2022 Conference Speakers
2022 Pre-Conference Workshops
Coaching and Leadership Approaches to MentoringBob Garvey
York Business School
Professor (Emeritus) Bob Garvey is one of Europe’s leading academic practitioners of mentoring and coaching. He is an experienced mentor/coach working with a diverse range of people in a variety of contexts.
Formerly Head of Research at York Business School, UK, Bob has great experience in many different international organisations. Bob subscribes to the ‘repertoire’ approach to mentoring and coaching. He is in demand internationally as a keynote conference speaker, webinar facilitator and workshop leader.
Bob has a PhD from the University of Durham in the UK. He is a Fellow of the Royal Society of Arts and has published many books and papers on mentoring and coaching. The latest being the Sage book Coaching and Mentoring: Theory and Practice (4thEdition) He is a founding member of the European Mentoring and Coaching Council (EMCC) and Honorary President of Coaching York (a social enterprise for coaching in the community). In 2014, the EMCC presented him with the Mentor award for services to mentoring. Also in 2014, he received a lifetime achievement award for contributions to mentoring from Coaching at Work magazine. In 2019 he was Highly Commended for the Coaching at Work ‘External Coach/Mentor Award’. He is an active researcher and is currently researching the notion of coach maturity with an international team of researchers.
This is a practical workshop. The workshop will be delivered in ‘the mentoring way’ and therefore there are no pre-specified learning outcomes. Instead, at the start of the workshop, we will consider and develop our personal learning outcomes for the workshop and our motivations for attending. These will be reviewed during the workshop in the light of our experiences. Show More
We will explore a range of different approaches to coaching and leadership and consider how they may apply to mentoring work. The session will be highly interactive and participative and, hopefully, fun while we learn together. Strong consideration is given in the workshop to your ‘take aways’ by employing two reflective practice questions. Curious? Come and join us!Show Less
How to Develop Trust in Mentoring RelationshipsLisa Z. Fain
Center for Mentoring Excellence
Lisa Fain is the CEO of the Center for Mentoring Excellence and an expert in the intersection of cultural competency and mentoring. Her passion for diversity and inclusion work fuels her strong conviction that leveraging differences creates a better workplace and drives better business results.
Lisa brings her energy, enthusiasm, and engagement to any group, facilitating lively workshops and training, and delivering interactive speeches with practical steps that can be implemented right away.
As Senior Director of the Diversity and Inclusion function at Outerwall, Inc., Lisa spearheaded the development, establishment, and implementation of its diversity initiative. Prior to assuming that position, she worked as Outerwall’s in-house counsel, coaching leaders and partnering with Human Resources to establish fair and effective policies and practices that would sustain the organization as it grew in size, revenue, and renown.
For almost a decade, Lisa practiced law in the Chicago office of a major multinational firm, where she counseled employers on creating inclusive policies and practices. While in that role, she served as Master Trainer, training thousands of employees at a variety of companies, large and small, on how to create a better workplace.
Lisa is also an executive coach, specializing in individual and group coaching for professional women looking to design and live their best personal and professional lives. She is a certified mediator. She graduated with a B.S. in Social Policy from Northwestern University and holds a J.D. from Northwestern University School of Law.
It is widely accepted that good mentoring relationships require authentic, honest and candid communication. Effective communication however, is dependent upon creating a trusting relationship in which mentor and mentee feel safe to share, and then safe to soar. This interactive and engaging workshop will explore the elements of trust and provide practical tips for building trust in your mentoring relationships.Show More
- Learn the four levels of trust in mentoring
- Understand the different types of psychological safety and how to create psychological safety in mentoring relationships
- Discover practical tips for trust-building in their mentoring relationships and beyond
- Hear and learn from real-life scenarios about trust in mentoring relationships
- Engage in thought-provoking and constructive dialogue to create greater insight
Weaving Negotiation Skills Into Mentorship
Valerie Romero-Leggott University of New Mexico
Dr. Romero-Leggott is a first-generation college student, native New Mexican Hispana with strong roots in her cultural heritage. She received her Bachelor of Arts degree from Harvard University and her medical degree from the University of New Mexico (UNM) School of Medicine. Dr. Romero-Leggott serves as Vice President and Executive Diversity, Equity & Inclusion Officer for the UNM Health Sciences Center (HSC), as Professor in the Department of Family & Community Medicine, and as the UNM HSC Endowed Professorship in Equity for Health. She also serves as Executive Director of the Combined BA/MD Degree Program, a unique program that promotes the recruitment and retention of a diverse group of New Mexico high school seniors interested in practicing medicine in New Mexico’s areas of greatest need. She has been a primary care provider on the forefront of treating populations burdened by socio-economic, racial and ethnic disparities; and has extensive experience teaching cultural competence, developing educational pipeline programs for underrepresented youth, building a diverse health workforce, and providing mentorship and career development opportunities and guidance for diverse faculty, residents, students and staff locally and across the nation. She has been awarded grants totaling over $8M to enhance Diversity, Equity & Inclusion from middle school through professional degrees for underserved and underrepresented youth. Dr. Romero-Leggott is a role model for young, female learners and professional women in the health sciences and has had a profoundly influential career advocating for women of color. She values time with her family and enjoys the peace and beauty of New Mexico’s mountains.
