DOCSLIB.ORG

Research Mentoring Guide for Early Career STEM Faculty

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Research Mentoring Guide for Early Career STEM Faculty February 2016 Integrating STEM Research and Teaching: Mentoring Students Establishing and Maintaining a Research Agenda Developing Effective Mentoring Relationships Achieving Career– Life Balance Planning for Career Success Societal Role FACULTY MEMBER AAA RRREEESSSEEEAAARRRCCCHHH MMMEEENNNTTTOOORRRIIINNNGGG GGGUUUIIIDDDEEE FFFOOORRR EEEAAARRRLLLYYY CCCAAARRREEEEEERRR SSSTTTEEEMMM FFFAAACCCUUULLLTTTYYY AAATTT HHHBBBCCCUUUSSS QUALITY EDUCATION FOR MINORITIES (QEM) NETWORK HBCU-UP Education Research/Professional Development and Mentoring (PDM) Project: Enhancing Research Productivity of Early Career STEM Faculty at HBCUs Supported by the National Science Foundation (NSF)’s Historically Black Colleges and Universities Undergraduate Program (HBCU-UP) ABOUT THE QEM HBCU-UP EDUCATION RESEARCH PROJECT Identifying Minimal Conditions Essential to Enhancing Research Productivity of Early Career Faculty in Selected STEM Disciplines at HBCUs In 2010, the Quality Education for Minorities (QEM) Network received support from the National Science Foundation (NSF)’s Historically Black Colleges and Universities Undergraduate Program (HBCU-UP) to conduct the HBCU-UP Education Research project: Identifying Minimal Conditions Essential to Enhancing Research Productivity of Early Career Faculty in Selected STEM Disciplines at HBCUs. QEM conducted the project from 2010-2015. Project interventions included the implementation of the QEM Professional Development and Mentoring (PDM) Program to facilitate participants’ career advancement and professional growth. The factors/conditions studied and project benefits include: release time (reduced teaching load) to conduct STEM research-focused activities; support for undergraduate research assistants; senior faculty research mentors; extensive professional development experiences; guidance in preparing and mentoring students as research assistants; and training in research proposal preparation as well as project implementation and management. The PDM Program provided a cadre of STEM faculty from HBCUs with a series of professional development workshops and a peer support network as well as mentoring by experienced senior researchers. QEM collected data on a range of participant progress indicators: Research Proposal Submission and Success; Presentations; Publications; Mentoring Activities; Other Scholarly Activities, including career advancement (promotion and tenure); and Recognition/Honors. Analyses of the data show that PDM participants have made extensive progress in their career growth as a result of their participation in the QEM/NSF HBCU-UP Education Research project. STEM department chairs and other faculty/ administrators also participated in the workshops or other project activities to ensure their involvement in the development and implementation of institutional action plans to sustain the PDM members’ career advancement and professional growth. In February 2014, QEM produced a PDM Participant Profile Booklet, highlighting the HBCU faculty accomplishments, that was disseminated to a variety of stakeholders, including STEM deans, chairs, and other faculty on participants’ campuses. QEM’s development, publication, and dissemination of this Research Mentoring Guide for Early Career STEM Faculty at HBCUs (February 2016) as well as a complementary booklet PDM Anthology: Perspectives from the Field (January 2016) will serve to advance knowledge about career advancement and support strategies for junior faculty at HBCUs, and other institutions with strong societal needs and community service foundations. ______________ This material is based upon work supported by the National Science Foundation under Grant #1042681. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation. TABLE OF CONTENTS ABOUT THIS DOCUMENT .................................................................................................... ii INTRODUCTION: The Need for Effective Research Mentoring of Early Career STEM Faculty at HBCUs.......... 1 Juliette B. Bell, President, University of Maryland Eastern Shore HBCUs and the Societal Benefits of STEM ............................................................................... 