Progress 03/15/19 to 03/14/24
Outputs
Target Audience:The target audience for this project includes underrepresented undergraduate and graduate students in twelve 1862 and 1890 land-grant institutions (LGU): Florida A&M University, Langston University, North Carolina A&T University, Tennessee State University, Tuskegee University, University of Arkansas at Pine Bluff, Michigan State University, The Ohio State University, University of Kentucky, University of Missouri, University of Nebraska Lincoln, and Purdue University. Each of these institutions possess unique strengths (e.g., cutting-edge research programs, nationally and internationally recognized faculty, centers of research & teaching excellence) that may contribute to robust collaborations, but there also exists a number of common needs among the institutions (e.g., lack of student diversity, decreasing enrollment in various academic programs) that allowed opportunities for shared problem-solving. This project targeted nearly 3,000 faculty, undergraduate, and graduate students belonging to populations that had been historically underrepresented in food, agriculture, natural resources and human (FANH) majors. These include black, indigenous and people of color (BIPOC), LGBTQIA+, and women. Changes/Problems: The government shutdown in 2018 which caused NIFA to not approve our project approval and funding until March 15, 2019 COVID-19 in 2020-2022 hampered live activities, but FLTs were able to move most activities online Change in leadership: The Project Director, Dr. Levon T. Esters, accepted the position of Dean of the Graduate School and vice-provost for graduate education at Pennsylvania State University. He was replaced by Dr. Rama Radhakrishna, who moved to Purdue University from Pennsylvania State University. We appreciated the extension of the project by one year which resulted in accomplishing the left over work from COVID. Also we modified the original plan to meet the changeing needs of the project during the remiander of the project time. What opportunities for training and professional development has the project provided?Our project team has continued to provide training and professional development opportunities through the abovementioned monthly webinars. These webinars served as our approach to the Professional Learning Community (PLC) described in the proposal. Six Graduate Research Assistants working on the project completed the Responsible Conduct of Research training (RCR). They also participated in various conferences and were able to present abstracts they co-wrote. The gatherings were also an opportunity for them to meet FLTs and discuss current activities. Training sessions and workshops related to the project reached over 90 faculty and 400 students across LGUs. This number is based on the events organized by seven LGUs that were the most active between 2020 and the beginning of 2024. The Professional Learning Community (PLC) webinars were an opportunity to develop FLT capacity in implementing mentoring programs and conducting project evaluation. Other opportunities for professional development that were created include programs to enhance the capacity of faculty to mentor URMs and for URM PhD students to be better prepared to navigate academia, webinars on mentoring for graduate students, a nine-session seminar series developed and delivered to two cohorts of students enrolled in a mentor education program, training sessions for faculty on inclusive mentoring practices, and interactive workshops on diverse learning and collegial problem solving. At Langston University, seminars on leadership, diversity, and community engagement for both mentors and mentees were organized. FLTs hosted networking events to connect participants with campus leaders, alumni, and community figures, fostering professional growth and opportunities. At Purdue University, the PWI that spearheaded and coordinated M.E.N.T.O.R., the project sponsored the activities of the agricultural Sciences Education and Communication Graduate Student Organization (ASEC GSO). Those include three monthly seminars called Brown Bag Seminars, where staff, faculty and students meet to discuss instructional design, youth development, latest research data, wellness, and teaching philosophies. The project also supported the marketing and costs for a students' poster session, a trip to an urban high school of agriculture, a seminar on youth development, a mental health seminar, and a seminar on how to organize and conduct an engagement and outreach activity. Those events were open to members of faculty, staff and graduate student body, composed of a majority of students that originates from underrepresented minorities. How have the results been disseminated to communities of interest?Results from the project's efforts as well as those of partner LGUs were disseminated through regular updates and final report shared with university administration and stakeholders. Community meetings, as well as presentations and workshops in local schools and community centers served as another outlet for disseminations. Additionally, resources were developed to promote inclusive mentoring practices among undergraduate students. Research papers and posters were presented at different conferences such as the the National Conference of American Association for Agricultural Education (AAAE), National Conference on Learner-Centered Teaching (NCLCT), North American Colleges and Teachers of Agriculture (NACTA), American Evaluation Association (AEA), and International Society for Quality-of-Life Studies (ISQoLS). Notably, at the 2022 National Conference on Learner-Centered Teaching and Mentoring in Columbia, MO., 60 faculty members and 40 undergraduate and graduate students attended an IPD workshop session. Videos, pictures and quotes on the experiences of mentees and on strategies to develop mentoring programs were posted on Twitter using the handles @GradPurdue and @MAP_Purdue, and on other social media platform such as Facebook and Instagram. The general statistics show that those posts reached more than 8,000 visitors who viewed more than 27,000 pages. The social media posts, the modules, and the mentoring abstracts will be posted on the MENTOR website and serve as basis for an electronic repository that is used to disseminate the best practices in URM mentorship to other institutions. Most of these products can be found in the M.E.N.T.O.R. repository, which is a permanent resource that can be accessed even after the project has closed. What do you plan to do during the next reporting period to accomplish the goals?