Eve Espey, MD MPH is Distinguished Professor and Chair of the Department of Ob/Gyn and Family Planning fellowship Director at the University of New Mexico. She is past President of the Society of Family Planning and Chair of the ACOG Contraceptive Equity Expert Work Group as well as President of the Council of University Chairs of OB-GYN. Dr. Espey won the Margaret Sanger Award, 50th anniversary of Planned Parenthood of Rocky Mountains 2014 and the Rashbaum Award for Excellence in Family Planning from Physicians for Reproductive Health in 2013. She gave the ACOG Irvin Cushner Memorial lecture in 2014 and 2017 and addressed the United Nations in 2015 on the topic of intimate partner violence in Native American Women. She was instrumental in helping Complex Family Planning achieve ACGME subspecialty status and is a member of the ABOG Family Planning Division. She was recognized for her lifetime’s work in promoting Family Planning by the Family Planning Fellowship National Office in 2017; she has won a medical student teaching award each year of her 25 years as faculty in the Department of OB-GYN. She has twice won best clinical faculty at UNM, chosen by 4th year medical students.
As Past President of the New Mexico Perinatal Collaborative and Department Chair of the Department Dr. Espey is dedicated to improving access to women’s healthcare in New Mexico. She has led projects in reducing maternal mortality from obstetric hemorrhage and implementing immediate postpartum LARC in hospitals throughout the state. She works with medical students, residents, fellows, midwives, nurse practitioners and pharmacists as a colleague and educator. She has numerous publications in contraception, abortion and medical education and has presented locally, regionally and nationally on these topics.
Nancy Kanagy received a BA in Chemistry from Goshen College in Goshen Indiana and a PhD in Cardiovascular Pharmacology from Michigan State University. After a post-doctoral fellowship at the University of Michigan in vascular physiology, she moved to the University of New Mexico School of Medicine as an Assistant Professor of Physiology in 1995 and advanced through the ranks to Associate Professor in 2001 and full Professor in 2007. She currently serves as Professor and Chair of Cell Biology and Physiology in the UNM School of Medicine.
Previous positions include director of the Cardiovascular and Metabolic Disease Signature Program, director of the Biomedical Sciences Graduate, and Senior Associate Dean of Research Education. She has developed programs for and mentored high school, undergraduate, graduate and post-doctoral trainees and is currently working with four junior faculty to mentor them in developing research programs in the school of medicine. She is part of two NIH-funded mentoring programs and is passionate mentoring and sponsoring faculty from underrepresented groups to achieve leadership experience and career success.
Dr. Kanagy has been a member of several NIH ad hoc and standing study sections including the NHLBI K99-R01 review panel. She has also served on multiple other review for private and international granting agencies. She has held several editorial positions including review board member for Hypertension, American Journal of Physiology and Journal of Pharmacology and Experimental Therapeutics and served as an Associate Editor for the American Journal of Physiology Heart and Circulatory Physiology 2005-2020.
This workshop’s mentoring theme focuses on strategies for effective negotiation. The context for the workshop is the ongoing inequity in pay and opportunity for those with less effective negotiation skills and for those who are often subjects of conscious and unconscious bias—people of color and women. Among other inequities, differential pay for academic women and people of color is an obvious and consistent challenge. These inequities are documented through AAMC data, most recently published in 2020. Show More
Many observers of pay inequity affirm the need for better negotiation skills among other elements of needed culture change. The didactic portion of the presentation will review strategies for negotiation illustrated through a case example; breakout groups utilize an additional case example with the opportunity for role play and debriefing discussions.Show Less
2022 Plenary Sessions
Mentored Arts & Humanities Projects That Foster Reciprocal GrowthGregory Young
Montana State University
Music professor Gregory Young was Vice Provost for Undergraduate Education at Montana State University and founding director of the Undergraduate Scholars Program. He helped start the Arts & Humanities division of the Council on Undergraduate Research (CUR) and orchestrate the merger of CUR & NCUR. He is on the steering committee for the British Conferences on Undergraduate Research and reviewed submissions for the 2016 Posters in Parliament, London England. His book, co-authored with Jenny Olin Shanahan, “Undergraduate Research in Music: A Guide for Students” was published by Routledge Press in 2017. Seven more volumes followed with co-authors in Dance, Film, Art, Architecture, Theater, History and Education. They are working on “UR in Religious Studies” for publication in December 2022. Young teaches music composition and clarinet, and his latest book, “Insights into Music Composition” was published by Routledge in 2022. He received the 2021 CUR Arts & Humanities Faculty Mentor Award.
