Mentoring, Coaching, and Leadership for Innovation and Entrepreneurship
2019 Pre-Conference Workshops
Doing the Work the Right Way: Creating Master Mentors for Effective RelationshipsAllison McWilliams
Wake Forest University
Allison McWilliams is Assistant Vice President, Mentoring and Alumni Personal & Career Development, at Wake Forest University. In these roles, she leads and provides training, support, guidance, and resources for formal and informal mentoring relationships for students, faculty and staff, and alumni, as well as leading personal and career development programs for young professionals. She has written for and spoken to national and international audiences about effective mentoring strategies, leadership, and professional development.
Prior to joining Wake Forest in 2010, Allison was a public service faculty member at the University of Georgia, where she created and facilitated leadership development and organizational development programs for higher education and public sector audiences. A native of Durham, North Carolina, Allison earned her bachelor’s degree from Wake Forest, and holds a master’s and a doctorate from the University of Georgia.
Allison’s book, Five For Your First Five: Own Your Career and Life After College, is available from Wake Forest University’s Library Partners Press on Amazon. She writes a blog for Psychology Today, and is active on Twitter @WFUmentoring and on Twitter and Instagram @LifeAfterWake
Whether you are leading a formal mentoring program, trying to build a culture of mentoring within your organization, or serving as a mentor yourself in a formal or information relationship, the tools and strategies that effective mentors use, and the ways in which we support their development, are critical components of any successful program, culture, or relationship. In this interactive and intensive pre-conference workshop, we will reflect on how and from where we each enter into this work in order to identify and develop strategic, intentional, and supportive paths forward, to ensure that we are each doing the work the right way. show more
More specifically, you will explore the research on effective mentoring practices, as well as your own experiences, and identify a set of best practices for application. You will evaluate your own abilities across four Mentoring Learning Outcomes for mentors, and practice the tools and strategies that effective mentors use. You will discuss challenges and roadblocks to effective mentoring and strategies to overcome them. And, you will identify ways to incorporate mentor skill development into formal mentoring programs and mentoring cultures (and why it matters). You will leave with a personal master mentor action plan to take what you have learned and apply it within your program, organization, and relationships. show less
Mentoring Across the DifferencesBruce Birren Philip Cheng
Broad Institute Henry Ford Health System
Bruce Birren is an Institute Scientist at the Broad institute of MIT and Harvard and Director of the Broad’s Genomic Center for Infectious Diseases. He founded the Broad’s Diversity Initiative and an institute-wide mentoring program. As a Master Facilitator with the National Research Mentoring Network and the Center for Improvement of Mentored Experiences in Research he facilitates workshops for faculty and trainees to increase the effectiveness of research mentoring relationships, with a focus on culturally aware mentoring. He leads workshops on bias and microaggressions, and teaches and leads workshops to develop skills for communicating science and awareness of how aspects of our identities influence success within the culture of science and perpetuate underrepresentation of specific groups in research careers.
Philip Cheng, PhD is an Assistant Scientist at the Henry Ford Health System. Dr. Cheng is a licensed clinical psychologist with expertise in sleep and circadian medicine. His program of research examines the biopsychosocial dimensions of sleep and circadian disorders (e.g., insomnia, shift work disorder), with a focus on translation science that produces feasible and widely accessible interventions. Dr. Cheng is currently funded by the NIH to further characterize pathophysiological phenotypes of shift work disorder.
Dr. Cheng has been involved with NRMN since 2014 and is experienced in facilitating research mentor training and mentee training nationally, via both the synchronous online environment as well as in-person workshops. Dr. Cheng also has specific interests in promoting culturally aware and culturally responsive mentoring through an experientially-based curriculum, and has curricular expertise in the Culturally Aware Mentoring module offered through NRMN. He is also developing curriculum that targets issues specific to the LGBT+ communities. His style and philosophy of social justice education draws from a dialogue-based approach, cultivated through his experiences with a University of Michigan program on intergroup relations.
Mentoring is critical to professional growth, and yet learning about mentoring is often relegated to trial and error. This approach often leaves behind students from historically underrepresent groups, leading to reduced persistence. One major barrier is our hesitancy as mentors to explicitly address social and racial differences in our mentoring relationships, particularly with mentors from majority groups. show more
This workshop provides an evidence-based framework to accelerate the acquisition of mentoring insights and cultivate effective mentee-mentor relationships. Facilitators will lead participants through an active curriculum that strengthens key mentoring competencies, such as maintaining effective communication, aligning expectations, fostering independence, and addressing equity and inclusion. Participants across diverse academic career stages and disciplines will learn new approaches from each other as they work through mentoring challenges, reflect upon their mentoring experiences and refine their individual mentoring style. In this 6-hour session, participants will gain confidence working with students from diverse backgrounds, examine how our different experiences based on group membership are salient in mentoring relationships and add to their toolbox of mentoring strategies. Emphasis will be placed on creating inclusive environments, and supportive mentoring relationships for members of the LBGTQ+ community and members of historically underrepresented groups. show less
Mentoring Skills for Mentees: Strengthening Mentoring Relationships and Circles of Support through Mentee TrainingSarah Schwartz
Sarah Schwartz is an Assistant Professor of Psychology at Suffolk University in Boston. She holds a doctorate in Clinical Psychology from the University of Massachusetts Boston and a master’s degree in Education from the Harvard Graduate School of Education. Her research aims to develop, evaluate, and refine interventions that leverage the power of relationships to advance academic and career goals among marginalized young adults, with a particular emphasis on the role of mentoring relationships. She has published numerous articles and chapters on formal and informal mentoring relationships. She is also the leading researcher on Youth Initiated Mentoring, a model of mentoring which empowers adolescents to recruit mentors from within their existing social networks. Additionally, she is the recipient of a William T. Grant Foundation research grant to study an intervention designed to increase social capital and mentoring relationships among first-generation college students.
