2020 GlobalMindED
The Future of Work is Diverse, Inclusive, Just and Equitable
GlobalMindED closes the equity gap by creating a capable, diverse talent pipeline through connections to role models, mentors, internships for low-income students, returning adults, First Gen to college and inclusive leaders who teach them, work with them and hire them.
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Double First Gen to College Grad Becomes Dean of Rady School of Management at University of California San Diego. Meet Dr. Lisa Ordóñez
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Dr. Ordóñez, you are a double First Gen to College grad who went on to earn a Master’s and PhD. What does "double First Gen" mean?
I use this term to describe the fact that not only did my parents not go to college, they didn’t finish high school. My dad had to quit high school to work in his family's Mexican restaurant. My mother never even got to start high school because she had to work in the fields with her family. Both of them desperately wanted to continue their education. They instilled this in me with their stories about how they wished they had gone onto college and had professional careers. I know that my passion for education was fueled by them. I saw that they both had to work hard just to live. They never took vacations or had nice things. If that wasn't enough, my mother struggled with mental illness, making it hard for her to keep a job for very long. They never talked about the future, other than hoping that mine would be filled with success. I did not know that I would rise to the level that I have now, but I knew that there was much more possible for me if I worked hard and got a good education.
What is your personal story? How did you rise within academia to such an esteemed role as Dean of the Rady School of Business at UCSD?
The two main reasons for my success are 1) my hard work and persistence and 2) support from many mentors. While I was a smart student, I have almost never been the smartest kid in class, but I have almost always been the hardest working student. I think this is what all of my mentors saw in me and they must have believed I was worth the time they invested in me. So many people over the years have given me guidance and encouragement. I can pinpoint the specific person who helped me become a professor -- my doctoral advisor. I started working in the research lab of Barbara Mellers, a psychology professor at UC Berkeley, when I was an undergraduate. I loved the research but I didn't know what I would do after graduation. One day she asked if I wanted to stay and get a PhD in her lab. I was surprised because it hadn't occurred to me that I could get a PhD. I look back and I am surprised that I was surprised. I was doing research alongside other PhD students, but all of the other PhD students came from professional families. Just getting an undergraduate degree at a top university was already more than I imagined for my life. I always felt like I didn't belong. We now call this "impostor syndrome," but for me, it was how I felt every day. I just knew that someday they would figure it out and ask me to leave. Years later after becoming a tenured professor, I told my former advisor about these feelings and she was shocked. She never knew that I had these doubts. She saw a smart, hardworking young woman who was headed for success. This experience is why I try to always let students know when I think that they, too, can earn a PhD. I know that they don't necessarily see themselves in this light. I also spend a lot of time mentoring and encouraging others-- especially women and minorities. I love being a role model. It is the easiest thing that I can do. If my presence is evidence that someone else can achieve, then I am thrilled to be that source of encouragement.
After earning my PhD, I took my first position as an assistant professor at the University of Arizona, Eller College of Business. Even this transition was fueled by a mentor. An Eller professor, Terry Connolly, had met me at a conference as a new doctoral student. He encouraged me and monitored my progress. When I was finishing, he asked me to apply for a position in his department. He was a great mentor and co-author. I know that a great deal of my success was due to his support.
After 21 years, my career was on cruise control. I had achieved full professor, had time to focus on my research and my family (and yes, we did take vacations!). I was basking in the sun of a fulfilling life as a tenured university professor. I had fun mentoring students, teaching executives, serving the university and the community. I thought that would be my last stop as an academic. Then, the vice dean stopped by my office one day. He told me that he was stepping down and wanted to know if I would take on this role. I heard a very loud "NO!" screaming in my head, but I decided to take the weekend to think about it. Why would I give up my idyllic life to be an administrator? As the saying goes, "Those that can't research, teach. And those that can't teach, administrate!" No one I knew got a PhD thinking that they would someday be an administrator. However, my husband talked me into it by saying that it was an opportunity to give back to the institution that had supported my 21-year career. So I agreed to do it for a 3-year term. I was convinced that it would merely be a detour and I would get back to my life of being a regular professor. But soon I discovered that being an administrator was interesting and that I was actually pretty good at the job. I enjoyed having an impact on my college and the lives of students. To be honest, I just liked making things better. By the time my first two years were complete, I asked for another 3-year term (the previous 5 vice deans had not). I had thought about becoming a dean, but I wasn't sure that I would be able to do what was needed to be the primary leader. The dean needs to create a vision that others will follow and know how to find people who are willing to donate to fulfill this vision. I was much more comfortable as the #2 person who made sure that the operations functioned well. Could I be that person that could see the big picture? I wasn't sure.
In my fourth year as vice dean, I was asked by the university president to co-chair the university-wide strategic plan. I knew that this would be a huge job but I said yes for the sake of my college. I did take at least 50-75% of my time for almost a year. During this process, I learned that I could see the big picture and I also saw how the business college fits into the larger university. This was the role that led me to consider becoming a dean.
