Dr. Rachel Bonaparte is the Associate Vice President for Teaching, Learning, and Student Success at Prince George’s Community College, where she leads academic innovation, student success strategy, and key operational initiatives across the area. A purpose‑driven higher education leader, she works at the intersection of equity, learning, and workforce development. Dr. Bonaparte is also the founder of The Blacklining, a digital platform open to all that centers Black entrepreneurs across the diaspora by expanding visibility, networks, financial literacy, and experiential learning opportunities. Her leadership is grounded in curiosity, creativity, and a deep belief in collective purpose as a catalyst for transformation.
Recently, in an exclusive interview with Higher Education Digest, Rachel shared insights on her passion for education, leadership approach, and vision for the future. Looking ahead, Rachel sees trends in higher education shifting towards technological agility, pedagogical resilience, and equity-mindedness, emphasizing the need for educators to be adaptable and supportive. She also shared her personal hobbies and interests, future plans, words of wisdom, and much more. The following excerpts are taken from the interview.
Hi Rachel. As a leader in higher education, what sparked your passion for teaching, learning, and student success, and how did you develop your expertise in this area?
My passion for teaching, learning, and student success comes from witnessing firsthand how education can completely reshape a person’s life – not just economically, but through the confidence and self‑understanding that knowledge creates. Growing up, I experienced moments that made this clear. As a child in a predominantly white school in Missouri, a teacher told me I wouldn’t amount to much. A neighbor once “explained” my dark skin by saying I’d been “left in the oven too long.” Experiences like these could have diminished me, but instead they fueled a commitment to speak life into students, especially Black and Brown students who are too often navigating inequitable systems alone and being mischaracterized as incapable.
My expertise developed through lived experience and years of practice- listening deeply, leading with empathy, identifying systemic gaps, and envisioning what equitable education should look like. Each role strengthened my ability to connect with others, serve with intention, and model the kind of leadership that creates real opportunity. Those early experiences didn’t just spark my passion; they shaped the educator and leader I’ve become.
What do you love the most about your current role?
What I love most about my current role is the opportunity to imagine and help implement operations and policies that create a more supportive and equitable experience for our faculty and staff – and, ultimately, for our students. I’m energized by the fact that the work happening behind the scenes directly shapes how students experience Prince George’s Community College.
I also value the space I have to encourage my team to think creatively, to brainstorm boldly, and to envision what ideal operational practices could look like in their areas. Helping them see what’s possible, and then working together to bring those ideas to life, is incredibly rewarding. It’s the kind of work that allows us as an institution to continually push the needle forward. It also helps when your team is just simply amazing and have an intrinsic motivation to do whatever it takes to support our students!
As higher education evolves, what trends do you see shaping the future of teaching, learning, and student success?
I see several key trends shaping the future of teaching, learning, and student success. In this digital age, the modalities of teaching will continue to evolve, but the foundational elements of sound pedagogy will remain essential. Instructors will need a solid understanding of emerging technologies- especially AI- and how to integrate them in ways that genuinely enhance learning rather than distract from it.
At the same time, faculty will increasingly need to refresh or deepen their own industry‑specific skills. Students expect instructors who can help them make real‑world connections, build networks, and bridge the long‑standing gap between earning a degree and securing meaningful employment. That human element-context, mentorship, and connection-is something technology can’t replace.
The fear that AI will make instructors obsolete becomes far less concerning when we recognize that the real shift ahead isn’t about replacing educators, but about reimagining how we teach, how we support students, and how we prepare them for a rapidly changing world.
Finally, the future of student success will depend on how well institutions address equity-not as an initiative, but as a design principle. Students need holistic support, culturally responsive teaching, and systems that recognize the diverse realities they bring with them.
What are the key skills educators need to develop to lead in a rapidly changing landscape?
Educators today need a blend of adaptive, relational, and future‑focused skills to lead in a rapidly changing landscape. First, they must cultivate technological agility- not just understanding emerging tools like AI, but knowing how to integrate them in ways that genuinely enhance learning. Equally important is pedagogical resilience: the ability to hold onto the core principles of good teaching while continuously evolving their practice.
They also need strong industry awareness so they can help students make real‑world connections, understand current trends, and navigate pathways into meaningful careers. That relevance is becoming a critical part of student success.
Leadership in this moment also requires equity‑mindedness. Educators must be able to design learning environments that are culturally responsive, supportive, and attuned to the diverse realities students bring with them. Equity can’t be an add‑on; it has to shape how we teach, support, and lead.
Finally, educators need human‑centered skills- empathy, effective communication, collaboration, and the ability to build trust. As higher education continues to evolve, these relational skills will be just as important as technological ones in ensuring students feel seen, supported, and prepared for the future.
Many congratulations on being recognized as one of the Top 50 Voices from around the globe in Higher Education for 2026. Our readers would love to know the secret mantra behind your success.
This question just put a huge smile on my face. Thank you. I wish I could say there’s a notable secret mantra behind my success, but the truth is much simpler: I try to stay deeply aware of – and aligned with – my purpose. Whatever I do, I want people to feel seen, heard, and motivated to walk in their own purpose.