This session will look creatively at different approaches to mentoring in the arts and humanities while addressing faculty concerns, including workload, student abilities, logistics, dissemination of results, and others that have been raised by A&H faculty members. Case studies will be examined to show challenges and best practices from a faculty perspective with the goal of experiential learning that benefits both students and professors. Show More
Online resources that can be used in classrooms or in one-to-one mentoring, will be shared. Specific project examples will be shown that have resulted in student publishing, conference presentations, and contributions to faculty progress towards tenure and promotion. Changing one’s perspective to view the faculty collaboration with students as a community of scholars, can be productive and rewarding while enhancing the interactions and hands-on learning that students benefit from and enjoy. It also makes teaching less monotonous and full of variety.Show Less
Mentorship and the Art of “Not Knowing”: An Interdisciplinary PerspectiveMaria LaMonaca Wisdom
Maria LaMonaca Wisdom is Director of Faculty Mentoring and Coaching Programs at Duke University. In this role, she provides leadership for building a sustainable infrastructure of coaching and mentoring resources for both faculty and doctoral students across disciplines. As an Associate Certified Coach through the International Coaching Federation, she coaches faculty in individual and group settings, and also helps faculty, administrators, and advanced PhD students develop their own coaching and mentoring programs. Prior to her work at Duke, Dr. Wisdom was an Associate Professor of English at Columbia College in South Carolina, then pivoted to a fulltime administrative role as executive director of a humanities institute at the University of North Carolina-Chapel Hill. While at UNC, she oversaw a suite of scholarly and leadership resources for faculty development, and helped create customized programming for both early and midcareer faculty in the College of Arts & Sciences. Dr. Wisdom’s reflections on coaching, mentorship and faculty life appear regularly in The Chronicle of Higher Education.
What does it mean to mentor someone from a different discipline and field than one’s own? How can we be helpful across disciplinary divides? I have engaged deeply with this question in my mentoring and coaching work with Duke doctoral students and faculty over the past several years. Group-based mentorship programs in higher education settings tend to silo around specific programs, academic departments, clusters of affiliated disciplines (such as the biomedical sciences, or arts & humanities). While there are compelling reasons for discipline and field-specific mentorship, there’s also much to be gained from cross-disciplinary mentorship. Show More
My remarks, drawn from my experiences designing and piloting an interdisciplinary peer mentoring group program for PhD students at Duke, will focus both on essential mindsets and skills required for effective cross-disciplinary mentorship. Mentors must work from a position of “not knowing,” subverting traditional equations of mentorship with expertise. Mentors in such settings must be more skillful than knowledgeable, training in particular modes of inquiry and conversation sometimes more akin to professional coaching than traditional forms of “expert-centered” mentoring. While this model demands more skill from mentors, it can also foster greater resourcefulness, enhanced problem-solving competencies, and confidence in mentees.Show Less
Mentoring and the Future of Work: Implications for Research and PracticeGeorgia Chao
University of South Florida
Georgia T. Chao, Ph.D. is a professor of psychology and the Area Director for the Industrial – Organizational Psychology program at the University of South Florida. Her research interests are in the areas of teams, organizational socialization, mentoring, and international human resource management. Her research has won awards, including the Outstanding Publication in Organizational Behavior award presented by the Academy of Management’s OB Division (1995), the Best Paper Award by the Editorial Board of Organizational Research Methods (2014), and the William A. Owens Scholarly Achievement Award in recognition of the best journal publication in 2013 by the Society for Industrial and Organizational Psychology (2015). She was elected to several positions in the American Psychological Association, Academy of Management, and the Society for Industrial and Organizational Psychology (SIOP) and served as SIOP’s President in 2020-2021. She is a Fellow of APA and SIOP and currently serves on three editorial boards. In 2017, Dr. Chao received SIOP’s Distinguished Service Award. She recently completed a two-year detail at the National Science Foundation (2018-2020). In addition to her primary duties as the Science of Organizations Program Officer, she also served as a Program Officer for two foundation-wide programs: NSF’s Research Traineeship and the Future of Work at the Human-Technology Frontier. Dr. Chao received her B.S. degree in psychology from the University of Maryland and her M.S. and Ph.D. degrees in industrial and organizational psychology from the Pennsylvania State University.
