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Creating Connections Consortium

  • Andrew W. Mellon Foundation
  • http://c3transformhighered.org

Program Overview

  • Faculty Funding program, through which LADO schools apply for funding to support the first two years of a tenure track position, plus start-up funds for research and travel. Funding is extended to institutions that seek new perspectives on their curricular offerings and pedagogy and that see value in engaging Ph.D. (or M.F.A,) candidates from underrepresented groups in this pursuit.

Program Benefits

Program Contact

  • rhynson@C3transformhighered.org

Location

  • Northeast
  • Painter House, 2 Court St, Middlebury, VT 05753, USA
Painter House, 2 Court St, Middlebury, VT 05753, USA

Type Of Program

Audience

  • Collegiate

  • Faculty

  • Graduate

Discipline(s)

  • Humanities

  • Social Sciences

History

Established

2012

Individuals Served

  • 2,001-3,000

Research, Roles & Responsibilities

Other Components

Acknowledging students where they are in conversations, workshops for career and research development, mentorship from faculty who are also from underrepresented backgrounds, bi-annual conferences on inclusion and identity

Identity & Inclusion

  • Networking events with mentors, professional development, coaching with feedback,
  • Networking events and conversations on understanding institutional/school culture and expectations (with undergraduates, doctoral students, postdocs, faculty); conferences with workshops on curricula and pedagogical practices, as well as discussions about specific challenges faced by underrepresented members of the academy

Diversity Groups (Social Identity)

  • First-Generation

  • Race-Ethnicity

  • Socioeconomic Status (E.G. Low-Income)

Race/Ethnic Minority Group

  • African American/Black

  • Alaska Natives

  • Hispanic/Latino

  • Native American

  • Native Hawaiians

  • Pacific Islander

Inclusionary Practices/Activities

  • Creation Of A Safe Space/ Climate/Environment

  • Development Of Academic Sense Of Belongingness (E.G. Meetings With Doctoral Scholars, Peer Researchers, Exchanges At Academic Conferences)

  • Specialized Curricula/Workshops

    E.G. Training For Participants, Directors And/Or Faculty On Imposter Syndrome, Implicit Bias, Microaggressions

  • Specialized Pedagogical Practices (E.G. Multicultural Teaching Practices, Usage Of Gender Pronouns)

  • Structured Dialogues And Interactions (E.G. Lab Discussions, One-On-One Sessions, Virtual Dialogues)

Voice

Mentoring Components

  • Mentees Are Shown Academic Customs, Pitfalls, Departmental Politics And Taboos

  • Mentor Recognizes The Value Of Mentee

  • Mentors Provide Mentees With Access To Academic Resources

  • Mentors Provide Psychological And Or Emotional Support

  • Mentors Provide Regular Scheduled Meetings With Mentees

  • Mentors Provide Support With Academic Or Discipline Specific Knowledge Through Direct Teaching

Empowering Activities

  • Academic Recognition (I.E. Research Credibility, Prestige)

  • Coaching

  • Feeder Pathways

  • Institutional Alliances

  • Mentoring Opportunities

Expectation

  • 2,004 total program participants as of August 2019; 37 institutions have participated in events; 31 former undergrad fellows enrolled in graduate school; 23 of 29 former postdoctoral fellows hold tenure-track jobs;
  • Surveys to all program participants, site visits to programs at various campuses, annual reports to funder (Andrew W. Mellon Foundation)

Key Performance Indicators

Admission to graduate school, participant employment, documenting if programming is meeting goals and objectives

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Copyright © 2021 Academic Pipeline Project

This material is based upon work partially supported by the National Science Foundation under Grant Nos. and 1818458 and 2010676. Any opinions, findings, conclusions, and recommendations expressed on this site are those of the author(s) and do not necessarily reflect the views of the National Science Foundation

 

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