With her three young children and husband in tow, Dr. Rudo Tsemunhu moved from Zimbabwe to University Park, Pennsylvania in the summer of 1999. From the turn of the millennium through 2005, she earned both her master’s and doctoral degrees in educational leadership from Penn State, an R1 institution.
Back then, the second-year Redbird professor and the new chair of the Department of Educational Administration and Foundations (EAF) sought out scholarships, grants, and assistantships to help pay for her schooling.
Nary a second reserved for anything beyond writing, researching, and spending time with family.
“There was pressure associated with receiving these funds. They would remind us, ‘No money is given indefinitely’” said Tsemunhu. “So always, there was a fire under your feet.”
Another reason for Tsemunhu’s urgency was a desire to build upon the opportunities her parents had afforded her. In the village where she grew up, particularly in the 1970s and 1980s, many women did not get the chance to experience post-primary education—the rare and only path to professional careers.
“If a woman was able to get that far, their options were limited to nursing or teaching,” she said.
Her mother and father, the latter of which was a third-grade teacher, ensured Rudo and her five siblings were able to attend a missionary school. She chose to follow in her father’s footsteps, becoming both a teacher and a school principal. Unfortunately, the conditions of her employment would always be more tenuous than her male counterparts.
“In Zimbabwe, I had so many challenges. As a woman, it was difficult for me to get in any substantive positions, they were often interim teaching jobs,” she said.
“I realized that that for me to move ahead, I had to make a bold move. That was the only way to substantively change my life and the lives of my children.”
Crossing the pond
Tsemunhu’s goal was to be a preparer of future school leaders as a professor of P-12 and higher education in the United States. Her colleagues assured her that no college or university would hire her until she had teaching and administrative experience in the States, so Tsemunhu concurrently earned her teaching license while finishing her terminal degree in education.
The challenges didn’t end there. Not long after enrolling at Penn State, she became a single mother.
Her resolve, coupled with a strong learning community, pulled her through.
“I always remembered where I came from, and I always remember that somebody gave me a hand. I have tried to pass along the kindness that I received. Because f it wasn’t for the kind people in Pennsylvania, I would not have made it,” she said. “And the way I was treated is part of what defines my perspective as a professor and leader in education.”
On several occasions, Tsemunhu could bring her own children to attend classes. It’s one of the many policies she offers as a professor in recognition of the difficulties adult learners face.
Teaching in the United States
For her first stateside teaching role, Tsemunhu made the move to Worchester, Massachusetts, to serve as a high school social studies teacher. She then trotted up to Boston to gain some administrative experience as the coordinator of an alternative school in the city.
Between Massachusetts and Zimbabwe, Tsemunhu served P-12 schools for 15 years. Her diverse experiences set Tsemunhu apart as a first-year assistant professor at the University of Arkansas at Little Rock. There were only two professors who were women, including Tsemunhu, and was the only professor of color. Her research and advocacy for those groups, for international students, and for teachers would set her agenda.
“I’m a teacher at heart,” Tsemunhu said. “That’s the job I’ve done all my life. I am. But I’m also very much interested in helping disadvantaged people. Those are the topics that naturally inspire me.”
Tsemunhu was active on committees, a top scholar, and a well-rated teacher at Arkansas. However, the glass ceiling weighed down her aspirations for leadership.
“It was just a reality, that there was little room for professional growth for me at Arkansas,” she said.
When Tsemunhu made the move to Valdosta State University (VSU), she earned a reputation for never saying “no,” when it came to service work for both the university and her students.
Through a laugh, Tsemunhu remarks that “Students and faculty called me ‘the dissertation queen.’”
It’s a well-deserved moniker. During 10 years at VSU, she chaired almost 40 dissertations and often dually served as the research methodologist on those projects.
“I was able to help them write dissertations on topics that were dear to these people, like issues of race, issues of gender, issues of LGBTQ. I did not shy away from any topic,” she said.
However, because of VSU’s policies, Tsemunhu did not receive credit for her three years of tenure-track work at Arkansas. Yet, she still earned the rank of full professor within 10 years.
Becoming a Redbird
After a decade-long tenure at VSU, Tsemunhu said the move to Illinois State felt like a natural next step in her career. She was hired by EAF to serve as a coordinator and full professor in summer 2022.
“Illinois State’s reputation for education is strong, and though it has great teaching professors, it was a step up in terms of research from VSU, too,” she said.
She notes that VSU is an R3 research institution while Illinois State is an R2 institution. After visiting Illinois State as a candidate, she also believed there would be more opportunities for her to step into leadership positions.
“I really could see myself becoming something other than a program coordinator, which was the highest leadership role I held at VSU,” Tsemunhu said.
Her inclination turned out to be spot-on.
During her first year at Illinois State, then-EAF Chair Dr. Len Sutton was tapped for an ACE Fellowship, and longtime Redbird Dr. Diane Zosky filled in as the department’s acting chair for a semester. Several of Tsemunhu’s colleagues encouraged the newcomer to throw her hat in the ring.
The rest is history.
“Never in my wildest dreams did I think that I would become head of this department so quickly,” she said. “But I feel grateful and ready for the opportunity.”
After about a month in the role, she’s excited for the year ahead.
“We have great faculty here who are committed to what they do. They’re professionals. My role is to be the facilitator who provides the support needed for faculty, staff, students, and school partners to be successful.”
Tsemunhu recognizes the need is great for administrators across P-12 schools, higher education, and the non-profit community. It’s one reason the department is uniquely positioned to support those fields.
“Illinois State is known as the biggest producer of teachers in the state, and one of the largest in the nation. But these teachers need administrators. And right now, the country is struggling to staff most of its schools with qualified administrators. So, I know that we have a very big role to play in the University, and indeed in the state.”
EAF online
In 2023, EAF shifted to primarily online delivery of doctorate graduate coursework, bringing one of the best graduate programs in education in the United States to the homes of busy practitioners.
“It’s what our students need,” she said.
Tsemunhu adds that the flexible approach provides accessibility for students who want EAF’s coursework but either can’t travel or take the time to attend on-campus coursework. Those are constraints she was all too familiar with during her time as a graduate student.
Tsemunhu began publishing on ways to improve online graduate education back in 2011, giving her a long runway to support this work as EAF’s chair.
“I feel fortunate EAF’s is made up of faculty who have excellent credentials and outstanding teaching skills. Those skills are transferred to online delivery because they were motivated to improve. Because of that motivation, we will be successful in that endeavor.”
Supporting diverse leaders
The mission of EAF has long been to prepare leaders for diverse roles in the United States with a focus on P-12 schools, higher education, nonprofits, and nongovernmental organizations. This includes having the most Jackson Scholars at the University and being a strong member of the Carnegie Project on the Education Doctorate (CPED). EAF faculty are of the mind that the need for supporting and producing Black, Indigenous, and People of Color (BIPOC) leaders for these roles is as important as ever.
“Through each of our programs, we are graduating practitioners who are interested and motivated in issues of social justice, and issues of equity, diversity, and inclusion, and we are a safe space for any learner with that focus.”
Coupled with online-focused programming, she believes EAF has room to grow its student enrollment in Illinois and beyond.
“Some states outside of Illinois are not as open to DEI ideas and EAF’s approach to preparing leaders capable of supporting all members of a community. So, I believe we can be a beacon of social justice in the Midwest. That’s my vision.”
It’s a vision built with kindness, resolve, and experience, from Zimbabwe to Normal, with stops in Arkansas, Massachusetts, and Pennsylvania.