Nothing Reported
Impacts
What was accomplished under these goals?
Objective 1- Develop the Multi-institutional mEntoring Network for Transforming Organizational cultuRe (M.E.N.T.O.R.) Consortium that will facilitate interactions among faculty leadership teams from 1862 and 1890 LGUs in order to develop effective recruitment and retention strategies that focus on the use of inclusive and intentional mentoring practices The different consortium meetings and conferences provided opportunities for FLTs to meet and discuss best practices and innovative models for mentoring and learner-centered teaching. Additionally, M.E.N.T.O.R. FLTs collaborated with their peers from other land-grant universities from the North-Central Region of the American Association for Agricultural Education (NC-AAAE) to present four research abstracts together. Objective 2- Empower Faculty Leadership Teams (FLTs) to implement innovative campus-based inclusive and intentional mentoring programs to create a supportive culture that will increase the recruitment and retention of URMs in FANH majors Faculty Leadership Teams participated in monthly virtual sessions called Professional Learning Community (PLC) webinars to discuss the processes involved in launching and implementing innovative campus-based inclusive and intentional mentoring programs. In some of these webinars, group discussions were held on project implementation, and guest speakers were invited to discuss program outreach, and how to secure institutional support to spread the culture of mentoring in different departments and colleges. In those PLC webinars, FLTs discussed barriers at 1862s and 1890s land-grant institutions related to faculty development, student development, and mentoring. As a result of the PLC webinars, some FLTs started collaborations with Diversity, Equity and Inclusion (DEI) committees within their department to work together to promote inclusive recruitment and retention. Other FLTs proposed that participation in mentoring programs as mentee and/or mentor be added as one of the requirements for some of the scholarships that the departments offer. Michigan State University, one of the most active programs in the project, established an online peer mentor education program. The program focused on teaching undergraduate students in the Department of Community Sustainability how to be effective and inclusive mentors. Evaluation of the program suggests students who completed the program felt more confident in their ability to mentor others. FLTs at two 1890 LGUs proposed that mentoring be one of activities included in freshman orientation. An 1890 LGU spearheaded the founding of a graduate student mentoring association. Through their project, FLTs at a mid-western PWI learned online mentoring education has benefits (e.g., flexibility) and constraints (e.g., connection with peers). Additionally, they learned undergraduate students did not have experiences that develop their understanding of concepts like inclusive mentoring and imposter syndrome; thus, they found it was important for mentoring programs to integrate those content areas. Finally, the program reinforced the importance of pairing students learning to be mentors with peers who would benefit from mentorship as a required component of a mentor education program. In a program whose goals was to enhance the impact of a collegiate male-centered organization committed to redefining masculinity in America, a Southern LGU identified key components of successful mentorship, including the importance of cultural competence, the need for personalized mentoring strategies, and the positive impact that friendly competition has on motivating both mentors and mentees. Furthermore, the FLTs at that LGU gained insights into the challenges faced by male students, such as stigma around seeking help and the need for more inclusive campus policies. They also learned about the specific needs and concerns of the surrounding community, which informed future engagement strategies. Objective 3- Develop an electronic repository of best practices and innovative models to enhance a supportive culture for inclusive and intentional mentoring of URMs in FANH The repository is a set of best practices for mentoring students from diverse backgrounds, and features replicable framework for fostering university-community partnerships through service and mentorship. The works related to the MENTOR projects can be found on the websites of the M.E.N.T.O.R. project (https://ag.purdue.edu/department/asec/mentor/resource.html ), NC-AAAE (https://aaaeonline.org/North-Central-Region), and National Learner-Centered Teaching (https://sites.google.com/view/learnercenteredteaching?usp=sharing) websites. There is also a YouTube playlist of five-minute videos made by different FLTs (https://www.youtube.com/playlist?list=PLkNKIknP7Mm7yv3QrbrQ_EVgfdTVHN6Bv ) Data were collected by LGUs to determine the needs in terms of mentorship at their institutions and were published in abstracts. Also, different modules were developed by FLTs on how to plan and implement appropriate activities aimed at developing the culture of mentoring in institutions of higher learning. Moreover, a module focused on addressing diversity and inclusion and another module focusing on mentoring and caring for students. These modules can be found on the website of the National Learner-Centered Teaching Partnership (https://sites.google.com/view/learnercenteredteaching?usp=sharing).