Much research on mentoring focuses on training the mentor, with little attention on what mentees bring to the relationship. By teaching young adults the skills both to effectively engage with and make use of their current mentoring relationships, as well as to identify and recruit informal mentors, we can equip them with a skillset they can use throughout their lives. Research indicates that Youth Initiated Mentoring, in which youth learn to recruit mentors from their existing social network, may result in longer-lasting and more influential relationships than traditional assigned mentoring (e.g., Schwartz et al., 2012). show more
Other research has shown that Connected Scholars, or skill-based workshops teaching students to recruit mentors and other forms of social capital, can lead to closer relationships with instructors and higher GPAs for first-generation college students (Schwartz et al., 2017). This interactive session will (1) present the evidence for mentee training and related approaches, (2) explore how such approaches may relate to session participants’ various contexts, (3) provide training around how to support mentee skill development. Participants will leave with specific strategies, activities, and ideas that they can integrate into existing mentoring programs as well as into classroom and extracurricular contexts.
Research Mentoring for Grant Proposal DevelopmentAnne Marie Weber
University of Minnesota
Anne Marie Weber-Main is Associate Professor of Medicine at the University of Minnesota where she serves as Associate Vice Chair for Faculty Affairs and Diversity in the Department of Medicine and co-Director of Mentoring in the Clinical and Translational Science Institute. She is also a fellow in the American Medical Writers Association. Dr. Weber-Main is a prolific scientific writing and career advancement mentor for faculty and fellows across biomedical and health sciences. Her extensive teaching experience includes development of the Proposal Preparation Program (P3), a longitudinal grant writing workshop series for early-career faculty. She adapted this successful curriculum for national dissemination through the National Research Mentoring Network, an initiative funded by the National Institutes of Health to support the career advancement of research trainees from under-represented groups in biomedical disciplines. In addition to earning her PhD in chemistry, Dr. Weber-Main completed a Mass Media Science and Engineering Fellowship through the American Association for the Advancement of Science and earned two editing/writing certificates from the American Medical Writers Association.
Grant proposal development is a fundamental skill that professionals in numerous disciplines and work settings must successfully hone. Yet surprisingly, formal training in grant writing is not routinely embedded in graduate degree programs. Trainees and early-career faculty are expected to develop this critical competency through ongoing engagement with individual research mentors in their specific discipline. Such mentorship isn’t always available, however, and can be highly idiosyncratic, representing one person’s experience, writing style, and strategies. show more
As researchers, many of us have figured out “what works” in grant writing but struggle to communicate our rich implicit knowledge in explicit ways with research mentees who are new to the genre. This workshop is designed to help participants become more effective “grant writing mentors.” Content will lean towards the STEM fields, but mentors from all areas are welcome. The foundational premise of the workshop is that grant writing is a nuanced, multifaceted competency that requires more than robust disciplinary knowledge and creative ideas. Researchers also need a mentor’s guidance on understanding and meeting rhetorical expectations for the genre, presenting scientific ideas through the lens of persuasive writing and critical argument, applying evidence-based document design principles to improve clarity and comprehension, writing with co-investigators, and exercising efficient project management skills. Participants will be introduced to approaches and tools for mentoring in these different domains and encouraged to share successful techniques from their own mentoring practice. Part of the workshop will be dedicated to role playing a group model of grantsmanship coaching that has been applied successfully on a national scale. show less
2019 Plenary Sessions
Cracking the Code to Impact & Income Through InnovationShawn Blanchard
University of Moguls Publishing
From humble beginnings on the west side of Detroit to multiple degrees, Blanchard has adopted youth, led a math department to the top 5% in NYC, taught at prestigious colleges and was appointed to the city of Detroit’s Mayoral Cabinet as the Director of Youth Services. Throughout his tenure he raised over $7 Million to supply jobs to over 5600 youth launching the “Grow Detroit’s Young Talent” youth employment initiative. He also served as the Detroit Mayor’s Office Liaison to President Barack Obama’s “My Brother’s Keeper” (MBK) initiative. Shawn also serves on a number of boards including the Detroit Pistons and Detroit Red Wings Little Caesars Arena Community Board.