5 Garrick E. Louis, Associate Professor of Engineering, University of Virginia Understanding Institutional Structures, Policies, and Processes.............................................. 13 Kofi B. Bota, Former Huggins Distinguished Professor of Chemistry, Clark Atlanta University Career Planning for Academic Success..................................................................................... 23 Costello Brown, Professor of Chemistry Emeritus, California State University-Los Angeles Work-Life Balance for Women in STEM: A Personal Perspective ........................................... 29 Casonya M. Johnson, Associate Professor of Biology, Georgia State University A Mentee’s Guide to Establishing, Maintaining, and Evaluating a Mentee/Mentor Relationship................................................................................ 37 -Casonya M. Johnson, Associate Professor of Biology, Georgia State University, and -Arthur Grider, Associate Professor of Biology, University of Georgia Mentoring as a Strategy for Addressing Differential Career Outcomes................................... 49 Emorcia V. Hill, Director, Converge, Harvard Medical School Establishing and Maintaining a STEM Research Agenda......................................................... 59 -Arthur Grider, Associate Professor of Biology, University of Georgia, and -Casonya M. Johnson, Associate Professor of Biology, Georgia State University Integrating Research into Teaching for Enhanced Recruitment and Training of Undergraduates ...................................................................................................... 67 Solomon Bililign, Professor of Physics, North Carolina A&T State University The QEM Approach to Faculty Productivity: An Adaptation to a University Campus ..................................................................................... 89 -Camille McKayle, Provost and Vice President for Academic Affairs -Kimarie Engerman, Interim Dean, College of Liberal Arts and Social Sciences University of the Virgin Islands A Research Mentoring Guide for Early Career STEM Faculty at HBCUs Page i ABOUT THIS DOCUMENT The overall goal of this guide is to advance knowledge about STEM research mentoring at Historically Black Colleges and Universities (HBCUs). From 2010- 2015, with support from the National Science Foundation (NSF)’s Historically Black Colleges and Universities Undergraduate Program (HBCU-UP), the QEM Network conducted the HBCU-UP Education Research Project: Identifying Minimal Conditions Essential to Enhancing Research Productivity of Early Career Faculty in Selected STEM Disciplines at HBCUs. Project interventions included: release time to increase participants' scholarly productivity in STEM research; support for their undergraduate research assistants and for materials/supplies; and implementation of the QEM Professional Development and Mentoring (PDM) Program. QEM’s PDM Program provided the project’s cadre of twelve (12) early career STEM faculty from seven (7) HBCUs with a series of professional development experiences as well as mentoring by senior STEM researchers. During the five-year project, the mentors led discussions with the PDM cadre and provided guidance and ongoing feedback in support of their research agenda, scholarly activities, and promotion/tenure efforts. QEM collected data on a range of participant progress indicators over the five years and analyses show that the PDM faculty cadre made significant progress in career growth as a result of Project participation. Eighty-three percent (83%) of participants reported that the mentoring component was beneficial to their professional pursuits. In addition, according to cadre members, their external mentors were most helpful with providing feedback on career advancement plans (92%) and on research proposal drafts (83%). This document, A Research Mentoring Guide for Early Career STEM Faculty at HBCUs, provides the PDM project's senior research mentors as well as several QEM project consultants with an opportunity to share their mentoring experiences and offer guidance on effective STEM faculty mentoring strategies. The articles contained in the Guide inform efforts to enhance STEM research capacity and scholarly productivity of early career faculty at HBCUs. This Mentoring Guide is available on-line QEM Network’s website via URL: http://qemnetwork.qem.org/PDM_MentoringGuide.pdf