Publications
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2023
Citation:
McKim, A. J., Warsaw, P., & Bessette, D. L. (2023). Experiences from a postsecondary mentor education program. Proceedings of the North Central Region Agricultural Education Research Conference, Brookings, SD, 83-89.
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2023
Citation:
Ntaganzwa, O., Knobloch, N. A. & Radhakrishna, R. (2023). Mapping innovative approaches to mentoring in a multi-state M.E.N.T.O.R. program. Proceedings for the National Conference on Learner-Centered Teaching and M.E.N.T.O.R., Brookings, SD, 16-19.
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2023
Citation:
Ntaganzwa, O., Knobloch, N. A. & Radhakrishna, R. (2023). Inclusive mentoring as an innovative strategy to enhance mentoring capacity at land-grant universities. Proceedings for the National Conference on Learner-Centered Teaching and M.E.N.T.O.R., Brookings, SD, 12-15.
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2024
Citation:
Ntaganzwa, O., Prado-Jaramillo, A., Radhakrishna, R. & Knobloch, N. A. (2024). Lessons learned from multiple-campus mentoring programs. In 2024 AAAE Poster Session Proceedings.
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2024
Citation:
Prado-Jaramillo, A., Ntaganzwa, O., Knobloch, N.A. &, Radhakrishna, R. (2023). Challenges and outputs of the Multi-Institutional Mentoring Network for Transforming Organizational Culture (M.E.N.T.O.R.) Project.
- Type:
Journal Articles
Status:
Under Review
Year Published:
2024
Citation:
Ntaganzwa, O., Radhakrishna, R. & Knobloch, N. A. (in review). Outputs and Practical Implications of a Multi-Institutional Inclusive Mentoring Project. The Chronicle of Mentoring and Coaching.
- Type:
Journal Articles
Status:
Under Review
Year Published:
2024
Citation:
Warsaw, P., McKim, A. J., & Bessette, D. (in review). Spartans mentoring Spartans: Experiences from a postsecondary mentor education program. North American Colleges and Teachers of Agriculture Journal.
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2020
Citation:
McKim, A. J., Warsaw, P., & Bessette, D. (September 2020). Conversation on online learning. Department of Community Sustainability. Virtual Delivery.
- Type:
Other
Status:
Published
Year Published:
2021
Citation:
Newby, L.D.T., Stormer, K. J., & Delk, D. W. (2021). Solving the COVID-19 conundrum: Using Maslows Hierarchy to meet student needs. The Teacher Advocate, 28(3), 12-13.
