mcgeehan et al nacada 2021 slides 537
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CUSPLaura McGeehanKathy ReddDawn Loyola
University of California, Riverside
https://cnasgrad.ucr.edu/cusp
As an institution physically located in Southern California, we at UCR would like to respectfully acknowledge and recognize our responsibility to the original and current caretakers of this land, water, and air: the Cahuilla, Tongva, Luiseño, and Serrano peoples and all of their ancestors and descendants, past, present, and future. Today this meeting place is home to many Indigenous peoples from all over the world, including UCR faculty, students, and staff, and we are grateful to have the opportunity to live and work on these homelands. Please take a moment to acknowledge and reflect on the Native, Aboriginal, and Indigenous peoples of your area from which you are physically joining us today. If you are unfamiliar with the original and current caretakers of the land, water, and air from your area, we highly encourage you to take the time to self-educate, reflect, and listen to these histories.
Our CUSP Team
UC Riverside is a Hispanic Serving University (HSI)
• Most diverse UC campus• #1 in Social Mobility• Growing Our Own
Initiatives
UCR is Most Diverse UC Campus at the UG level
UCR’s diversity is not reflected at the grad level
(Estrada et al., 2016)
National data: Declining percentage of URM individuals in STEM along pipeline to professoriate
(Estrada et al., 2016)
CUSP
National data: Declining percentage of URM individuals in STEM along pipeline to professoriate
Literature review indicates that URM students benefit from Career Mentoring
● Additional career mentoring beyond the research mentoring from the PhD advisor○ culturally appropriate mentoring○ address URM issues
● Also need for professional development activities○ imposter phenomenon○ microaggressions
CUSP: Plugging the Leak in Pipeline at PhD Level
• CUSP: Career Mentoring for Underrepresented STEM Students for the Professoriate• UC-HSI Doctoral Diversity
Initiative• Mentoring and career
development• URM STEM Ph.D. candidates• Aligns with mission of UCR
and other UCOP initiatives• Growing Our Own
CUSP: Career Mentoring of Underrepresented STEM Students for the Professoriate
1 on 1 career development mentoring from a faculty mentor who is not the research advisor (PI).
Membership in SACNAS and travel to National Diversity in STEM Conference.
Professional development workshops
Scholar summer stipend of $4000 and Faculty Mentor summer stipend of $1250
Individual Development Plan (IDP) Networking opportunities
Individual Development Plan(IDP)
https://myidp.sciencecareers.org/
Training at Kick-off event
CUSP Spring Workshop Series
• Unconscious Bias• Faculty panels from
on- and off-campus• Job skills• Work-life balance• and much more
Participation in National STEM Meeting● Summer stipend to
fund scholar research
● Apply and present research
●Fully funded travel●Networking
CUSP Scholar Eligibility
• College of Natural & Agricultural Sciences (CNAS) • Advanced to candidacy as of program start date• At least 1 full year left until graduation (will be
enrolled in the program period)• Commitment to career in the professoriate• Commitment to diversity• Self-identify as URM
https://cnasgrad.ucr.edu/cusp
Scholar ApplicantDemographics
• # of Applicants: 25• # of Eligible Applicants: 14• # of Grad Programs: 13
Criteria for Faculty Career Mentors
• From a STEM fieldCollege of Natural and Ag SciencesCollege of EngineeringSchool of MedicinePsychology
• A record of successful mentoring (particularly URM) students
• Commitment to diversifying the professoriate
https://cnasgrad.ucr.edu/cusp
Faculty Career Mentor ApplicantInformation
• Number of Faculty Applicants: 44
CUSP Scholars and Mentors
Clarissa Rodriguez
CUSP Scholar
Plant BiologyGraduate Program
Claudia Castro
CUSP Scholar
Plant PathologyGraduate Program
Valerie Carranza
CUSP Scholar
EnvironmentalSciences
Dr. Peter Homyak
CUSP Mentor
EnvironmentalSciences
Dr. Quinn McFrederick
CUSP Mentor
Entomology
Dr. Juliet Morrison
CUSP Mentor
Microbiology & Plant Pathology
Accomplishments• Launched CUSP website
• Launched ad campaign
• Selection and matching of Scholars and Mentors
• Administered pre-survey
• Transition to virtual environment
• Offered 10 week workshop series
Pre-Survey Results - ScholarsStudents were:
● confident in their knowledge of the process of obtaining a postdoc● not confident in their knowledge of how to obtain and succeed in a
tenure-track faculty position● Seeking mentoring in obtaining an appropriate postdoc and then a
faculty position
Pre-Survey Results - Mentors
Challenges mentoring URM students
● lack of support from those in positions of power
● confronting their own unconscious biases
● being honest about challenges faced by URM students - all the “isms”
Beneficial mentoring practices shared
● Build strong relationships● set clear goals and expectations● listen and hear student
perspectives● honestly share their own
experiences and how they confronted problems
Successes
• Grant planning committee• Mentors and Scholars established positive, ongoing relationships•Workshop evaluations overwhelmingly positive• All Scholars and Associates awarded travel grants for SACNAS• Student research almost ready for presentation at SACNAS in Fall 2021• Leveraged existing connections to create workshop series at very low cost• Extension of program to Associates and Informal Mentors
Barriers to Success
• Staffing is small, with lots of work for everyone• No budget for staff member in grant• Small cohort makes it difficult to draw statistically significant
conclusions• Move to virtual environment limited some cohort-building
activities• Lack of funding for Associates & Informal Mentors
Lessons Learned• There is a demand for this type of mentoring program• The need for mentoring training for faculty a common
theme• Contacts made on- and off-campus for workshops will help
in future• Different method for matching mentors and scholars• Proactively schedule mentor/mentee meetings to ensure
they happen• Build in funding for staff support• Scholars not sure if IDP is as effective as we hoped
Future Plans
• Send out post survey to mentors and scholars and review results; was there growth and learning?
• 2nd year of CUSP• Ask current mentees to help publicize program• Expand mentor training/Online training for mentors
• Apply for funding for longer-term, larger program?
Acknowledgements
CUSP Grant CommitteeUC-HSI Doctoral Diversity Initiative
Questions
ReferencesBlockett, R. A., Felder, P. P., Parrish, W., & Collier, J. (2016). Pathways to the professoriate: exploring black doctoral student socialization and the pipeline to the academic profession. The Western Journal of Black Studies, 40(2), 95-110.Brommer, C. L., & Eisen, A. (2006). FIRST: a model for increasing quality minority participation in the sciences from the undergraduate to the professoriate level. Journal of Women and Minorities in Science and Engineering, 12, 35-46.Bryant, C. J., Hilton, A. A., & Green, P. A. (2016). Mentoring as professional develChubin, D. E. (2007). Voices of the future: African-American PhD candidates in the sciences. In R. J. Burke & M. C. Mattis (Eds.), Women and minorities in science, technology, engineering, and mathematics: Upping the numbers: Edward Elgar Publishing.Davis, D. J. (2008). Mentorship and the socialization of underrepresented minorities into the professoriate: examining varied influences. Mentoring & Tutoring: Partnerships in Learning, 16(3), 278-293. doi:10.1080/136112602231666National Science Board. (2018). Science and Engineering Indicators 2018. Alexandria, VA.Williams, S. N., Thakore, B. K., & McGee, R. (2017). Providing social support for underrepresented racial and ethnic minority Ph.D. students in the biomedical sciences: a career coaching model. CBE - Life Sciences Education, 16(64), 1-12.
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