2020 TxARM Advisory Board Forum - Breakout Sessions by Latoya Morris https://padlet.com/ljmorris/do0xxwmqr2r9bixj Please use this board to capture key concepts, ideas and/or take-aways from breakout sessions. en-us 2020-10-27 17:33:27 UTC 2021-02-04 17:25:18 UTC hello@padlet.com Dr. Smith: Scholarly learning communities. https://padlet.com/ljmorris/do0xxwmqr2r9bixj/wish/867372424 Attendees: Adrienne Carter-Sowell, Dr. Karen Butler-Perry, Kim Kelly, Marybeth Green, Mark Smith, Scott King, Shannon Walton, Asia, Alexandria Robinson


- History of scholarly learning communities
- Residentional Model
-Language learning
-Co location: Faculty and staff in different locations and disciplines. This offers a more organic form of communication
- NCFDD: National center for faculty diversity: offer a service for faculty to assist with writing 

Having a process where you are forced to interact regularly. 

Facilitated programming

Mentoring and training of mentors. Interaction or arrangement of those whom are experienced are paired with Post docs 

UT Austin: Faculty Innovation Center (Mark Smith): The Provost fellows- Participants are given a $5k stipend per year, two year appointment. They must identify a project. they will rotate through university programs and shadow roles.  Key elements: Funding is provided, network and access to professional impact

Big Ten Academic Alliance: 7 year program- Goal of alliance to increase the number of faculty members that were hired by alliance to increase minority presence. Identify a set of post docs within the alliance to groom and mentor. 14 schools in Big Ten but only 12 Schools participated in the program. Mentors were identified each Post doc. Mentor on main campus, then 2-3 mentors within alliance. This builds a micro community. An outline of topics and learning goals. The collection was gathered for virtual webinars. Students were interviewed at conclusion of program and all consistently shared what a tremendous gain they had from the program.
       Social scientist was brought into this model.  

Midwest Crossroads AGEP: Northwesstern, Purdue, Indiana Unvi. Included graduate students interested in faculty project. The project was that the students would collectively author a book. Each would be responsible for a chapter. Assigned topics of "interest" students would share personal journeys through graduate school and what was learned and gained from these experiences. This was intended to be a tool to aid and support other graduate students. This program aided students to develop as writers. This was facilitated by creating videos that could be used in workshops that would set the stage of discussion in the workshop. Set the stage and scenario.  
"GPS For Graduate School: Students share their stories"
- All royalties of the book went into the university, however there has been popular implemetation from other university model
- This book was a product of model dissemination 

Kelly: cohorts participants have reported the value of gathering as a community. This intrigues for tactical approaches to increase engagement, gathering and networking of the communities. Intentional methods of interaction.  

Smith: When other members finished a chapter another member is appointed to read and provide feedback to the writer. This provides structure of writing partners or writing groups. This gives value to students learning how to be a review and providing constructive feedback and . 

"Mind your tone" - The feedback is intended to give constructive feedback that author can build upon to revise work. 

Adrienne: Enjoyed how this project provides reflection of students growth. Student is able to have tangible evidence of progression through alliance and graduate program. "how to give criticism how you would want to receive it". Repackaging the "reflective" component.  

Kelly: Students have a space where they can reflect on their learning. 

Smith: Authors said a benefit that writing this "first person" story was hard to redesign language and think differently. The personal experience and convey what you learned. Authors said they learned how to write to be persausive. This had a direct impact on grantsmanship and longterm "Pitch".

Adrienne: the "ought" vs. "Is", more authentic when you discuss what is happening 

Smith: Persuasion comes from your stories and those stories that touch your heart. But the combination of data.  

Karen: Mentor with the Big Ten Alliance, was the manual created disseminated. (Linda Mason), created a document that outlines meeting topics and points of discussion for each meeting 

Smith: E mentoring, senior graduate students matched with new graduate students based off of personalities. "M. briggs" model. Meal cards were provided to students to encourage them for one on one interaction. Outline discussions were provided to guide the conversation. Then monthly they all met as a group.  
     Social Science component was not included in this particular model.




]]> 2020-10-27 19:45:52 UTC https://padlet.com/ljmorris/do0xxwmqr2r9bixj/wish/867372424 Dr. Stanley started by sharing example of ADVANCE program. https://padlet.com/ljmorris/do0xxwmqr2r9bixj/wish/867382862 Attendees: Dr. Christine Stanley, Dr. Jack Mills, Dr. Laura Meeking, Dr. Martha Escobar, Dr. Erin Burr, Gracie Gibbon, 