The future of work is believed to be more virtual, more technical, and involve more teamwork. Following the COVID-19 pandemic, many organizations are reorganizing hybrid structures of virtual and in-person work environments. New technologies offer more virtual work options that mimic face-to-face interactions. Furthermore, technological advances may be replacing many traditional occupations or at least prompting organizations to consider significant changes to how work is designed and how successful performance would be defined. Finally, the movement toward more teamwork poses new challenges with virtual teams and virtual leadership of teams. Show More
These anticipated changes to future work can significantly impact how mentors and proteges will interact in tomorrow’s workplaces. New research will need to address questions such as: How can mentoring relationships be initiated in a virtual or hybrid work environment? What kinds of technology might facilitate or hinder mentoring? How would individual mentoring relationships impact team cohesion and performance? What might distinguish team leadership and mentoring? Research in these areas that recognize the future of work will have direct implications for the design and implementation of formal mentoring programs as well as the effectiveness of informal mentoring.Show Less
Supporting our Boys and Young Men of Color: How Evidence-Based Practices can Advance this Critical Educational ImperativeVictor Sáenz
University of Texas at Austin
Victor B. Sáenz, Ph.D. is the W. K. Kellogg Professor in Community College Leadership and the Chair of the Department of Educational Leadership and Policy at University of Texas at Austin. He holds courtesy appointments with the LBJ School of Public Affairs, the Center for Mexican American Studies, and various other research centers across the University. His current work advances research-informed best practices and policy solutions that improve educational outcomes for underserved students in education, with a special emphasis on boys and young men of color. In 2010 Sáenz co-founded an award-winning mentoring initiative at UT-Austin called Project MALES, a multi-pronged effort focused on advancing educational outcomes for male students of color (based within the Division of Diversity and Community Engagement).
Sáenz has co-authored three books and has published over 40 peer-reviewed articles and 20 book chapters, and his work has been cited over six thousand times in numerous policy reports, scholarly publications, and by local and national media. He has presented his research at countless conferences, meetings, and institutions across North America, including at the White House, the National Press Club, on Capitol Hill, and in Puebla, Mexico. Dr. Sáenz earned his Ph.D. in Higher Education and Organizational Change in 2005 from the University of California, Los Angeles (UCLA), where he also completed a Master's in Education in 2002. He also earned a Master's degree in Public Affairs (1999, LBJ School of Public Affairs) and a Bachelor’s degree in Mathematics (1996, College of Natural Sciences) from the University of Texas at Austin.
The session will offer an interactive discussion of the gender gap in educational attainment for boys and young men of color as well as showcase promising strategies for addressing this growing state and national imperative. Whether it’s data on special education placements, school discipline referrals, high school graduation, or college readiness rates, each of these areas represent key metrics where the growing gender gap is evident for boys and young men of color. Show More
This session will spotlight two of our initiatives in Texas: 1.) the award-winning Project MALES (Mentoring to Achieve Latino Educational Success) Student Mentoring Program, and 2.) the Texas Education Consortium for Male Students of Color (Consortium), made up of school districts and higher education institutions across the state. This session will highlight how we use research as well as the strategy of collective impact to align existing programmatic efforts and develop new initiatives that advance educational outcomes for male students of color.Show Less
Creating and Sustaining a Deep Mentoring RelationshipDonald Hackmann
University of Illinois at Urbana-Champaign
Donald G. Hackmann, Ed.D., is Professor Emeritus of Educational Leadership at the University of Illinois at Urbana-Champaign. Prior to entering the professoriate, he served as a middle-level teacher, high school assistant principal, and middle-level principal. His research interests include school and district leaders’ practices in support of college and career readiness, leadership preparation programming and faculty staffing, and mentoring of faculty and graduate students. Dr. Hackmann’s research has been published in top academic journals, including Mentoring & Tutoring: Partnership in Learning; Educational Administration Quarterly; the Journal of Educational Administration; the Journal of School Leadership; the International Journal of Leadership in Education; Leadership and Policy in Schools, and Teachers College Record. In his roles as professor, department chair, and School of Education Director, he has mentored numerous doctoral students, school leaders, and university faculty members.
Mentoring is typically conceptualized as a veteran professional (the mentor) taking an active interest in a novice (the mentee), with the veteran providing training and advice to the novice as they develop proficiency and advance in their profession. Because the term “mentoring” can be casually and informally applied to almost any supportive experience, novice professionals often mischaracterize mentoring as their engagement in any short-term interaction with a veteran that results in guidance and advice. Yet, there is a difference between receiving occasional mentoring supports and being invested in a sustained, high quality mentoring relationship, which is “a bonded relationship of long duration that has developmental value and meaning for both parties” (Johnson, 2016, p. 21). Show More
In higher education, many graduate students and novice faculty members report that they do not have a mentor. A deep mentoring relationship is characterized by foundational components of trust, duration, shared commitment, intensity, and reciprocity (Zellers, Howard, & Barcic, 2008). Although the primary focus is on mentee development, mentors should also benefit from a quality experience.
This research-based session expands upon Kram’s (1983) four phases of mentoring (initiation, cultivation, separation, redefinition), providing suggestions for the formation of a two-way deep mentoring relationship. Throughout the session, I draw upon the mentoring literature, my personal research on mentoring, and my experiences mentoring numerous graduate students and university faculty members, highlighting aspects and recommendations for mutually beneficial, deep mentoring relationships. While this session primarily provides examples from higher education, it is valuable for professionals in all fields.Show Less
Developing a Leadership Pipeline with MentoringRiza Kadilar
Dr. Kadilar is the president of EMCC Global.
