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In This Issue Vol. 13, No. 1 October, 2003 with colleagues in other specializa- necessary to tions within or beyond family and mobilize and consumer sciences. They always organize the intellectual found interest once they made talents; a mentoring system; contacts, and they always understood staff services; a Web site that entoring that they had improved their research describes the structure and includes projects. Although I don’t have a database of mentors and expertise; M evidence that their research agendas workshops for faculty development Mentoring Students in will continue along these lines, they and research skill development; have had good experiences. 3. Funding opportunities – the Cross-Specialization identification of local, regional, I read a quote recently from Rita and national grants for beginning Teams Colwell of the National Science and seasoned researchers Dorothy I. Mitstifer Foundation that justifies the subject 4. Collaborative connections – a Dr. Mitstifer is Executive Director of Kappa of this paper: “Interdisciplinary compilation of community and Omicron Nu Honor Society. connections are absolutely funda- institutional support systems and mental. They are synapses in this new Background partnerships capability to look over and beyond 5. Successes – a publicity campaign Kappa Omicron Nu’s experience with the horizon. Interfaces of the sciences about and kudos for successful cross-specialization research began are where the excitement will be the projects, which also give incen- with the Board’s observation that the most intense.” My position is that tives and ideas for other research rhetoric regarding the integrative, either we embrace cross-specializa- holistic philosophic nature of the tion research or we quit talking about I’m convinced that commitment from field was not backed by action. In family and consumer sciences as an “on high” is very important, but we 1992 a task force designed the integrative field. We can’t continue shouldn’t rule out the grass-roots present Kappa Omicron Nu research with a “rhetoric only” approach approach. Success at the grass-roots agenda, which states that “the without compromising the legitimacy level can lead to commitment from research approach shall be integra- and relevance of the field. It seems to administrators and the institution-at- tive in nature and shall make me that cross-specialization research large. My Internet research indicates connections across specializations to is focused on training problem solvers that the successes are coming from pursue problems or questions.” through a research-centered learning institutions that have made a grand During the years since 1992, Kappa community. And that is an admirable commitment to introducing research Omicron Nu has awarded one or two goal. at the undergraduate level; to research grants annually. creating inquiry-based courses to For the remainder of this paper I will A second experience was the grant propose a) a framework for a cross- develop critical thinking and from the Kellogg Foundation for specialization research agenda, b) skill sets problem solving skills; to establish- cross-specialization and integrative for mentoring, and c) anticipated impacts. ing vertically integrated teams of undergraduate and graduate students research to honor Beatrice Paolucci Framework for cross- and to continue her work and Framework for cross- and faculty; to addressing critical philosophy. Kappa Omicron Nu specialization research agenda social issues through research, awarded grants to three under- It appears to me that mentoring teaching, and outreach; and to graduate and six graduate students. students in cross-specialization teams Both of these initiatives have shown requires more than grantor support— me that there is a lack of mentoring it requires an institutional commit- for cross-specialization research. In ment, a structure, and development In This Issue . the vast majority of cases I found that opportunities. Thus I have attempted I was the mentor from afar. I was the to outline the necessities for such an one that helped the researchers approach. The model requires: ♦ KON Awards & New Student understand how to expand their 1. Description of the cross-specializa- Board Members initial research plans to meet the tion initiative–the source and ♦ criteria for the grant, to broaden National Coalition for Hispanic breadth of commitment; the Development in the Human Sciences their understanding of the definition of mission, goals, and complexity of human themes ♦ problems, and to build 2. Structure – a proposal process; Paolucci Research Grants, 2004 their enthusiasm for oversight, steering, and review working committees to provide energy ♦ 2003 KON Board Election KON Dialogue October, 2003 seeking national and international • Promptness for all appointments and for (a) identifying research that is leadership in interdisciplinary work products. socially relevant and responsive to the • Feedback, even if nothing is requested. research. I found this commitment in • current and future needs of a pluralis- the U.S. in small institutions as well Interest—ask questions; seek tic society, (b) discussing such issues information beyond what is required. as large land-grant and research • Respect—acknowledge the time and as problem formulation, (c) presenting institutions and in foreign institu- effort of the mentor on mentee’s behalf; work in progress, (d) forging cross- tions. I also found some sophisticated don’t forget professional protocol. sector partnerships that deliver social means of developing the vision for sector results, and (e) developing the interdisciplinary research. Essential areas in which mentees next generation of scholars. need to be socialized include: Mentoring can take two avenues: the • It is my hope that the case for traditional approach assigned by the Adopting academic values, mentoring students in cross-special- • Managing personal and academic life, institution or the self-managed and ization research teams will find its approached chosen by the learner. • Establishing and maintaining a way into the dialogue within units. Kappa Omicron Nu has promoted the productive network of colleagues. This action will most assuredly take latter by its Mentoring: The Human courageous leadership. I will adapt dysfunctions of teams Touch module and Self-Managed The five dysfunctions of teams an analogy from the late John Mentoring online course. Both (Lencioni, 2003) indicate the Gardner, who when discussing approaches have relevance for elements of successful teamwork: difficult tasks said, “Behind all the mentoring cross-specialization teams. • Absence of trust current buzz . is a discipline. If The development of vertically • Fear of conflict it contained a silicon chip we’d all integrated research teams provides a • Lack of commitment be excited.” Well, there is no chip in • Avoidance of accountability natural mentoring hierarchy. • cross-specialization research, but Inattention to results there most certainly is a discipline. Skill sets for mentoring These dysfunctions point to the fact Our job is to learn to apply it. The following lists of skill sets are that functional teams require offered in the interest of a succinct establishment of trust, healthy References overview. conflict, unwavering commitment, Gerig, T. (1999). Training problem solvers: A Mentoring practices (VCU, 2002) for unapologetic accountability, and a research centered learning community. research teams include the follow- collective orientation to results. The Raleigh: NCSU Department of Statistics NSF/VIGRE Program. ing actions: point is that teamwork is worth the trouble, but the rewards are not Lencioni, P. M. (2003). The trouble with • Encourage and demonstrate confi- without hard work. teamwork. Leader to Leader, 29(Summer), dence in mentee. pp. 35-40. • Recognize mentee as an individual Anticipated impacts VCU College of Medicine. (2002). Faculty with a private life and value the mentoring guide. Richmond: Virginia mentee as a person. A successful cross-specialization Commonwealth University. • Ensure a positive and supportive research program has the opportunity professional environment for mentee. to become a model of choice for • Express own insufficient knowledge Kappa Omicron Nu when appropriate. training problem-solving professionals Awards • Be liberal with feedback. for other departments and colleges • Encourage independent behavior, but be within the university or other willing to invest ample time in mentee. universities. “Because of their broad- Chapter Award of Excellence: • Provide accessibility and exposure for based training and well-developed 2001-2002 mentee within own professional circle ‘soft skills’ [such as leadership, both within and outside of the collaboration, and teamwork], those Kappa Alpha Theta Chapter, Eastern Illinois University immediate university circle. who have successfully completed • Illustrate the methodology and such a program will be attractive to Kappa Beta Xi Chapter, Carson- importance of “networking.” Newman College • both industry and academe and will Allow mentee to assist with projects, Omicron Xi be prepared to cope with inevitable Omicron Xi Chapter, Oklahoma papers, and research whenever State University possible and be generous with credit. change” (Gerig, 1999). Partnering Omicron Alpha Beta Chapter, between industry and academe will Characteristics of mentees (VCU, University of Maine be an outcome of a well functioning 2002) that contribute to a success- Omicron Omega Chapter,
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