Currently, Shawn is coined the Mentorship Specialist according to Forbes Magazine. He's married to making the lives of others better. He's the Founder of The University of Moguls, Co-Owner & Philanthropy Advisor for a custom suit company, “SnapSuits”, a Best-Selling and National Award Winning Author and renowned Speaker. In 2017 he completed a 42-stop national book tour with his best-selling book, “How ‘Bout That For a Crack Baby: Keys to Mentorship and Success,” providing multiple scholarships, dozens of custom suits, and hundreds of ties. Shawn has also been featured as Essence Magazine "Man of the Month", Black Enterprise "BE Modern Man" and has been awarded as one of America’s Top Millennial Influencers by the Next Big Thing Movement.
This is the most aggressive wealth generating time period in the history of mankind. There is an estimated 1700 new millionaires created every day in America and 1 of 6 Millennials are reported to have at least $100k in their bank account. We have more information and a heightened ability to connect with others due to technology. Furthermore, we are leveraging technology through pursuing our passion with the ability to work remotely. Shawn teaches principles on how to crack the code and take advantage of this millennial time. Through this interactive keynote, audience members will leave feeling challenged.
Creating Relational, Co-mentoring Circles with EducatorsKathleen Cowin
Washington State University
Kathleen M. Cowin, Ed.D., is a Clinical Associate Professor of Educational Leadership at Washington State University, teaching and mentoring future K-12 school leaders. Prior to her current position, she developed and taught in a graduate level pre-service teacher preparation program, after serving as a teacher and principal for over 25 years. Her research focuses on the development of effective, relational co-mentoring practices for educational leader formation and creation of co-mentoring circles among current and former educational leadership students.
Learn to create co-mentoring circles based on the art and science of mentoring. Time to provide mentoring for educators, from novice teachers to veteran school leaders, is in short supply in today’s complex schools. Co-mentoring circles may offer educators a safe, supportive community in which to learn with others who are uniquely situated to understand the challenges present in today’s K-12 schools. Co-mentoring circles can provide a ready group of mentors one can call on without waiting for a specific mentor to be available. “Circle” describes the group’s size, usually less than 12 participants. show more
The focus is to create trusting and supportive developmental relationships among co-mentoring circle members. The initial processes in the circle’s development are establishing norms and examining communication styles (Zachary & Fischler, 2014). Once norms and effective communication are established, trust can begin to grow. The co-mentoring approach is supported by the work of Kochan and Trimble (2000) and Mullen (2005). The co-mentoring circle also draws on the concept of relational mentoring (Fletcher & Ragins, 2007) including the three tenets: “interdependent self-in-relation;” “growth-fostering interactions;” and exploring “systemic power.” Fletcher and Ragins (2007) describe the tenets: “interdependent self-in relation” is a self who understands that all we do is always in relation to others; “growth-fostering interactions” are reciprocal, two-direction learning that happens together among all parties; and addressing systemic power is a must if those in the mentoring relationship are going to be able to reveal their true feelings and trust and confidentiality are to grow. show less
Diversity in Mentorship: Facilitating Effective Intercultural Relationships Between Mentors & ProtégésGabe Veas
The Los Angeles School of Mentorship
A native of Los Angeles, in 2017 Dr. Gabe Veas was named the first Professor of Mentorship in the United States. With over a decade of experience as an academic, Veas has taught at twelve institutions of higher learning including at the graduate level in England. Veas is a prolific speaker and author, addressing the societal ills of the day through the mentoring lens at venues such as Princeton University and Yale University. Veas not only advocates for, but also models how to effectively implement intercultural mentoring as a means of community transformation. He co-founded the consulting firm One Protégé with his wife, Dr. Karina Veas, which has been pioneering research in areas such as protégé-initiated mentoring and Mentoring Lineage. As a highly visible public scholar and sough-after consultant, Veas heavily relies on social media platforms to cultivate relationships with leaders internationally, shape the trajectory of mentoring globally, and help institutions to live into their missions.