|
Progress 03/15/22 to 03/14/23
Outputs
Target Audience:The target audience for this project are eleven 1862 and 1890 land-grant institutions (LGU): Florida A&M University, Langston University, North Carolina A&T University, Tennessee State University, Tuskegee University, University of Arkansas at Pine Bluff, Michigan State University, Ohio State University, University of Kentucky, University of Missouri, and University of Nebraska Lincoln. Each of these institutions possess unique strengths (e.g., cutting-edge research programs, nationally and internationally recognized faculty, centers of research & teaching excellence) that contribute to robust collaborations, but there also exists a number of common needs among the institutions (e.g., lack of student diversity, decreasing enrollment in various academic programs) that will allow opportunities for shared problem-solving. This project targeted nearly 3,000 faculty, undergraduate, and graduate students. A total of 11 Faculty Leadership Teams (FLTs) made up of three individuals each (two faculty members and one administrator) currently serve as primary organizers of the project activities for their respective colleges with the FLT Liaisons being the primary point contact for each team. The Liaisons were chosen based on their demonstrated campus leadership experiences and known commitment to diversity, inclusion and mentoring. Changes/Problems:Change in leadership: The Project Director, Dr. Levon T. Esters, accepted the position of dean of the Graduate School and vice provost for graduate education at Pennsylvania State University. He was replaced by Dr. Rama Radhakrishna who moved to Purdue University from Pennsylvania State University and is now Project Director. Dr. Esters will stay involved in the activities of the project as a Co-Principal Investigator. What opportunities for training and professional development has the project provided?Graduate Research Assistant Monique Hovey attended the 2022 National Conference on Learner-Centered Teaching and Mentoring in Columbia, MO, and was able to present an abstract she co-wrote titled "Linking Communication and Program Theories to Develop Learner-Centered Strategies that Address Communication Challenges in a Multistate M.E.N.T.O.R Project". Graduate Research Assistant Olivier Ntaganzwa received the Responsible Conduct of Research training (RCR) as a researcher working on the project. He also attended the American Association of Agriculture Educators Conference in Raleigh, North Carolina. As a new international student from Rwanda, he was able to develop some knowledge about conference proceedings in the US. He also learned by observing how to present research posters and research papers at professional conferences. Last but not least, the conference was an opportunity for him to meet some members of the faculty who are part of NC-AAAE and MENTOR, which helped him to establish useful contacts for his role in preparing the NC-AAAE/NLCT conference scheduled for September 2023. Training sessions and workshops related to the project reached over 70 faculty and 300 students across LGUs. This number is based on the events organized by seven LGUs that were the most active in 2022 and the beginning of 2023. The Professional Learning Community (PLC) webinars were an opportunity to develop FLT capacity in implementing mentoring programs and conducting project evaluation. Next, FLTs at Ohio State University developed and implemented an 8-week co-learning program to enhance the capacity of faculty to mentor URMs and for URM PhD students to be better prepared to navigate academia. Participants (URM students and faculty mentors) reported that the program resulted in candid conversations about academia and challenges in URM mentorship. As part of their mentoring program called Tomorrow's Unique (TU) Mentoring Program, Tuskegee University hosted a webinar on mentoring for graduate students called Mentee-Mentor Exchange. The event saw the participation of over 30 graduate students and faculty at Tuskegee University, with educational backgrounds in agricultural sciences, life sciences, veterinary sciences, computer sciences and engineering. Finally, at the end of March 2023, Michigan State University hosted a workshop, as part of their Spartans Mentoring Spartans program. This collegial, interactive workshop was based on the conviction that every classroom community has a wealth of resources for learning and problem-solving stemming from the diverse backgrounds of individuals. The workshop focused on using an S-O-S approach to maximize the contribution of each student in order to benefit the class as a whole. The S-O-S approach involves