to facilitate its dissemination to a wider audience of STEM scholars and teachers. QEM Education Research/Professional Development and Mentoring (PDM) Project Page ii INTRODUCTION: The Need for Effective Research Mentoring of Early Career STEM Faculty at HBCUs Juliette B. Bell, Ph.D. President University of Maryland Eastern Shore, Princess Anne, MD Nearly 25 years ago, I embarked on my career as a Chemistry faculty member and researcher. Having graduated as one of only a handful of African American women in the United States to earn a doctorate in chemistry in the late 1980’s, I knew that one of my life’s goals would be to work to increase the number of underrepresented minorities and women in the Science, Technology, Engineering, and Mathematics (STEM) disciplines. As a graduate of two Historically Black Colleges and Universities
Load more

Recommended publications
  • 2007-2008 Catalog
    University of the Virgin Islands 2007-2008 Catalog UVI Mission Statement The University of the Virgin Islands is a learner-centered institution dedicated to the success of its students and committed to enhancing the lives of the people of the U.S. Virgin Islands and the wider Caribbean through excellent teaching, innovative research, and responsive community service. UVI Vision Statement The University of the Virgin Islands will be an exceptional U.S. institution of higher education in the Caribbean dedicated to student success, committed to excellence, and pledged to enhancing the social and economic transformation of the U.S. Virgin Islands. St. Croix Campus St. Thomas Campus RR1 Box 10000 #2 John Brewer’s Bay Kingshill, St. Croix St. Thomas U.S. Virgin Islands U.S. Virgin Islands 00850-9781 00802-9990 (340) 778-1620 (340) 776-9200 http://www.uvi.edu i Contents Page ACADEMIC CALENDAR 2007-2008 ○○○○○○○○○○○○○○○○○○○○viii-ix ○○○○○○○○○○○ SUMMER SESSIONS I and II 2008 ○○○○○○○○○○○○○ x ACADEMIC CALENDAR 2008-2009 ○○○○○○○○○○○○○○○○○○○○xi-xii ○○○○○○○○○○○○○○○○○○○○ BOARD OF TRUSTEES ○○○○○○○○ xiii ○○○○○○○○○○○○○○○○○○○○○○○ EXECUTIVE OFFICERS ○○○○○ xiv ○○○○○○○○ ADMINISTRATIVE OFFICES ○○○○○○○○○○○○○○○○ xv-xvi THE UNIVERSITY ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ History ○○○○ 1 ○○○○○○○○○○○○○○○○○○○○ Accreditation and Memberships ○○○○ 2 ○○○○○○○○ Location, Facilities, and Global Access ○○○○○○○○○○○○○○ 2 Information and Technology Services - Campus Learning Resource Centers○○○○○ 3 Special Programs ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○4 ST. CROIX CAMPUS ○○○○○○○ Graduate
    [Show full text]
  • Student Success Summit
    2014 HISTORICALLY BLACK COLLEGES AND UNIVERSITIES STUDENT SUCCESS SUMMIT “CHARTING THE PATH FORWARD TO STUDENT SUCCESS” June 19-21, 2014 Embassy Suites Atlanta – At Centennial Olympic Park Atlanta, Georgia SPONSORED BY #HBCUSUMMIT @APLU_NEWS @APLUOAS HISTORICALLY BLACK COLLEGES AND UNIVERSITIES STUDENT SUCCESS SUMMIT SPONSORS VENDORS PARTNERS 2 3 The Association of Public and Land-grant Universities (APLU) is a research, policy, and advocacy organization representing 234 public research universities, land-grant institutions, state university systems, and affiliated organizations. Founded in 1887, APLU is North America's 1307 New York Avenue, NW oldest higher education association with member Suite 400 institutions in all 50 states, the District of Columbia, four Washington, DC 20005 U.S. territories, Canada, and Mexico. Annually, member 202-478-6040 campuses enroll 4.7 million undergraduates and 1.3 million www.aplu.org graduate students, award 1.1 million degrees, employ 1.3 million faculty and staff, and conduct $41 billion in university-based research. APLU's membership includes 204 campuses and 24 university systems, including 75 U.S. land-grant institutions. The association’s membership includes 23 historically black colleges and universities (HBCUs), of which 21 are land- grant institutions (19 under the 1890 Morrill Act, 2 under the 1862 Morrill Act). In addition, APLU represents six related higher education organizations, including the American Indian Higher Education Consortium (AIHEC), which serves the interests of the nation’s 33 American Indian land-grant colleges. In 1963, the American Association of Land-Grant Colleges and Universities merged with the National Association of State Universities to form the National Association of State Universities and Land-Grant Colleges.