Alumni of Stanford University, HEC Paris, METU, and INSEAD, Dr. Riza Kadilar is a PhD in media economics. His professional career includes senior level bank management in France, UK, Netherlands and Turkey.
He is the author of five published books, and columnist at Bloomberg Businessweek Turkey.
He contributes to the democratization of learning & development with his online platform (RK Academy) and also with his EMCC Quality Award recipient online micro credential course (MOOC) on coaching and mentoring. Dr. Kadilar is a visiting professor in various universities, and has delivered numerous motivational speeches during the last twenty years in more than thirty countries, and recently on online platforms reaching more than ten thousand individuals. He regularly invests in technology startups, and provide business development and financial advisory services thru his company K Ventures.
Business landscape is rapidly growing and transforming, especially by the penetration of technology in every aspect of our daily lives. More and more professionals and organisations are trying to navigate in this landscape. Leadership in that respect has to overcome various paradoxes to contribute to the creation of an inclusive society fit for digital transformation. Therefore how can we ensure the best ways to empower professionals for their learning and growth by adhering to the best practice standards in mentoring?Show Less
An Indigenous Mentoring Program: Development, Implementation, and Lessons LearnedSweeney Windchief
Montana State University
Sweeney Windchief, a member of the Fort Peck Tribes (Nakona) in Montana, serves as an Associate Professor of Adult and Higher Education at Montana State University. His research interests include higher education specifically under the umbrella of Indigenous intellectualism. His most recent scholarship has been around mentoring American Indian and Alaska Native graduate students in STEM, and epistemological pluralism. Sweeney is currently a Co-PI on Alfred P. Sloan Foundation Grant: The Sloan Indigenous Graduate Partnership (SIGP). This is a scholarship program funded to support Indigenous (Native American, Alaska Native, Native Hawaiian, and original peoples of Guam, Samoa, or other Pacific Islands with U.S. Citizenship) graduate students pursuing degrees in science, technology, engineering, or mathematics (STEM). His teaching privileges include critical race theory, Indigenous methodologies in research, law and policy in higher education and institutional research. He and his wife Sara have two sons who help keep things in perspective.
In 2014, an Alliance of eight institutions was supported by an award from the National Science Foundation named Pacific Northwest Circle of Success: Mentoring Opportunities in STEM (PNW-COSMOS). The eight participating institutions are committed to supporting American Indian and Alaska Native (AI/AN) graduate students in STEM through culturally appropriate interventions. One of the key products of the grant was the development of an Indigenous Mentoring Program (IMP) to provide faculty, staff, and administrators, who work with or are interested in working with AI/AN students in graduate degree programs, with professional knowledge, skills, and dispositions, that lead to student success. Show More
PNW-COSMOS exists to transform higher education by ensuring that our students are supported by mentors in ways that help them maintain cultural integrity while successfully navigating graduate education. This is accomplished through a series of nine, research-based, learning modules designed to engage faculty mentors through professional development workshops at each individual institution. Since the development and subsequent implementation of the IMP we have learned lessons, grown, and changed the program toward a sustained effort on multiple campuses. The collective has developed to consider place-based knowledge, community variability and the contemporary academic paradigm as crucial considerations. We recognize that many of our students are nourished by both STEM and Indigenous knowledge to achieve their own definitions of success leading to bicultural accountability. Many of the students that benefitted because of their mentor’s participation are charged to give back to their Indigenous and academic communities throughout their careers.Show Less
Mentoring and the Importance of Identity WorkAudrey Murrell
University of Pittsburgh
Audrey J. Murrell conducts research, teaching and consulting that helps organizations better utilize and engage their most important assets – their human and social capital. She is currently Professor of Business Administration with secondary appointments within the Department of Psychology and the Graduate School of Public and International Affairs at the University of Pittsburgh. Previously, she served as the Acting Dean of the University of Pittsburgh’s Honors College, Associate Dean within the College of Business Administration and as the Director of the David Berg Center for Ethics and Leadership. She is the author of several books including: “Mentoring Dilemmas: Developmental Relationships within Multicultural Organizations” (with Faye Crosby and Robyn Ely); “Intelligent Mentoring: How IBM Creates Value through People, Knowledge and Relationships” (with Sheila Forte-Trummel and Diana Bing); “Mentoring Diverse Leaders: Creating Change for People, Processes and Paradigms” (with Stacy Blake-Beard); and, the recent book entitled, “Diversity Across Disciplines: Research on People, Policy, Process and Paradigm” (with Jennifer Petrie-Wyman and Abdesalam Soudi.