How are current mentors provided with high quality, comprehensive, ongoing support to effectively address the needs of protégés from diverse populations? In his Doctoral Commencement Address, Dr. Gabe Veas stated, “my philosophy of scholarship has been this: as a true believer from learning from history, I am committed to looking for solutions to today’s problems from the past and from around the globe.” True to this maxim, this plenary will explore evidence-based research in the field of intercultural mentoring, presenting relevant frameworks and compelling case studies which address the challenges that mentors, protégés, and project managers face. show more
One such example took place recently, where over the course of eight months, one hundred hours of training were given to a cohort of community leaders in Northeast Ohio participating in a mentorship initiative which addressed competency in the areas of self-awareness and history consciousness in order to contextualize their approach to their protégés. These leaders were connected to formal mentoring throughout this program where practices such as crafting quality questions, listening, then reflecting on how best to guide their protégés was both modeled and experienced. Through a qualitative analysis of interviews, surveys, and participant observations, skills and tools were developed which promote intercultural mentoring on both a relational and organizational level. This session will dispense resources which will assist decision-makers interested to developing mentoring programs which address issues of diversity and equity across areas such as age, disability, education, ethnicity, gender, region, sexual orientation, or socio-economic status. show less
Evidence-Based Effective Mentoring PracticeChristine Pfund
University of Wisconsin-Madison
Christine Pfund, Ph.D. is a scientist with the Wisconsin Center for Education Research and the Department of Medicine at the University of Wisconsin-Madison (UW). Dr. Pfund earned her Ph.D. in Cellular and Molecular Biology, followed by post-doctoral research in Plant Pathology, both at University of Wisconsin-Madison. For almost a decade, Dr. Pfund served as the Associate Director of the Delta Program in Research, Teaching, and Learning and the co-Director of the Wisconsin Program for Scientific Teaching helping to train future faculty to become better more effective teachers. Dr. Pfund is now conducting research with several programs across the UW campus including the Institute for Clinical and Translational Research and the Center for Women’s Health Research. Her work focuses on developing, implementing, documenting, and studying interventions to optimize research mentoring relationships across science, technology, engineering, mathematics, and medicine (STEMM). Dr. Pfund co-authored the original Entering Mentoring curriculum and co-authored several papers documenting the effectiveness of this approach. Currently, Dr. Pfund is co-leading two studies focused on the impact of training on both mentors and mentees and understanding specific factors in mentoring relationships that account for positive student outcomes. Dr. Pfund is one of the principal investigators of the National Research Mentoring Network (NRMN) and directs both the NRMN Mentor Training and Administrative Cores. She is also director of the Center for the Improvement of Mentored Experience in Research at UW-Madison (CIMER). She is currently serving on a committee of the National Academies to explore the science of effective mentoring in STEM.
Mentoring is associated with academic and career success across disciplines and career stages in higher education. At the junior faculty level, strong mentorship has been linked to enhanced mentee productivity, self-efficacy, career satisfaction, and sense of support. Similarly, mentoring graduate students are more likely to persist in their academic decisions, with positive mentoring being cited as the most important factor in degree attainment. Mentored graduate students and junior faculty are more likely to publish their research than counterparts who are not mentored. show more
Unfortunately, few mentors have received formal training in effective mentoring practices, particularly for mentoring minority scholars. Even fewer scholars receive formal instruction on what it means to be a proactive mentee, and do not have the self-efficacy required to articulate their needs to mentors. This has led to a national focus on the “science of mentoring’ and calls for research on mentoring and tested interventions to optimize mentoring relationships across diverse groups and optimize their relationships. In this session, participants will learn about national models for mentor and mentee training and evidence of their effectiveness, explore resources available for mentor and mentee education, and discuss barriers and affordance to implementation of training. show less
Group Dynamics Associated with High Quality Group Mentoring in Educational and Workplace SettingsDawn Chanland
Dr. Dawn E. Chanland is Professor of Management at McColl School of Business. She earned a doctorate (D.B.A.) at Boston University’s School of Management and a Master in Business Administration from San Jose State University. Dawn has over 25 years of business, consulting, and academic experience. Prior to her employment with Queens, Professor Chanland was an Assistant Professor with California Polytechnic State University, San Luis Obispo (popularly called “CalPoly”), where she received numerous teaching and research awards
She has numerous publications in leading academic journals (including but not limited to Academy of Management Annals, Journal of Management, Organizational Dynamics, Human Resource Management, and Journal of Organizational Behavior) and her research has been featured in the Wall Street Journal (“How to Be a Smart Protégé” & “When Mentoring Goes Bad”). In addition, she has been interviewed for and quoted in the New York Times, Los Angeles Times, Forbes, AOL, CareerBuilder, and MSN, among other popular press outlets, and appeared on television, in relation to mentoring, executive coaching, and management issues.
Prior to pursuing her doctoral studies, she was a financial recruiter (“headhunter”) with a national firm called KForce; for each year of employment, she doubled her billings. In addition, early in her career, she worked with Transamerica Financial Services in a management training program. Dawn has consulted numerous for- and non-profit and government agencies on organization development and other business initiatives.
This session seeks to bridge mentoring theory and practice to benefit those who are researching and/or creating mentoring groups or circles. We will discuss team and mentoring research studies that inform how leaders can shape positive group dynamics that will pique group and individual group member development and performance. Also, we will overview how practitioners and scholars can partner to design studies to further our knowledge in this area of the mentoring. show more
Areas of discussion will include but are not limited to studies of one-on-one mentoring in team settings, psychological safety, congruent appraisals, trust, group learning and team efficacy. Best practices on building effective group mentoring will be discussed. As one form of participant engagement, participants will fill out an evidence-underpinned self-assessment useful to evaluating team dynamics in practice. show less
Mentoring Career TransitionsNita Singh Kaushal
Nita Singh Kaushal is the Founder of Miss CEO, a company that offers world-class leadership education, mentorship, and career exploration opportunities to empower students and young women and inspire them to become great leaders. Since 2011, Miss CEO has trained thousands of children, young women, and professionals all over the world. Nita also serves as a Lecturer in the School of Engineering at Stanford University where she teaches undergraduate and graduate students how to develop leadership skills so they can contribute meaningfully in their careers.