-program key component to recruit, retain URM faculty
-they formed a committee of internal advocates that matched scholars with eminent scholars on campus to engage in an informal mentoring relationship with them. 
- they told scholars to aim for eminent scholars who have stature in the field. Suggested aiming for the stars - could be members of NAS. Key activity was to send a letter signed by Dr. Stanley and the Provost to the eminent scholar on behalf of the scholar. They provided a $500 stipend. Some opted not to take it. Some declined, but approx. 98% agreed. 
-they suggested scholars seek eminent scholars who are in positions where they would like to see themselves in 5-10 yrs. They encouraged the scholars to read about the person they intend to contact so that they knew something about them before engaging.
-First point of contact between eminent scholar and scholar needs to come from someone like a PI or leader at the institution.
-Don't wait on eminent scholars to contact them, feel free to reach out to them sometimes. Zoom, Skype, email, phone calls - variety of communication tools.
- Eminent scholars requested guidelines so that they would know what to expect in regards to the goals of the program. 
-They encouraged scholars to share CVs, manuscripts, grant proposals with the eminent scholar. 
-Invite eminent scholars to deliver research talks at their institution.
Some scholars visited the eminent scholars' labs to see what it was like.
Encourage scholars to discuss work/life balance, talking openly and authentically about experiences of isolation and being marginalized. 

Dr. Mehrubeoglu added:
The eminent scholars were very helpful in helping the scholars succeed. 2 of the current AGEP cohort are in the process of selecting eminent scholars. I have to find 3 more. Need advice on how to find one (ES) for a scholar not interested in tenure track. She is only interested in lecturing. Another scholar (male), very good at research, lots of pubs. He does not have any teaching experience. Has difficulty managing his time. He expressed interest in becoming an astronaut and he has identified 
Dr. Mills' advice: for person not interested in tenure track position (got kicked off of Zoom for a few minutes)
- Dr. Burr - suggested to encourage the student who did not think they needed a mentor to reconsider the value of having an additional eminent scholar in their corner. There is immense value in building your network and having resources to tap into - no matter what career path you take. Most people have multiple stages in their careers (some go into industry or gov and then come back to academia).
Dr. Meeking- also emphasized the value of having additional mentors
Dr. Mills- mentioned that astronauts are not typically astronauts for super long. it is important to realize that they have other jobs and there is great value in engaging with mentors.
-Dr. Escobar suggested that it is important to pay attention to which interventions are useful in supporting people on their path to the professoriate, but that not everyone will go into that path and that is ok. ]]> 2020-10-27 19:48:50 UTC https://padlet.com/ljmorris/do0xxwmqr2r9bixj/wish/867382862 https://padlet.com/ljmorris/do0xxwmqr2r9bixj/wish/867578397 October 27, 2020

Advisory Board Meeting Break out Session

Host:  Dr. Cynthia Fuhrmann

Attendees:  Ruby, Sheeda, Linda, Laura, Theresa, Kelly Townsend (ORAU)

Advice & Ideas Collected:

 

How to hold them accountable:

The IDP is an assignment as part of a course – if they don’t fill it out – they fail – (it is pass/fail)– a thesis/research course – but assignments are related to each of the parts of the IDP – assignments must be submitted – it is a year long course.

Discussion requirements – they must do the section in order to discuss.

IGE Award – I3 IDP – creating a set of survey instruments for universities to use to understand use of IDP – the first step was to define what IDP means – we have done focus group sessions to understand what IDP is – we are preparing to publish what we have learned – it is the product and the process to get there – this all creates the IDP – 4 phases -- self-assessment; career exploration (exploration of opportunities); goal setting and prioritization; career decision making. 

I would say – a person has developed an IDP – if they have gone through this process – in my class – I guide them through these stages – (this is similar to how our SLC guided them)  -- you would know they are doing it.

 

The IDP is the framework – and it should be – the center.

Section 5 – development activities – the HBCU, Intl, Ruby’s projects, Linda Prf. DevSkills  -- all these pieces are in the IDP –we ask them to access parts of the IDP at different times.  Some are grad students, some post docs, some early career faculty – depending where they are – they fill out different parts – they are similar but fit their areas.  Note:  This is a strength of our program. Speak to members about the IDP in the context of their phase. 

 

Ideas:  Why is this important?  How do we encourage them (outside of a class)?  

 

Just in time approach – make it relevant to them – this is hard --- be creative and help them generate ways this is relevant to you?  

 

The lens of learning how to do persuasive writing – I could use this to write a grant – or submit to a foundation

 

Build in time for them to process this – and communicate the relevance of that.  

 

The session for writing came out of a desire from the students  -- Ruby is going to lead this – 

 

Ruby:  Job prep – career services ..this was initial – but after visiting with students – they had already visited with career services – they said we need “how to write more for CV” “how do you write grants” etc. I am communicating with career services to find out what is available for students pursuing jobs in higher education.  

 

IDP:  What is great about this is that they included all the activities leads in this process so that the students could see what resources are available and being used to help them.  

 

Challenges: different levels, different needs – we need to figure out how to help them see how this can help them.  

Advice:  Work as a group to define skills that are common or competency areas –and before each meeting charge them with activity to do a search or item that would help you bring in a specialist who can add to and expand on their knowledge.

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