identifying individual strengths for learning and problem solving, recognizing obstacles to using those strengths, and developing strategies. How have the results been disseminated to communities of interest?Resources were developed to promote inclusive mentoring practices among undergraduate students. Moreover, results from the project were shared within the campus community as well as nationally. Research papers and posters were presented at different conferences. As previously mentioned, 12 abstracts were selected for presentations and two abstracts were accepted as posters at the 2022 National Conference on Learner-Centered Teaching and Mentoring in Columbia, MO. At the same conference, 60 faculty members and 40 undergraduate and graduate students attended a workshop on IPD workshop session. Mentoring-related abstracts presented at the 68th Annual NACTA Conference in Wooster, OH were published in Volume 66 of the NACTA Journal. Additionally, videos, pictures and quotes on the experiences of mentees and on strategies to develop mentoring programs were posted on Twitter using the handles @GradPurdue and @MAP_Purdue, and on other social media platform such as Facebook and Instagram. The general statistics show that those posts reached more than 8,000 visitors who viewed more than 27,000 pages. The social media posts, the modules, and the mentoring abstracts will be posted on the MENTOR website and serve as basis for an electronic repository that is used to disseminate the best practices in URM mentorship to other institutions. What do you plan to do during the next reporting period to accomplish the goals?The planned activities are aligned with the project objectives. For objective one, activities that will be done to reinforce a mentoring Consortium among LGUs. In late October 2023, LGUs will meet for a convening to discuss deliverables and outcomes from the implementation of their mini?grant programs. FLTs will also meet their peers of the North Central region of the AAAE in a collaborative conference on Learner Centered Teaching (LCT) in Brookings, South Dakota to discuss opportunities for collaboration. For objective 2, efforts to empower Faculty Leadership Teams (FLTs) to implement their mentoring programs will continue. An in-person mentoring symposium on networking, mentorship and leadership will be held at Tennessee State University. The M.EN.T.O.R. team will provide funding for registration and the participation of mentored URM students in conferences such as NC-AAAE/NLCT conference in Brookings, South Dakota, the American Evaluation Association conference in Indianapolis, Indiana, and the 2023 Arkansas Women in Agriculture Conference, among others. Finally, for objective 3, the data collected by FLTs on mentoring programs will be analyzed and published in the M.E.N.T.O.R. project repository. A training session on how to publish project outcomes will be held. This session will prepare FLTs to publish lessons learned for the benefit of researchers interested in starting and implementing inclusive mentoring initiatives.
Impacts
What was accomplished under these goals?
Objective 1- Develop the Multi-institutional mEntoring Network for Transforming Organizational cultuRe (M.E.N.T.O.R.) Consortium that will facilitate interactions among faculty leadership teams from 1862 and 1890 LGUs in order to develop effective recruitment and retention strategies that focus on the use of inclusive and intentional mentoring practices The 2022 consortium meetings and conferences provided opportunities for FLTs to meet and discuss best practices and innovative models for mentoring. At the 2022 National Conference on Learner-Centered Teaching (NCLCT) held at the University of Missouri-Columbia, there were M.EN.T.O.R. presentations where topics pertaining to learner-centered teaching and mentoring included: (1) influential reasons students choose agricultural sciences and recommendations to increase diversity; (2) linking communication and program theories to develop learner-centered strategies that address communication challenges in a multistate M.E.N.T.O.R. project; and, (3) supporting mental health post COVID-19. There was also an Inclusive LCT & Mentoring Panel that discussed the best practices in mentoring and learner-centered teaching. The panel consisted of faculty members from 1890 Land-Grant Universities and 1862 Land-Grant Universities. At the same conference, M.E.N.T.O.R. FLTs collaborated with their peers from other land-grant universities from the North Central Region of the American Association for Agricultural Education (NC-AAAE) to present four research abstracts together. Moreover, a round table discussion