Prior to Miss CEO, Nita held senior management roles at Yahoo! and Intel, served on the Stanford Women’s Community Center Advisory Board, as well as led Yahoo! Women in Tech, a 500+ member organization committed to attracting, developing and retaining more women in technical and executive positions. Nita graduated from Stanford University with a degree in Electrical Engineering and resides in the S.F. Bay Area with her husband and three boys.
According to the U.S. Bureau of Labor Statistics, the average person changes jobs 12 times during his or her career. Studies also show that millennials change jobs 4 times by the age of 32. In this session, we will explore effective strategies aimed at helping mentees confidently navigate career transitions in order to achieve long-term professional growth and satisfaction. Specifically, attendees will learn how to help mentees analyze new opportunities, leverage relevant skills and experience, build relationships with strategic individuals, and contribute meaningfully in their desired fields and positions.
AIME: Mentoring as a Set of Inclusion Practives Within Academic MedicineValerie Romero-Leggott Margaret Montoya Brenda Pereda
University of New Mexico
Dr. Romero-Leggott has been a primary care provider for many years on the forefront of treating populations burdened by socio-economic, racial and ethnic disparities. Presently she serves as Vice Chancellor for the Office for Diversity, Equity & Inclusion at the UNM Health Sciences Center, and Professor in the UNM Department of Family and Community Medicine. She also serves as the Executive Director of the UNM Combined BA/MD Degree Program. Her office advances diversity, equity and inclusion throughout the Health Sciences Center and communities through capacity building and sustainable programs and collaborations. This includes many educational pipeline programs developed to help students enter and graduate as well as diversify NM's health professions to better reflect the population of the state. Dr. Romero-Leggott is a role model for young female students and other professional women in the health sciences. She works to link diversity with excellence using the skills and knowledge she has developed as an administrator, leader, female ethnic minority, and native New Mexican. She believes that advancing diversity, cultural and linguistic competence, social justice, equity, and inclusion and addressing social determinants are integral to achieving better health outcomes for our communities and our nation.
Margaret Montoya was part of the first group of women and men of color who attended Harvard Law School. When she graduated in 1978, she won the prestigious Harvard University’s Sheldon Traveling Fellowship and studied educational access and affirmative action policies in Malaysia and India.
Professor Montoya was an active member of the UNM law school faculty from 1992-2012 and, before retiring, was licensed to practice law in Massachusetts, New York, and New Mexico. She worked to create programs and partnerships to increase student and faculty diversity in law and medicine. Professor Montoya served for several years as the Senior Advisor to Chancellor Paul Roth in the Health Science Center. She co-directed a 10-year program on mentoring focused on inclusion theory and practices. She continues to work part time on issues of racial and health equity while also babysitting her two grandchildren.
Professor Montoya’s scholarship on issues of identity, narrative, resistance to assimilation, and racial equity in education appears in law reviews, anthologies, and casebooks and is used throughout the U.S. Her article, Máscaras, Trenzas y Greñas: Un/Masking the Self While Un/Braiding Latina Stories and Legal Discourse has become iconic in the Critical Race Theory genre. Professor Montoya has been recognized with many awards by her professional peers and by the Latinx community for her academic and activist work.
Brenda Pereda, MD, MS is a board-certified Obstetrician-Gynecologist, an Associate Professor in the Department of Obstetrics and Gynecology and the Assistant Dean for Diversity and Inclusion for the University of New Mexico (UNM) School of Medicine. Dr. Pereda completed medical school at Michigan State University, OBGYN residency training at Wayne State University and a fellowship in Family Planning at UNM in 2013. Dr. Pereda uses cognitive diversity and cultural humility as the basis of her work. Her clinical and academic interests include implicit bias recognition and behavior change, community-driven empowerment strategies that transform pedagogy and praxis and the relationship between storytelling and social change.