Mentoring is a widely accepted practice for effective personal, professional and leadership development. Mentoring offers both psychosocial and career benefits within developmental networks for both mentors and mentees. Mentoring also equips people to lead more effectively within organizations, helping them learn how to activate the power and access resources that can promote systemic change. Yet, despite these demonstrated benefits, developing diverse mentoring relationships continues to be a challenge for all different types of organizations. This talk explores the notion that mentoring is most effective in the context of diversity and inclusion when we understand the importance of “identity work” for developing effective, high-quality mentoring relationships.Show Less
Creating Powerful Mentoring Constellations
Kathleen Cowin Washington State University
Kathleen M. Cowin, Ed.D., is a Scholarly Associate Professor (Career Track) of Educational Leadership at Washington State University—Tri-Cities where she teaches, mentors, and co-mentors aspiring PK-12 school leaders. Her research includes development of effective relational co-mentoring practices for educational leader formation and creation of co-mentoring circles among current and former educational leadership students. She has presented and written articles on co-mentoring circles, and has also contributed book chapters on this research in The Art and Science of Mentoring: A Festschrift in Honor of Dr. Frances Kochan; Partnerships for Leadership Preparation and Development: Facilitators, Barriers and Models for Change; and Mentoring at Minority Serving Institutions: Theory, Design, Practice, and Impact.
Kathleen’s research also includes cross-discipline research with colleagues from three other universities evaluating effective mentoring practices and self-study of our mentoring network. In collaboration with a Washington State University colleague, Kathleen also focuses on mentorship supporting culturally sustaining, socially just pedagogy, bringing preservice teacher and school leader candidates together for discussions in their preparation and certification programs.
Kathleen served as a teacher and elementary and middle school principal for over 25 years and also completed her Superintendent Certification. She has taught at the university level for over 10 years, first in teacher preparation programs, and now in an educational leadership and school administrator certification program. Kathleen is the past Chair of the American Educational Research Association Mentorship and Mentoring Practices Special Interest Group. In 2020 she was selected as a member of the Washington State University President’s Teaching Academy.
Co-mentor, peer mentor, author, teacher, presenter, and program coordinator, Dana earned her PhD from Auburn University and teaches Educational Leadership at Columbus State University in Georgia. She is the coordinator for the Master’s and Education Specialist Degree Programs in Educational Leadership. Her research focuses on collaboration in educational settings to include mentoring, partnerships, cross-cultural relationships, and principal preparation programs. Dana has co-edited two books and written five book chapters on mentoring and partnerships. She has published articles in high impact journals and presented her research at conferences including American Educational Research Association (AERA), the International Mentoring Institute (IMA), and University Council for Educational Administration (UCEA).
Dr. Augustine-Shaw is an Associate Professor in the Department of Educational Leadership at Kansas State University and serves as the Associate Director for the Kansas Educational Leadership Institute (KELI) that provides state-wide mentoring and induction for new superintendents and principals in Kansas. Her responsibilities include Masters Leadership Academies and course instruction in building and district leadership, change, community relations, staff development, and curriculum. She also serves as the Director of Assessment for the department and advises doctoral students. She brings an extensive background as a field practitioner to higher education teaching, service, and scholarship, serving K-12 public schools as a classroom teacher, principal, and superintendent. She obtained her Masters degree and Doctorate in Educational Administration from Wichita State University, Wichita, KS.
This session will present evidence about one group’s process to build and sustain effective research partnerships. The Dynamic Model of Collaborative Mentorship (DMCM) by Gut et al. (2020) provides the framework that describes a unique research interest partnership among four researchers that span the United States. This interactive “how-to” plenary will describe our model and provide practical examples of how it looks in practice. Audience members will have the opportunity to exchange mentoring interests with other audience members to create their own mentoring constellation! Show More
What do we know about stars and constellations? The metaphor of a constellation will serve as a visualization and metaphor for creating meaningful mentoring connections. The five components of our constellation include: 1) Stars in the sky are fixed in relation to each other within the constellation, 2) Constellations move across the night sky depending on the season and time, 3) Each star is unique, 4) Each star contributes in different ways to the constellation, and 5) Networking lines connect the stars to form the constellation.
The facilitators will provide insight into what makes an effective research constellation. They will describe the educational context in which the mentoring relationships began, the uniqueness and contributions of each researcher to the ongoing research, and make connections with new, future research participants. Join us to learn how this group’s mentoring constellation aligns with the stars!Show Less
The Dark Side of Development: When Mentoring Is Problematic and What To Do About ItErin Dolan
University of Georgia
Erin Dolan is a Professor of Biochemistry & Molecular Biology and Georgia Athletic Association Professor of Innovative Science Education at the University of Georgia. As a graduate student in Neuroscience at University of California at San Francisco, she volunteered extensively in K-12 schools, which prompted her to pursue a career in biology education. She teaches introductory biology and biochemistry. Her research group studies science research environments as contexts for psychological, social, and career development within the scientific community of diverse groups of undergraduate and graduate students, including the influence of research mentors. After ten years as Editor-in-Chief of the biology education journal, CBE – Life Sciences Education, she now serves the journal as a Senior Editor. She has multiple National Science Foundation grants to study how different features of research experiences influence students’ career trajectories, develop measurement tools for studying undergraduate and graduate research experiences and mentorship, and promote change toward more effective and inclusive undergraduate and graduate education.