    [Show full text]
  • University Faculty
    University Faculty SCHOOL OF BUSINESS Interim Dean: A. Washington STX: F. Depusoir, P. Flemming, B. Kisuule, J. Munro, G. Ogunmokun STT: M. Chang, T. Coverdale, D. Gouws, M. Hermann, L. Hudspeth, K. Matsumoto, G. Metts, C. Vineyard, M. Vineyard Adjunct: U. Williams SCHOOL OF EDUCATION Dean: L. Thomas STX: D. Griffith, S. Hendrix, B. Lateef, N. Morgan, M. Tobias STT: S. Harney, E. Heikkila, J. Hill, R. Howard COLLEGE OF LIBERAL ARTS AND SOCIAL SCIENCES Dean: S. Jones-Hendrickson STX: A. Baumann, V. Knowles-Combie, L. DiMeo, K. Francis, D. Gould, K. Hendrickson, J. King, J. Ross-Braithwaite, G. Royes, W. Velazquez STT: E. Carter, V. Cooper, R. Delgado. V. Donovan, K. Dudemaine, K. Engerman, A. Francis, P. Harkins-Pierre, D. Larche, R. Nicholls, D. Phillips, A. Randall, M. Sekou, N. Sekou, H. Solomon, P. Rhymer Todman, R. Terrasi, L. Trotman, L. Wymer, L. Young-Wright SCHOOL OF NURSING Dean: Beverly Anne Lansiquot STX: J. Allmacher, D. Bertrand, K. Cooper, K. Sheats STT: G. Callwood, D. Carson, M. Howard, S. Lettsome, M. Nunez, A. Schweizer COLLEGE OF SCIENCE AND MATHEMATICS Interim Dean: S. Romano STX: B. Castillo, E. Douglas, C. Ekici, S. Ketcham, A. Lewit, A.I. Musah, M. Peterson, C. Spencer STT: M. Boumedine, G. Butcher, D. Drost, J. Gaskin, R. Hall, D. Iannucci, P. Jobsis, S. Latesky, D. Nemeth, A. Parr, S. Ratchford, J. Robinson, L. Rosenthal, D. Smith, A. Stanford, R. Stolz, T. Turner, K. Wilson 231 University Faculty RESEARCH & PUBLIC SERVICE STX: P. K. Boateng, M. Clavier, S.M.A. Crossman, K.O. Davis, K.Garcia, Sr., R.W.
    [Show full text]
  • Nsf 02-160, Hbcu-Up
    Historically Black Colleges and Universities Undergraduate Program (HBCU-UP) NSF 02-160 National Science Foundation Contents Executive Overview 1 Program Background 3 The Origins of HBCUs 3 HBCUs and NSF 3 Table: NSF Program Support of HBCUs (FY 2001) 5 The Historically Black Colleges and Universities Undergraduate Program (HBCU-UP) 6 Figure: National Distribution of HBCU-UP Awards (FY 2001) 7 Observations on the National Condition 9 HBCU-UP Awards Through FY 2001 13 FY 1998 – The First HBCU-UP Awards 13 FY 1999 – The Inaugural HBCU-UP Cohort 14 FY 2000-2001 – The HBCU-UP Millennial Cohort 19 References 23 Directory of HBCU-UP Project Directors and Project Managers 24 Program Contact 26 Executive Overview The National Science Foundation’s Historically Black Colleges and Universities Undergraduate Program (HBCU-UP) seeks to enhance the quality of undergraduate science, technology, engineering, and mathematics (STEM) as a means to broaden diversity and overall participation in the Nation’s STEM workforce. Begun in Fiscal Year (FY) 1998 and administered by NSF’s Division of Human Resource Development within the Directorate for Education and Human Resources, HBCU-UP provides support for the implementation of comprehensive strategies to strengthen STEM teaching and learning. In so doing, the program encourages improved access for and retention of underrepresented groups in STEM study and careers. Through FY 2001, HBCU-UP has granted over 30 awards totaling more than $64 million in Federal support to historically black colleges and universities in 12 states, the District of Columbia, and the U.S. Virgin Islands. Typical HBCU-UP project implementation strategies include STEM course and curricular reform and enhancement, faculty professional development, and supervised research opportunities.