I genuinely believe we all carry unique gifts that shape who we are, and it’s our responsibility to use those gifts to positively impact others. When we each bring our strengths to the table, we begin to see the full picture. It’s like completing a puzzle -every piece matters, and we need everyone’s contribution to create something meaningful.
That commitment to purpose, connection, and collective impact is what guides me every day and even led to the creation of The Blacklining a digital platform designed for everyone to participate, learn, and grow while intentionally centering Black entrepreneurs. It also helps them understand how to offer internships that strengthen their businesses while giving students real‑world experience. For me, that’s what living in purpose looks like, building systems that uplift others and create pathways for shared success.
Are there any particular books, articles, or resources that have significantly influenced your thinking or approach?
One resource that has significantly influenced my thinking is Forward Together: The Black Policy Playbook for an Equitable America. What resonates with me most is how the playbook reframes equity – not as a side initiative, but as a structural imperative. It pushes leaders to think boldly about systems change, policy alignment, and the intentional design of environments where historically marginalized communities can thrive.
The playbook’s emphasis on data‑driven strategies, community‑centered solutions, and long‑term accountability has shaped how I approach my work in higher education. It reinforces the idea that equity must be embedded into every decision we make – from operations and policy to teaching and student support. It also challenges me to think beyond institutional boundaries and consider how higher education can partner with communities, employers, and policymakers to create more just and sustainable pathways for students.
In many ways, the playbook serves as both a mirror and a roadmap. It validates the lived experiences that inform my leadership, while also offering concrete strategies for building systems that are more inclusive, more responsive, and more aligned with the future our students deserve.
What’s a favorite quote or mantra that guides you in your work?
There are a couple of mantras that really guide my work. The first is, “How does this positively impact students and minimize unnecessary burden on faculty or staff?” That question keeps me grounded in what matters most- ensuring that every decision, policy, or process ultimately supports student success while honoring the people who make that success possible.
The second mantra I live by is, “If I can see it, I can build it.” Vision is powerful. When I can clearly imagine a better system, a better experience, or a better outcome, I’m confident we can bring it to life. That mindset pushes me to think boldly, innovate intentionally, and create structures that move institutions forward.
What are some of your passions outside of work? What do you like to do in your time off?
With a two‑year‑old, I’m not sure “time off” truly exists- at least not until she’s asleep, and even then it’s debatable. But it is an absolute joy, honor, and privilege to be the proud momma of my little sunshine, Zora. As someone who never envisioned having a child of my own, she has been the beautiful gift that keeps on giving.
I’m also incredibly grateful for the person who has become the best partner I could ask for in this journey – someone whose expression of love toward her is unmatched and who creates the space for me to continue growing as a mom, advancing professionally, and reacquainting myself with who I am in this new chapter. That latter part is probably the most underrated gift of all.
And as cliché as it might sound, traveling has always been a passion of mine. It’s hard not to love travel when you grow up with a Ghanaian father and a Trinidadian mother who were always on the move. They passed down the travel bug – along with so many other gifts – and now I get to share that same love with Zora, all while carrying the prayers, presence, and example they’ve poured into every part of my life. Having parents who show up with intention, faith, and consistency is something I hold with so much gratitude. One morning she woke up and simply said, “I go the beach,” and in that moment I knew the tradition was continuing.
What is your biggest goal? Where do you see yourself in 5 years from now?
My biggest goal is to continue building and shaping systems that expand access, equity, and opportunity- especially for students and communities who have historically been overlooked or underestimated. I want my work to consistently open doors, remove barriers, and create environments where people feel empowered to step fully into their purpose.
In the next five years, I see myself leading at an even broader scale- whether that’s within higher education, policy, or a cross‑sector space where education, community impact, and innovation intersect. I want to be in a role where I’m not only influencing institutional strategy, but also helping to reimagine what equitable education and workforce pathways can look like nationally.
At the same time, I’m committed to growing The Blacklining into a powerful platform for connection, visibility, and opportunity. I see it becoming a national resource that strengthens Black entrepreneurship while creating meaningful experiential learning pathways for students. It will be a space where people can build financial literacy, engage in real conversations, and access strong support networks. And while it’s open for everyone to participate, learn, and grow, it intentionally centers Black entrepreneurs across the diaspora- honoring Blackness in all the ways people understand and express it.
Ultimately, my five‑year vision is about alignment: continuing to walk in my purpose, expanding my impact, and building systems that allow more people – students, educators, entrepreneurs, and communities- to thrive.
What advice would you give to leaders looking to drive positive change in higher education and beyond?
My biggest advice is to make sure your purpose for serving is bigger than you or any personal benefit you might gain. A great mentor once told me, “Whatever your role is, do it well.” Your work will always speak for itself.
Leaders who want to drive real change need to stay rooted in curiosity. Curiosity is what pushes you to ask hard questions, reflect honestly, stay open to change, keep creativity alive, and look for ways to do things better and more intentionally. It’s also what helps you understand the shifting environment around you rather than reacting to it.
Somewhere along the way, many in higher education stopped dreaming, piloting, and challenging the status quo. Curiosity brings that spirit back. It’s the engine that helps you grow into the kind of leader this moment demands, one who can imagine something better and then help build it, in higher education and beyond.