on building mentoring capacities was facilitated. Objective 2- Empower Faculty Leadership Teams (FLTs) to implement innovative campus-based inclusive and intentional mentoring programs to create a supportive culture that will increase the recruitment and retention of URMs in FANH majors Faculty leadership teams participated in monthly virtual sessions called Professional Learning Community (PLC) webinars to discuss the processes involved in launching and implementing innovative campus-based inclusive and intentional mentoring programs. In some of these webinars, group discussions were held on project implementation, and guest speakers were invited to discuss program outreach, and how to secure institutional support to spread the culture of mentoring in different departments and colleges. In those PLC webinars, discussed barriers at 1862s and 1890s land-grant institutions related to faculty development, student development, and mentoring. As a result of the PLC webinars, some FLTs started collaborations with Diversity, Equity and Inclusion (DEI) committees within their department to work together to promote inclusive recruitment and retention. Other FLTs proposed that participation in mentoring programs as mentee and/or mentor be added as one of the requirements for some of the scholarships that the departments offer. The reason for this is to develop an undergrad cohort of students interested in inclusive mentoring networking, mentorship and leadership. FLTs at Tennessee State University and University of Arkansas-Pine Bluff proposed that mentoring be one of activities included in freshman orientation. Also, Tennessee State University, an 1890 LGU, spearheaded the founding of a graduate student mentoring association. Additionally, on the second day of the 2022 National Conference on Learner Centered Teaching in Columbia, Missouri, representatives from FLTs sat on a panel that discussed inclusive learner centered teaching and mentoring. Twelve paper abstracts and two poster abstracts that were the result of collaboration between FLTs and their peers from the NC-AAAE were presented. were presented. Objective 3- Develop an electronic repository of best practices and innovative models to enhance a supportive culture for inclusive and intentional mentoring of URMs in FANH The works related to the MENTOR projects can be found on the websites of the M.E.N.T.O.R. project (https://www.asec.purdue.edu/mentor/), NC-AAAE (https://aaaeonline.org/North-Central-Region), and National Learner-Centered Teaching (https://sites.google.com/view/learnercenteredteaching?usp=sharing) websites. There is also a YouTube playlist of five-minute videos made by different FLTs (https://www.youtube.com/playlist?list=PLkNKIknP7Mm7yv3QrbrQ_EVgfdTVHN6Bv ) Data were collected by LGUs to determine the needs in terms of mentorship at their institutions and were published in abstracts. Also, different modules were developed by FLTs on how to plan and implement appropriate activities aimed at developing the culture of mentoring in institutions of higher learning. Moreover, a module focused on addressing diversity and inclusion and another module focusing on mentoring and caring for students. These modules are located on the National Learner-Centered Teaching website (https://sites.google.com/view/learnercenteredteaching?usp=sharing).
Publications
- Type:
Journal Articles
Status:
Published
Year Published:
2022
Citation:
Rodriguez, M.T., Niewoehner-Green, J., Hand, F. & Chen, J. (2022). Enhancing Culturally Relevant Mentorship for Under-represented Minorities in Colleges of Food, Agriculture, and Environmental Sciences. NACTA Journal, 66(1).
- Type:
Conference Papers and Presentations
Status:
Other
Year Published:
2022
Citation:
Radhakrishna, R., Knobloch, N. & Esters, L. (2022). Feedback as a Formative Evaluation Approach to Minimize Implementation Fidelity and Maximize Evaluation Use in a Multi-institutional M.E.N.T.O.R. Project. Proceedings for the National Conference on Learner-Centered Teaching.
- Type:
Conference Papers and Presentations
Status:
Other
Year Published:
2022
Citation:
Knobloch, N. A., McGowan, O., Hains, B. & Radhakrishna, R. (2022). A Collaborative Conference Focused on Inclusive Learner-Centered Teaching and Mentoring. NACTA Journal, 66(1).
- Type:
Conference Papers and Presentations
Status:
Other
Year Published:
2022
Citation:
Hovey, M., McKim, A., Ravola, M., Bailey, M., Rada, L. & Radhakrishna, R. (2022). Linking Communication and Program Theories to Develop Learner-Centered Strategies that Address Communication Challenges in a Multistate M.E.N.T.O.R Project. Proceedings for the National Conference on Learner-Centered Teaching.
