely imposed. This case examines how systemic leadership problems, mindsets, and climates keep PWIs at the status quo, and invites application of leadership and adult learning theories to develop a strategy for improving faculty diversity at PWIs.

This case study is useful for leadership for change or leadership theory in education and other disciplines. It describes the process of including multiple stakeholders in a major revision of a large educator preparation program after state legislation mandates. Student discussions can focus on change goals and patterns of planned change, leading mandated change efforts, and resistance to change. Students can focus on a leader’s role in several ways: as the higher-education leader (Dean), as the field partner leader (K–12 schools), and as the faculty committee leader. The case can be used to examine laws affecting school policy, and/or school leadership and its influence on organizational culture. Students discuss the perspective of multiple roles and how the Dean can resolve the situation successfully.

Research suggests that relational trust is important for teacher collaboration and shared learning. This study examines relational trust with a new population: teacher candidates and classroom ment...

Collaboration among teachers is necessary for school improvement efforts. In the case below, a high school shifts its instructional model to include students with disabilities in general education classes. The school needs to raise state test scores for students with disabilities and hopes this instructional change will help. To implement a full-inclusion model, general education and special education teachers will be assigned to teach classes together as co-teachers. Co-teaching, however, is a collaborative model that requires relational trust among colleagues. Leaders are encouraged to consider how developing trust for collaboration may be difficult during times of school improvement.

Recently, Bowling Green State University (BGSU) has started to offer a Digital Forensics specialization program for Computer Science undergraduate students. We (the authors of this paper) actively took part in developing and evaluating the curricula for this program. The overarching goal of the specialization program is to build a digital forensics workforce for the state and the nation. Realizing the importance of standards of digital forensics tools in real-life forensic examinations, we made an effort to incorporate lessons on standardization in the curricula. In particular, so far we incorporated National Institute of Standards and Technology (NIST) standards for three digital forensics topics (Hardware Write Blocker, Deleted File Recovery, and Mobile Forensics) in the curricula. We faced many challenges over the journey but also attained some success. In this paper we share our experience to the community. We believe this account may be helpful to others who are about to begin such a journey.