Research training is an integral element of undergraduate and graduate education in many fields. Effective mentorship in research promotes the development and success of both undergraduate and graduate mentees. Yet, mentoring relationships, like any prolonged relationship, can have negative elements. Little research has examined the problematic elements of academic research mentoring, even though prior research on mentoring in workplace settings suggests that negative mentoring experiences are common. This session will present findings from research on the negative mentoring that undergraduate and graduate science researchers experience, including similarities and distinctions. Show More
Mentees perceive some negative mentoring as an absence of positive mentoring behavior and others as actively harmful behavior, both of which they perceive as detrimental to their psychosocial and career development. These results can be useful to mentors for reflecting on ways their behaviors may be experienced as harmful or unhelpful, and to mentees in reflecting on how to identify, avoid, and mitigate the impacts of negative mentoring. The findings can also serve as a foundation for future research aimed at examining the prevalence and impact of negative mentoring in academic research training.Show Less
2022 Post-Conference Workshops
Developing Critical Thinking Skills in MenteesBrian Barnes
Dr. Brian Barnes holds a Ph.D. in Interdisciplinary Humanities and an MA in Philosophy from the University of Louisville. Barnes is a veteran of the US Army, along with other non-academic careers, and currently teaches face-to-face and online classes at several universities in traditional philosophy topics, along with courses in sustainability, critical thinking, and Japanese sword practice. He has co-authored articles examining critical thinking strategies and tactics for the National Teaching and Learning Forum and is the author of the textbook, The Central Question: Critical Engagement with Business Ethics (2013). Barnes co-hosts the weekly radio show, Critical Thinking for Everyone!, on 106.5 Forward Radio in Louisville, and he also created the critical thinking comic book series, Adventures in Critical Thinking. Dr. Barnes is a Scholar of the Foundation for Critical Thinking, and was a direct student of Dr. Richard Paul.
There is no more important goal in education than cultivating the intellect, but we cannot achieve this goal unless we place intellectual development at the heart of instruction. To do this, we must approach our mentees at all levels as thinkers, as persons capable of figuring things out for themselves, as persons with their own thoughts, emotions, and desires, as persons with minds of their own. Show More
At present, thinking is often ignored in schooling (and indeed in society). Critical thinking has historically been treated in education as another add-on, as something interesting we combine with other things we do. But when we understand what it takes to cultivate the intellect, we bring the concepts and principles of critical thinking into everything we do in the mentoring process, so that it becomes the centerpiece of our work with students and colleagues. This is true because it is through critical thinking that we make explicit the intellectual tools that people need to live successfully and reasonably, to grapple with the complex problems they inevitably face, to think their way through content of any kind. In this session, Dr. Brian Barnes will introduce the foundations of critical thinking essential to mentoring at all levels, coupled with application to classroom structures and strategies.Show Less
Assessment of Mentoring Programs and RelationshipsLaura Lunsford
A US Fulbright Scholar (Germany), Lunsford wrote the definitive Mentor’s Guide: 5 Steps to Building a Successful Mentoring Program 2nd Ed., co-edited the Sage Handbook of Mentoring, and co-authored Faculty Development in Liberal Arts Colleges. She has written over 40 peer-reviewed articles, case studies and chapters on leadership and mentoring. She co-authored one of the National Academies of Sciences, Engineering, and Medicine’s most downloaded report The Science of Effective Mentorship in STEMM. Her work has appeared in journals such as Mentoring & Tutoring, Journal of Higher Education Policy and Management, and To Improve the Academy.
Lunsford has presented her work at scholarly conferences including the Association for Psychological Science, American Educational Research Association, European Mentoring and Coaching Council, and International Positive Psychology Association. The Department of Education, National Science Foundation, and the LUCE Foundation has funded her work. She received the International Mentoring Association’s Dissertation Award. She has held numerous academic leadership positions at NC State University, University of Arizona, Duke University’s Fuqua School of Business, and at the Cameron School of Business at UNC Wilmington. Previously a tenured faculty member at the University of Arizona, she is now a professor of psychology and assistant dean at Campbell University.
She co-founded Lead Mentor Develop LLC to develop people through mentoring and leadership development.
This workshop will present frameworks for making decisions on how to improve mentoring experiences through assessment activities. Assessment activities solicit feedback from or about the participants and focus on participant learning and in situ improvement opportunities. Evaluation efforts determine if the program achieved organizational goals. This workshop presents frameworks to guide assessment of relationships. The second half of the workshop will focus on evaluation tools and techniques of mentoring programs. In this interactive session we will discuss how to collect the right information at the right time and from the right people to improve your program. Effective evaluation is key to success and you will learn tips to share your outcomes with your stakeholders effectively and well. Bring your program materials if you have them developed. Show More
This fun, interactive workshop will review case studies and participant examples to engage in learning that ‘sticks’.