AIME: Mentoring as a Set of Inclusion Practices Within Academic Medicine
As academic health centers, other disciplines in higher education, and public and private workplaces across the globe have become more diverse, they also strive to become more inclusive so that everyone feels respected, heard, and valued. Inclusion is defined by the Association of American Medical Colleges (AAMC) as nurturing the climate and culture of the institution through professional development, education,policy, and practice… to create a climate that fosters belonging, respect, and value for all. show more
In this interactive session, participants will be introduced to inclusion practices that emerged from AIME interactions that can enhance new and ongoing mentoring programs:
- A reciprocal mentoring model, in which both mentors and mentees increase their knowledge and skills, especially pertaining to social diversity (race, ethnicity, gender, etc.),
- The importance of cognitive diversity (different thinking that leads to better outcomes in problem-solving, predicting, and innovating) in mentoring programs,
- A case-based, relational training model organized around four cross-cutting themes of cross-cultural communication, racial/ethnic identities as sources of cognitive diversity, implicit bias, and faculty agency in promotion and tenure, and
- Story-telling and story-listening as key mentoring tools
The lessons from AIME promote the professional development of mentees and mentors and increase awareness of and cultivate untapped talents and competencies. These new dimensions of human capital can become indispensable to the future success of any organization. show less
STEM Teacher Mentoring: Critical Examination of Its Assumptions, Potentials, and ChallengesJian Wang
US PREP National Center
Jian Wang received his Ph.D. in Curriculum, Teaching, and Educational Policy, Michigan State University. He is currently a full professor and Helen DeVitt Jones Chair in Teacher Education at Department of Curriculum and Instruction, College of Education, Texas Tech University. His research interests are in teacher mentoring, mathematics teaching and learning, and influences of curriculum on teacher learning in US, England, and China. His publications include qualitative, quantitative, and mixed method empirical studies, literature reviews including meta-analysis review, and conceptual analyses on the important issues in the above fields. They appeared in the journals, such as Educational Researcher, Review of Education Research, Teachers College Record, Teaching & Teacher Education, Journal of Teacher Education, and Elementary School journal. He was a secondary school teacher and policy analyst in China. He worked for the TIMSS the curriculum project and the NCRTL teacher-mentoring project. He was the guest editor of New England Mathematics Journal, a co-editor of Journal of Teacher Education, and received the Spencer Research Grant. His co-edited book, Past, Present, and Future Research on Teacher Induction: An Anthology for Researchers, Policy Makers, and Practitioners, is the first book synthesizing comprehensively the research in the field of teacher induction. He received the prestigious Spencer Research Grant conducting a study on the relationship between teachers’ mathematics knowledge, teaching practice, and student learning in China. He is currently leading the design-based research project to transform teacher education programs at six institutions through US PREP National Center sponsored by the Bill & Melinda Gate Foundation.
STEM education as an emerging field is seen crucial to the nation’s scientific and technology innovation that will keep its workforce at the competitive edge, offer individuals ample opportunities to pursue social mobility, and provide the important knowledge, skills, and tools for one’s active participation in an ever changing and information society (Bybee, 2013). However, the shortage and quality of STEM teachers becomes a critical concern of policy makers, school administrators, and teacher educators in the STEM education (Hutchison, 2012). show more
Teacher mentoring is seen an effective policy initiative and professional development approach to supporting teachers’ learning to teach effectively in order to shape student learning outcome (Huling & Resta, 2010; Isenberg, Glazerman, Johnson, Dolfin, & Bleeker, 2010). Therefore, teacher mentoring in service of STEM education becomes an important issue in the field of teacher mentoring worth a careful and critical examination (Wilson, 2011).
This plenary talk will address three issues important to teacher mentoring in service of beginning teachers’ learning to teach STEM effectively. It will first identify several lines of conceptions about STEM teacher mentoring and relevant teacher learning practices emerged from the conceptual literature. Then, it will analyze the relevant empirical literature for the potentials and challenges to STEM teacher mentoring along each line of the conceptions. Finally, it will discuss the implications of the above analysis for the policy making, program, and practice development and propose useful research questions central to the further development of mentoring in service of teachers’ learning to teach STEM effectively. show less
2019 Post-Conference Workshops
Creating a Mentoring Research ProjectLillian Eby
University of Georgia
Dr. Lillian Eby, Professor of Psychology, joined the University of Georgia (UGA) in 1996. She is a Fellow of the American Psychological Association, the Society for Industrial and Organizational Psychology, and the Institute for Behavioral Research at UGA. Her research interests center on mentoring relationships, factors that predict individual career success, worker well-being, and the intersection of work and family life. She has published over 120 peer-reviewed journal articles and this work appears in scholarly outlets such as the Journal of Applied Psychology, Personnel Psychology, Journal of Vocational Behavior, Organizational Behavior and Human Decision Processes, Journal of Management, among others. Dr. Eby has also co-edited three books, one on mentoring in organizational, educational, and community settings (Allen & Eby, Blackwell Press), one on the effect of relationships on employee attitudes, behavior, and well-being (Eby & Allen, Taylor/Routledge Press), and one on work and family (Allen & Eby, Oxford University Press). She is former Associate Editor of Personnel Psychology and the current Associate Editor of the Journal of Applied Psychology. In addition to her active scholarship, Dr. Eby serves as the Director of the Owens Institute for Behavioral Research, a service unit under the Office for Research that promotes and supports interdisciplinary social and behavioral science at UGA.
