Mentoring Faculty for Leadership Development: From IBM to Academia - a Model for Knowledge Transfer through Mentoring

Elaine L. Craft; Manjari Wijenaike; Dennis M. Faber

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Conference: 2014 ASEE Annual Conference & Exposition
Location: Indianapolis, Indiana
Publication Date: June 15, 2014
Start Date: June 15, 2014
End Date: June 18, 2014
ISSN: 2153-5965
Conference Session: Enhancing Success/Peristence at Two-Year Colleges
Tagged Division: Two Year College Division
Page Count: 14
Page Numbers: 24.898.1 - 24.898.14
DOI: 10.18260/1-2--22831
Permanent URL: https://peer.asee.org/22831
Download Count: 498

Paper Authors

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Elaine L. Craft Florence-Darlington Technical College

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Elaine L. Craft (Florence-Darlington Technical College, Florence, SC) holds a baccalaureate degree in chemical engineering from the University of Mississippi and a MBA from the University of South Carolina with additional graduate studies in mathematics. Her experience includes working as an engineer in industry as well as teaching and administration at community college and state levels. She has served as Director of the South Carolina Advanced Technological (SC ATE) Center of Excellence since 1994, leading initiatives and grant-funded projects to develop educational leadership and increase the quantity, quality and diversity of highly skilled technicians to support the American economy. Currently serving as Principal Investigator, Mentor-Connect: Leadership Development and Outreach for ATE; Co-Principal Investigator, SC ATE National Resource Center for Expanding Excellence in Technician Education; and Co-Principal Investigator, ATE Regional Center for Aviation and Automotive Technology Education Using Virtual E-Schools (CA2VES). The SC ATE Center is widely known for developing and broadly sharing successful educational models and practices in technician education, with a particular emphasis on faculty development in problem-based learning, the first year of study for success in engineering and technology majors, and mentoring educators nationally.

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Manjari Wijenaike

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Dennis M. Faber FCC, inc.

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Dennis Faber is the Co-Principal Investigator for Mentor-Connect, a project funded by the National Science Foundation’s Advanced Technological Education (NSF ATE) program. This project provides technical assistance and mentoring support to the NSF ATE community to assist in improving project and center success and developing the leadership skills needed to insure that success. From 2003 until his retirement in 2012, Mr. Faber served as the Principal Investigator and Director for the TIME Center (Technology & Innovation in Manufacturing & Engineering), an Advanced Technological Education Regional Center of Excellence funded by the National Science. Mr. Faber has extensive curriculum design experience in developing customized education, training and occupational certification programs. His leadership helped build the DACUM Resource Center into a respected state, regional and national curriculum and instructional design resource over its sixteen-year history, serving business, industry, labor, government and educational customers and training over 350 DACUM facilitators nationally. He continues to be actively involved in a variety of educational and organizational development activities, and serves a variety of roles in the NSF ATE community.

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Abstract

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.

Citation
Format

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

TY  - CPAPER
AB  -                    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.
AU  - Elaine L. Craft
AU  - Manjari Wijenaike
AU  - Dennis M. Faber
CY  - Indianapolis, Indiana
DA  - 2014/06/15
PB  - ASEE Conferences
TI  - Mentoring Faculty for Leadership Development: From IBM to Academia - a Model for Knowledge Transfer through Mentoring
UR  - https://peer.asee.org/22831
DO  - 10.18260/1-2--22831
ER  -