At the end of the workshop you will be able to:
- Identify two assessment tools to improve relationships;
- Monitor activities and relationships for early interventions;
- Collect evidence to improve the program and to prepare compelling reports.
Mentoring Across Differences: Transforming Individuals, Relationships, Institutions, and ProfessionsMirna Ramos-Diaz Pacific Northwest University of Health Sciences
Dr. Mirna Ramos-Diaz serves as the inaugural Chief Diversity Officer for Pacific Northwest University of Health Sciences (PNWU) and serves as an Associate Professor of Pediatrics in the Department of Family Medicine.
Dr. Ramos-Diaz received her MD from the University of Miami School of Medicine, completed her pediatric residency at the University of Miami, Jackson Memorial Hospital, is Board Certified in Pediatrics, and received a master’s in religious studies from Gonzaga University, completed the AAMC’s Healthcare Executive Diversity and Inclusion Certificate Program (HEDIC) in 2020 and the University of San Diego Restorative Justice Certificate Program in 2022. She is the co-founder of Roots to Wings, a transformative co-mentoring program whose purpose is to create an educational/mentoring pathway for Indigenous and Latinx Youth living on Native Homelands to become STEM and healthcare professionals. She is the founder of the Science Research Preparatory Yearlong Program (SRPYP) for Indigenous and Latinx students in Washington State funded by the NIH.
Dr. Ramos-Diaz has been awarded multiple grants to support the Roots to Wings program, written book chapters, articles and received the PNWU Presidential Service Award. She gave a TEDx presentation in 2016. She was a keynote speaker for the International Mentoring Association in 2019. She received the 2020 Magaret Rigg Outstanding Alumnus Award fromher Alma mater, Eckerd College, St. Petersburg, Florida. The award is given to an alumnus who, as a professional, has distinguished herself through outstanding leadership. Her professional dictum: “Live where you serve and serve where you live,” has represented her calling to serve the underrepresented throughout her career.
Dr. Frances Kochan, holds a B.S. Education, an M.S. in Reading Education and a PhD in Adult Education and Policy Studies. She is a Wayne T. Smith Distinguished Professor and Dean Emeritus, College of Education, Auburn University, Auburn Alabama. Dr. Kochan has published over 100 journal and book chapters and is author/editor of 12 books She was founding editor for the Perspectives in Mentoring Series, published by Information Age Press. She served as co-editor of the Sage Handbook on Mentoring and the Blackwell Handbook of Mentoring. Her research on mentoring focuses on establishing and assessing mentoring relationships and programs and on cultural aspects in the mentoring process. She has worked with many groups to form collaborative partnerships to improve opportunities through mentoring. Her work on collaboration makes her an expert in working with groups which wish to create partnerships to support mentoring endeavors, cultures, and organizations.
Fran has served as secretary and chair of the Mentoring and Mentorship Special Interest Group of the American Education Research Association. She also served on the Executive Board of the International Mentoring Association. Dr. Kochan has been a Keynote speaker for the Annual Meeting of the Mentoring Institute and the International Mentoring Association. Dr. Kochan received the University Council on Educational Administration Jay Scribner Mentoring Award for her dedication to mentoring students and faculty and for fostering mentoring initiatives. She was selected as the 2011 outstanding reviewer for the Mentoring and Tutoring Journal. She was also named the Outstanding Reviewer for International Journal of Mentoring and Coaching in Education in 2016.
Cultural differences between individuals, organizations, and societies often create challenges in constructing safe, effective, creative, and flourishing environments in which all individuals and the organizations and institutions in which they function can thrive and succeed. This session presents an avenue for fostering dialogue and enhancing communication between and among individuals and groups with the goals of fostering positive change in them and their professions through the implementation of Transformative Co-Mentoring (TCM). TCM is a proven strategy for enhancing understanding and communication across cultural differences to assure that all individuals and cultures are valued, respected, and heard. Show More
- Foundational principles and processes of TCM
- Understanding and practicing Conscious Inclusion
- Strategies to build cultures in which people listen to understand rather than to respond
- Creating safe environments
- Maximizing individual and institutional capacity to value and leverage differences
The Workshop should be of interest to professionals in a wide variety of settings who are interested in: (1) fostering understanding across individual and or institutional environments and/or professions (2) enhancing and expanding the population and involvement of ethnic, gender, and other minorities in an institution and/or profession, (3) expanding understanding and the capacities of individuals and groups within an institution or profession to embrace differences and foster inclusive environments.
Activities: The session will include multiple opportunities for interaction through activities such as Community Circles; World Caffe; Wordle. Participants will also engage in developing plans of action to implement in their own environments.Show Less
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