This interactive, participant-centered workshop will provide guidance on how to develop a research project on mentoring from the ground-up. Participants will gain information and skills related to (1) developing a novel and feasible research project that advances the science of mentoring, (2) effectively utilizing theory to enhance scientific impact and provide evidence-based practice recommendations, (3) selecting an appropriate research design, (4) identifying psychometrically sound measures, (5) and drawing both scientifically meaningful and practically useful conclusions from the data. show more
The workshop will also focus on strategies related to the identification, development, and management of research partnerships with universities, non-profit agencies, for-profit organizations, and professional organizations to obtain access to research participants. In order to have maximum impact, participants will be asked to provide information on current research ideas and general research interests prior to the workshop. This will allow the workshop materials to be customized to the specific needs and interests of participants in order to maximize impact and provide tailored advice. Constructive feedback on participants’ research ideas will also be provided in this workshop to guide concept development. show less
The Art and Science of Funding Mentoring Programs: Lessons Learned and Strategies that WorkLevon Esters
Dr. Levon T. Esters is an Associate Professor in the Department of Agricultural Sciences Education and Communication at Purdue University. Levon is a nationally and internationally recognized scholar of educational access and equity with a focus on mentoring in the Ag+STEM disciplines. Levon serves as the Director of the Mentoring@Purdue (M@P) program which is designed to increase the number of underrepresented minorities receiving graduate degrees in the STEM-based agricultural and life sciences disciplines in Purdue University’s College of Agriculture. As M@P Director, Levon is responsible for the development of the short- and long-term goals as well as leading the documentation of program impacts. The impact of the M@P program is evidenced in it having received two national awards. In 2018, the National Experiment Station Directors selected the M@P program as the inaugural recipient of their Diversity and Inclusion Award. Additionally, in 2019, the M@P program received the National Land-Grant Diversity Conference Diversity Champion Award. Levon also serves as a Senior Research Associate at The Penn Center for Minority Serving Institutions (CMSI) at the University of Pennsylvania which has afforded him opportunities to engage in research related to Historically Black Colleges and Universities. Levon’s research focuses broadly on issues of educational equity and access of underrepresented minorities with a concentration on two areas: 1) STEM career development of K-20 underrepresented minority students; and 2) mentoring and professional development of underrepresented minority graduate students and faculty. Levon earned degrees in Agricultural Business (B.S., Florida A&M University), Agricultural Education (M.S., North Carolina A&T State University) and Agricultural & Extension Education (Ph.D., Pennsylvania State University).
Funding is critically important for the development, growth, and sustainability of mentoring programs. Though research-based projects tend to garner the majority of funding from federal agencies and private organizations; opportunities are available for researchers and practitioners to fund their mentoring initiatives. The purpose of this workshop is to provide practitioners and researchers with strategies and techniques on how to acquire and sustain funding to support their mentoring programs. As part of this workshop, attendees will participate in several interactive activities, engage in small & large group discussion, and be able to have questions related to funding mentoring programs answered by the presenter. show more
The goals of this workshop will be to: 1) highlight various aspects related to the development, growth, and sustainability of a national award-winning diversity-based mentoring program, 2) describe the process of developing, focusing, and framing a grant proposal idea for a mentoring program, 3) identity funding agencies and organizations that support the development of mentoring programs, 4) describe how to document mentoring program impacts and use these impacts to attract funding organizations, 5) develop collaborations and partnerships as a mechanism to bolster the success of mentoring programs, and 6) share strategies on how to integrate a research component into mentoring program activities. show less
Managing and Evaluating Mentoring ProgramsLaura Lunsford
Author, scholar, consultant, and speaker Laura Gail Lunsford, PhD is professor and chair of psychology at Campbell University. She previously directed the Swain Center for executive education in the Cameron School of Business at UNC Wilmington; served as the alumni director at Duke University’s Fuqua School of Business; and was the founding full-time director of the Park Scholarships at NC State. A southerner by birth, she spent eight years in the Sonoran Desert where she was a tenured associate professor in psychology at the University of Arizona. She has published over 40 peer reviewed articles, chapters, and books on mentoring and leadership development, including the definitive Handbook for Managing Mentoring Programs. She has presented on mentoring at conferences sponsored by the European Mentoring and Coaching Council, American Psychological Association, Association for Psychological Science, American Educational Research Association, among others. The Department of Education, National Science Foundation, Institute for Education Science, and the LUCE Foundation have funded her work. In 2009 she was honored with the International Mentoring Association’s Dissertation Award. Her BA and PhD are from NC State University and her MS is from UNC Greensboro. As co-founder of Lead Mentor Develop she regularly consults with organizations on creating fantastic mentoring programs.
