June 15, 2014
June 15, 2014
June 18, 2014
Two Year College Division
24.898.1 - 24.898.14
Mentoring Faculty for Leadership Development: From IBM to Academia: A Model for Knowledge Transfer Through MentoringEngineering and technology faculty, as well as science and mathematics faculty whosupport these disciplines in the nation’s two-year colleges, face numerous challengesas they try to meet the ever expanding and changing needs of their students, focus onstudent retention in STEM fields, and also keep abreast of their own rapidly evolvingdisciplines. This situation is especially acute at two-year colleges where funds forprofessional development are limited; expectations for content coverage are stringent;and faculty members serve increasing numbers of students who often arriveunderprepared.This paper will provide a model and guide for knowledge and skills transfer throughmentoring to serve STEM faculty by applying to academia the lessons learned from theIBM mentoring model. The authors will use the example of an NSF ATE project“Mentor-Connect” to illustrate successful strategies and best practices of how thisbusiness mentoring model can be translated to the two year college setting.The three main areas of the IBM model are based on the company’s imperatives fortalent development and retention: Socialization for new hires or anyone who transfers to a new organization; purpose is to speed up the adjustment process Career is a long term process which facilitates progression Expert mentoring is intended to develop specific skills like technical, business, leadership, communication, etc.The authors discuss how they have adapted these imperatives to an academicmentoring model for STEM faculty, using mentoring to support the preparation ofcompetitive National Science Foundation, Advanced Technological Education (ATE)grant proposals as well as effective implementation of funded projects as a strategy forgrowing the next generation of leaders in advanced technological education.Through the mentoring process, faculty not only gain greater confidence, agility, andadvancement in their careers but also become more empowered to recruit, retain andeducate STEM undergraduates who will be the next generation of innovators. In thismodel the three imperatives evolve and focus on: Socialization for new administrator, faculty, or anyone (e.g. program manager) who transfers into a new environment (e.g. department, field of study) or movement from one area to another to speed up the adjustment process Career aspirations with goals to achieve in current academic profession (e.g., tenure, leadership role) or long term (e.g. Administrator, Dean, Specialized Skills, Field of Study) Expert education mentoring intended to develop specific skills (e.g. expert subject matter knowledge, leadership attributes, communications, etc.)Finally, authors will share with the audience (1) lessons learned from initial datagathered through their research process of adapting and implementing the IBMmentoring model for STEM faculty in the two-year college arena and (2) examples ofthe significant positive impacts faculty mentoring has had on grant funding success.
Craft, E. L., & Wijenaike, M., & Faber, D. M. (2014, June), Mentoring Faculty for Leadership Development: From IBM to Academia - a Model for Knowledge Transfer through Mentoring Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--22831
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