    [Show full text]
  • Capacity Building to Diversify STEM: Realizing Potential Among Hbcus
    Capacity Building to Diversify STEM Realizing Potential among HBCUs SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEM ATICS Beatriz Chu Clewell Clemencia Cosentino de Cohen Lisa Tsui Capacity Building to Diversify STEM Realizing Potential among HBCUs FINDINGS FROM THE N ATIONAL E VALUATION OF THE HISTORICALLY B LACK C OLLEGES AND U NIVERSITIES UNDERGRADUATE P ROGRAM Beatriz Chu Clewell Clemencia Cosentino de Cohen Lisa Tsui Contributors to this study: Alla Myrvoda Erin Mudd Gilfenbaum Nicole Deterding Prog ram for Evaluation and Equity Resea rch (PEER) 2010 This report was prepared for the National Science Foundation, Directorate for Education and Human Resources (EHR), Division of Human Resource Development (HRD). The data collection, analysis, and reporting of this ma- terial was conducted in accordance with OMB Control No. 3145-0204 and supported by REC Contract # GS-23F- 8198H D050597. This report is based on the full technical report (270 pages) submitted to, and approved by, the National Science Foundation. © 2010, the Urban Institute The Urban Institute is a nonprofit, nonpartisan policy research and educational organization that examines so- cial, economic, and governance problems confronting the nation and evaluates the public and private means to alle- viate them. The Urban Institute’s Program for Evaluation and Equity Research (PEER) focuses on education research. PEER staff, who carried out this evaluation, conduct studies of educational attainment, educational access, minori- ties in mathematics and science, teacher education, teacher recruitment and retention, and educational assessments. The opinions, conclusions, and recommendations expressed in this document are those of the authors and do not necessarily reflect the views of the National Science Foundation or the Urban Institute.
    [Show full text]
  • Final Program
    Annual Biomedical Research Conference for Minority Students FINAL PROGRAM 2018 NOVEMBER 14-17, 2018 Shaping Tomorrow’s Diverse STEM Leaders Today Funded by PUT YOURKansas City AD PASSION INTO PRACTICE STOP BY THE KCU BOOTH (621) TO LEARN ABOUT OUR : DOCTOR OF OSTEOPATHIC MEDICINE (DO) DOCTOR OF PSYCHOLOGY IN CLINICAL PSYCHOLOGY (P syD) MASTER OF SCIENCE IN BIOMEDICAL SCIENCE (MS) WWW.KCUMB.EDU Table of Contents Conference Welcome (Avery August, Ph.D.) ...................................................... 2 Greetings (Jon Lorsch, Ph.D., Alison Gammie, Ph.D.) .......................................... 3 Schedule at a Glance ............................................................................................ 4 Important Conference Information ...................................................................... 6 Enhancements and Highlights ................................................................................. 8 Networking Meals by Discipline ..........................................................................10 ABRCMS Supporters ............................................................................................11 ABRCMS Plenary Speakers .................................................................................12 Concurrent Scientific Speakers ...........................................................................13 Program ........................................................................................................... 14-30 Poster Presentation by Scientific Listing .............................................................32
    [Show full text]
  • Sloan Guide to the Successful Recruitment of Minority Students
    SLOAN GUIDE FOR THE SUCCESSFUL RECRUITMENT OF MINORITY STUDENTS INTO SCIENCE AND ENGINEERING Ph.D. PROGRAMS Dwight E. Lewis Director of Minority Programs Office of the Graduate School Purdue University West Lafayette, Indiana ii Copyright 2003 by Dwight Lewis All rights reserved. No part of this book may be reproduced in any form or by an electronic or mechanical means, including information storage and retrieval systems, without the permission in writing from the author and publisher, except by a reviewer who may quote brief passages in a review. First Edition First Printing 2003 iii Acknowledgments I would like to acknowledge the assistance of several colleagues, friends, and family members and their support and encouragement in writing this document. I must first thank my colleagues Dr. Greta Bryson, Wheaton College; Dr. Clark and Mona Gedney, Purdue University; Roger Doster, University of Michigan; Ted Daniels, Erin Smith, Sharon Pitts, and my advisor Dr. Rochelle Brock at Purdue University. The critical review and encouragement from my wife, Deborah, and daughter, Jamilia Lewis, were important along with the need to finish for my sons, Broderick and Quentin. I also want to recognize the contributions and work by the National Action Council for Minorities in Engineering (NACME). I also want to acknowledge the contributions of all the programs at the Department of Education, NIH, NSF and Sloan. Cover design by Roderick Warren at: http://www.warren-entertainment.com/ This publication was made possible through a grant from the Alfred P. Sloan Foundation. iv Preface It is with great pleasure that I present the Guide to the Successful Recruitment of Minority Students into Science and Engineering PhD Programs.
    [Show full text]