Successful mentoring programs are tailored to meet individual and institutional needs. In this interactive workshop you will learn best practice in managing your mentoring program from great starts by recruiting the right participants and providing mentorship education to successful endings. You will review common elements to successful programs, while developing benchmarks and creating a plan to improve your program in the future. This interactive workshop will review case studies and ideally, examples from participants to engage in learning that ‘sticks’. show more
Be sure to bring the goals of your mentoring program. Bring any completed or planned evaluation for group sharing, critique, and improvement. The morning session will focus on recruitment, matching, and mentorship education. The afternoon session will focus on assessment and evaluation to improve your program. You will learn how to: design activities that support program goals; monitor activities and relationships for early interventions; collect evidence; and, prepare compelling reports. All attendees will receive a copy of Lunsford’s 2016 Handbook for Managing Mentoring Programs. show less
2019 Round Table
University of Oklahoma Health Sciences Center
Natasha Mickel is the Assistant Director for Faculty Development, Director for the Oklahoma Center for Mentoring Excellence (OCME), and Project Coordinator for the Center for Telemedicine. Within her role, Dr. Mickel supports a variety of professional development opportunities for faculty at the University of Oklahoma Health Sciences Center (OUHSC). Her role includes establishing and facilitating mentor training for junior, mid-level, and seasoned faculty as well as conducting research and evaluating projects relevant to faculty development. show more
Her research interests include faculty development, mentor relationships, mentoring minority faculty, diversity and inclusion issues in higher education as well as telemedicine in the academic medicine environment.show less
2019 World Cafe
It Takes a Village: Why the World Café Model Advances the Collaborative Knowledge of Mentor Conversations in the Science of MentoringCarole Burton and
Carolyn Conn and
Carole is the Managing Director of Radiance Resources dedicated to supporting managers, and leaders improve their teams' (virtual, pre, early, mid-career) professional development plans creating savvy contributors and future leaders. Accessing Academic methodologies of Leadership, Fellowship, Mentorship, and Collaboration produces a nuanced approach in content creation. Dual results include challenging the individual team member and manager to design a clear career plan, implemented daily while the team achieves Key Performance Indicators.
With an extensive background in Sales Management and Procurement, Carole emerged as a Business Development Manager while in Retail and Industrial Manufacturing Industries. Acquiring relationship building and mentoring skills, Professional Development became a natural progression in Carole's career, hence forming Radiance Resources.
Passionate about mentoring, Carole partners with Diana Pierce, Diana Pierce Productions, as co-creators of a mentor training program, "Next Generation Mentor." Content includes sharing stories from national and Twin Cities business leaders as to why mentoring practices are so critical in today's workplace. In 2018, Carole was a Concurrent Presenter, during the Mentoring Institute Conference. Title: Equity Through Collaboration: Advancing Faculty and Staff Partnerships for Career Services. She was a co-presenter, with Diana Pierce, the Twin Cities Midway Chamber of Commerce Annual Leadership Summit, Augsburg University. Carole became the first Postsecondary student commencement speaker at Winona State University, where she earned her B.S. in Human Resources Management. Additionally, delivered the 2018 Graduate Program student commencement address at Augsburg University, receiving a Master of Arts in Leadership.
Carolyn Conn is an associate professor of sound and lighting design at Stephen F. Austin State University in Nacogdoches, Texas. A graduate of Ball State University (BA) and Indiana University (MFA), where she won the Gary W. Geiser Memorial Award, Conn worked extensively as a lighting and sound designer in Indiana, Georgia, Tennessee and Texas. A member of USITT and TETA (Texas Educational Theatre Association), Conn has lead workshops and presentations at many national conferences. She has recently completed two years of service as as VC of Communications for the USITT Lighting Commission. She has presented for five years at the University of New Mexico Mentoring Conference on topics covering her development of a Peer Mentoring program within the school of theatre at SFA as well as the mentoring efforts she is leading regarding new faculty at SFA. CC also has developed a summer youth theatre program at SFA called Junior Jacks that has provided a service learning opportunity for the student teachers and children of the Nacogdoches community since 2009 More information can be found on her website at www.stagewavedesign.com.
Diana Pierce is the President of Diana Pierce Productions which produces the Facebook/YouTube Channel interview series, “What’s Next? With Diana Pierce. The weekly interviews present content for a 50-year-old plus audience as they consider retirement, “unretirement,” or start-up businesses or non-profits. A former Minneapolis TV (NBC) anchor, Diana is also a featured speaker for Minnesota Women in Leadership events. She partners with Carole Burton, Radiance Resources, as co-creators for a mentor training program, "Next Generation Mentor." Content includes sharing stories from national and Twin Cities business leaders as to why mentoring practices are so critical in today's workplace.
The purpose of applying the World Café Model (2015) for this presentation allows conference attendees to gather and share mentoring perspectives as a “village.” The group, as a whole and individually, will reflect upon methodologies and best practices while addressing the challenges the mentoring community faces. Relevant questions will be asked during each segment of the World Cafe experience to advance this year’s conference theme “Towards the Science of Mentoring.” show more
A World Café Model allows the opportunity to move between tables, meet new people, and link the essence of table conversation discoveries to ever-widening circles of thought. This is the essence of the Café and what sets it apart from other mentor practices. Active listening is perhaps the most crucial factor determining the success of a Café. Through shared listening and paying attention to themes, patterns, and insights, participants begin to sense a connection to the larger, global whole.
Through the lens of the Bolman and Deal (2008) Reframing organizations: Artistry, choice, and leadership, we will explore how to reevaluate the use of mentoring as society continues to redefine how we universally work together while suggesting how mentoring can evolve upwards to produce enhanced outcomes.
Finally, when applying both models, the World Café and Bolman and Deal, the intent is for participants to raise questions, carry key concepts forward while continuing to exchange perspectives, greatly enriching the possibility for surprising new insights.show less
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