|
Progress 03/15/19 to 03/14/20
Outputs
Target Audience:Increasing presence of women and underrepresented minorities (URMs) in STEM-based food, agricultural, natural resources, andhuman (FANH) sciences disciplines has been a goal at land-grant institutions with many using a variety of strategies. A lessoften used approach is creating collaborative capacity building partnerships between 1862 and 1890 land-grant universities (LGUs) focusing on inclusive and intentional mentoring practices. This project will reach nearly 4,000 faculty and students across ten 1862 and 1890 LGUs creating collaborative partnerships empowering Faculty Leadership Teams (FLTs) to develop campus-based mentoring programs. Project objectives are to: 1) develop Multi-institutional mEntoring Network for Transforming Organizational cultuRe (M.E.N.T.O.R.) Consortium facilitating interactions among FLTs from 1862 and 1890 LGUs to develop effective recruitment and retention strategies focusing on use of inclusive and intentional mentoring practices; 2) empower FLTs to implement innovative campus-based inclusive and intentional mentoring programs to create a supportive culture increasing recruitment and retention of URMs in FANH majors; and 3) develop an electronic repository of best practices and innovative models to enhance a supportive culture for inclusive and intentional mentoring of URMs in FANH. This project enhances the collective capacity between two disparate LGU types, identifying challenges and developing effective strategies to increase diversity in STEMbased FANH sciences disciplines. Changes/Problems:Teh only major issue we experiecned resulted from the U.S. Governmentshutdown in 2018whiich caused NIFA to not approve our project approval andfundingunitl March 15, 2019. Despite this minor setback, our team is poisedandready to get back on track and makesignificant progess in 2020 and beyond. What opportunities for training and professional development has the project provided?Our porject team established and will continue to provide trainingandprofesisonal development opportunities through the monthly webinars described above. These webinarsserve asour approach to theProfessional Learning Community (PLC)describedin theproposal. How have the results been disseminated to communities of interest?No results have been diseminated as of yet. However, project updates adn other relvenat information is shared with ourConsortium institutions during themonthly webinars. What do you plan to do during the next reporting period to accomplish the goals?Due to issues related to NIFA approval anddelays due to theU.S. Governmentshutdown in 2018, our project did notofficially start unitl March 15, 2019.Duringthenext reporting period, we plan to continue to develop andstrengthen the Multi-institutional mEntoring Network for Transforming Organizational cultuRe (M.E.N.T.O.R.). We also plan to help each of the Consortium institutionsdevelop their FLTs. Finally, we plan to make significant progress in developing an electronic repository of best practices and innovative models to enhance a supportive culture for inclusive and intentional mentoring of URMs in FANH. However, teh fisrt major activity we will wil be the firstof threeM.E.N.T.O.R. Consortium Convenings which wil be held at The Ohio State University in October.
Impacts
What was accomplished under these goals?
1. Develop the Multi-institutional mEntoring Network for Transforming Organizational cultuRe (M.E.N.T.O.R.) Consortium that will facilitate interactions among faculty leadership teams from 1862 and 1890 LGUs in order to develop effective recruitment and retention strategies that focus on the use of inclusive and intentional mentoring practices. Accomplishments: Our team created a series of six monthly webinars that enabled our team cover various topics related to project launch. Most importantly, these webinarswere the start of theProfessional Learning Community (PLC)describedin the proposal. Each webinarwas was one hour in length and featured variousspeaekers. Information for each webinarincluded: February, Speakers: Drs. Esters & Knobloch, Topic: Laying out the structure of the PLC and convening schedules; sharing the project plangoingforward. March, Speakers: Purdue UniversityProvost Jay Akridge& Dean Karen Plaut; Topic: Administratove champions who discused therole and importance of diversity, equity & inclusion; intentional mentoring programs, andtheimportance of administrative support. April, Speakers: Dr. Wanda Newell (UAPB), Drs. Esters & Knobloch, Topic: Administrative champion viewpoints from an HBCU; M@P progam beginnings; how to start a new mentoring program inan environent wheer no similar program exists. May, Speakers: Dr. Angela Byars-Winston (University of Wisconsin), Intentional and inclusive mentoring strategies. June:Speakers: Drs. Esters & knobloch, Topic: How to write an abstract for theLearner-Centered Teaching Conference. September, Speakers: Drs. Esters & knobloch, Topic: LCT Pre-Conference overview on preparing to give a project pitch at the October M.E.N.T.O.R. Consortium Convening. 2. Empower Faculty Leadership Teams (FLTs) to implement innovative campus-based inclusive and intentional mentoring programs to create a supportive culture that will increase the recruitment and retention of URMs in FANH majors Accomplishments:Project Goal #2 was also addressed by the effrorts describedin Projeact Goal #1. We also developed a RFA for the solicitation of mini-grant proposals. The RFA requires Consortium FLT's to clearly explain how they plan to implement an innovative campus-based mentoring program. 3. Develop an electronic repository of best practices and innovative models to enhance a supportive culture for inclusive and intentional mentoring of URMs in FANH. Accomplishments:Nothingwas accomplished to date relatedto Project Goal #3.
Publications
|