Dr. Tony L. "Poppy" Talbert is a Professor of Social/Cultural Studies Education and Qualitative Research in the Department of Curriculum and Instruction in the School of Education at Baylor University. Dr. Talbert refers to his field of research and teaching as Education As Democracy which integrates social/cultural foundations and philosophies of education, equity, diversity, inclusion, and democracy education into a focused discipline of qualitative and ethnographic inquiry examining school and community stakeholder empowerment through activist engagement in political, economic, and social issues. Dr. Talbert's 36 years as an educator and 28 years as a national and international scholar of impact, have provided him with a depth and breadth of knowledge and experiences that inform his research and practice in education improvement and renewal.

For further information on Dr. Talbert's teaching and research in the areas of qualitative research design and analysis, social/cultural studies education (e.g., education as democracy), and, public education policy and practice, please contact him via email at Tony_Talbert@baylor.edu and/or http://soefaculty.baylor.edu/tony-talbert/

Dr. Tony L. “Poppy” Talbert is a respected leader and methodologist in the fields of Qualitative Research and Mixed Methods Research. He has collaborated with his faculty peers across the nation and around the globe in the development and implementation of multiple academic and professional development enterprises that provide a strong foundation of qualitative research and analysis theory and practice for both experienced and emerging scholars. He is currently engaged in multiple teaching and research projects with faculty colleagues and students examining the theoretical and applied ideas of qualitative and mixed methods data as a means to data-driven discourse that informs and engages the public.

For further information on Dr. Talbert's teaching and research in the areas of qualitative research design and analysis, social/cultural studies education (e.g., education as democracy), and, public education policy and practice, please contact him via email at Tony_Talbert@baylor.edu and/or http://soefaculty.baylor.edu/tony-talbert/

Dr. Tony L. “Poppy” Talbert, Dr. Kevin R. Magill, and Dr. Brooke E. Blevins are engaged in a multi-phased research project that integrates philosophy, theory, and practice into a conceptual framework they've titled, Critically Conscious Reciprocal Mentoring (CCRM). Critically Conscious Reciprocal Mentoring (CCRM) provides an emerging conceptual framework for persons to form a dialogical and reflexive relationship that explicitly dismantles the power imbalances inherent in transactional mentoring structures that comprise the traditional mentor-to-mentee dichotomy. The multi-phased philosophical, theoretical, practice-based CCRM research is grounded in qualitative methodologies and framed within the seminal and contemporary research literature that incorporates the values of difference, diversity, equity, and inclusion. The ultimate goal of Talbert's, Magill's, and Blevins' cutting-edge CCRM research is to move from a conceptual to a theoretical framework that when applied will facilitate the reimagining and renewing of an egalitarian learning community in formal and informal spaces.

For further information regarding Critically Conscious Reciprocal Mentoring (CCRM) please contact: Tony_Talbert@baylor.edu and/or http://soefaculty.baylor.edu/tony-talbert/

Kevin_Magill@baylor.edu and/or https://soefaculty.baylor.edu/kevin-magill/

BBLEVINS@uidaho.edu and/or https://www.uidaho.edu/ed/ci/faculty/brooke-blevins

I am interested in how divisions of academic affairs and student affairs can collaborate to foster a more transformational educational experience for college students. Examples of such partnerships include living-learning programs, residential colleges, and faculty-in-residence.

I am interested in talent from a research perspective: how we define talent, where it comes from, and what we can do to help others develop their own talent.

I am interested in how higher education policies, places, people, and programs influence college student retention, engagement, achievement, and learning.

I am interested in how college administrators (particularly student affairs professionals) become scholar-practitioners in order to foster better student outcomes.