One of the #1 questions I get now as I finish up my first year as dean is, "What is the most surprising thing you have noticed as dean?" My answer is what I am NOT feeling. I am not feeling like an impostor. My 4 1/2 years as vice dean and other activities completely prepared me for this new challenge. Am I perfect at this job? Of course not. But I know what questions to ask, what data to get, and how to work with my team to get the work done. I know that as dean, I have to work through others to get the work done. Much of my day involves talking with others to hear what is happening in their domain and what problems they are solving.
Among your many service roles, you work with the PhD Project as a mentor, helping other diverse candidates and First Gen grads navigate the hidden hierarchy of higher education. What are your inside secrets and how can students without the money get their PhD paid for?
Here is the best kept secret on the planet: It might cost you NOTHING to get a PhD. Most research universities will pay you a stipend and cover your tuition to get a PhD. Now, before you get excited, the stipend isn't much but at least you can get a degree that will take about 5+ years and not leave with a ton of debt. I started my PhD program right after finishing my undergrad, so I was excited to get a real paycheck for the first time in my life. And, with research support, I traveled the world to conferences without paying out of pocket. If you have been working and earning a good income, it will be harder to get used to the lower income. However, the payoff is worth it in the end if you love what you are doing. And, if you get a position as a business school professor, you will easily earn a six-figure salary with other opportunities for earning more (through executive education teaching, consulting, expert witness testimony, etc.).
One of your students once asked you, “What did you have to give up to be successful?” What role does sacrifice play in success?
The first thing that popped into my mind was 'sleep!' I did have to work really hard and often this came at the cost of extra sleep. I also had to give up wanting nice things and taking time off. I lived in t-shirts and sweats for about 10 years! And, except for research conferences, I rarely took vacations. At 28 years old, I arrived at my first real job looking like a pauper. I didn't have any decent clothes in which to teach, I didn't own a car, and I had no savings. But, I also was fortunate to not have any debt. I went to a public university in which fees were about $500 a year at that time (compared to over $12k today) and was fortunate enough to get my PhD covered by the university. And while I earned a good salary, it took me years to create savings and build for my future. More than anything, it took me another 6 years of really hard work to gain tenure and then another 4+ years to get promoted to full professor. So, I was about 40 years old before I could truly appreciate my accomplishments and feel secure.
What do you want to be able to say about yourself at the end of your career, both personally and professionally?
I want people to say that I helped make things and people better. I love improving things. Some of my favorite shows are the home improvement reality shows because I think it is fun to see things get fixed and cleaned up. I feel this way about organizations-- but organizations are just a group of people. So, at the end of the day, I like helping people improve. My greatest pleasure is to see a fantastic person who is really valuable reach even higher heights, even if this means that they will eventually leave to progress in their careers. If you are focused on improving others around you, then you will always get their best when they work with you.
What do you want young, Inclusive leaders to know as they look up to you to forge their own path in or out of academia?
Always search for excellence. While many may not expect or support you to succeed, show them your best. This may take more effort and time than you want, but being known for excellence will pay off in the end. However, that means you have to be careful in what you say yes to, and you will have to say no. Have your own personal strategic plan. Know what your values are so you know where to spend your time wisely.
Create strong networks. I received some great advice once: Don't think of getting to know people as politicking, think of it as developing relationships. Then when issues come up, it will be much easier to call them and solve problems together. So many times people in my network have helped me because we trusted each other.
Listen to everyone, especially your staff. I am always surprised at people ignoring their staff who are the people most likely to have vital information. Make sure they are supported and respected and they will take care of you and your organization.
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In case you missed the Back to School in Times Like No Other sessions, here are links to our YouTube channel:
Get Comfortable Being Uncomfortable: A Conversation on Race, Isms, Justice, Moving Forward and the Role White People Need to Play: Ryan Ross; Associate Vice Chancellor: Student Affairs, Equity, and Inclusion, Colorado Community College System leads the conversation with Clifton Taulbert; President and CEO, Freemount Corporation and Roots Java Coffee, Javon Brame; Dean of Students, Arapahoe Community College, Chelsea Williams; Founder & CEO, College Code LLC, and Representative Leslie Herod; Legislator, Colorado General Assembly
Equity in Engineering Programs: Priming the STEM Pipeline During and After COVID-19: Dr. Dora Renaud, Sr. Director of Academic Programs & Professional Development, SHPE: Leading Hispanics in STEM, Melanie Suarez, Student, University of Texas Rio Grande Valley, Mechanical Engineering, Nicolas Valencia Diaz, Student, Florida International University, Biomedical Engineering, Sophia Plata, PhD Student, University of Southern California, Environmental Engineering
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To view the recent Rural sessions, please see our YouTube channel:
Native American Business Opportunities, Tribal Economic Development and Post-secondary Education/Workforce Participation: J.C. Whorton, Jr.; Consultant, Lecturer, Author and Adjunct Faculty, University of Colorado Boulder, Don Kelin; President, Fox Professional Services, Rocky Mountain Indian Chamber of Commerce, Matt Rantanen; Director of Technology, Southern California Tribal Chairmen’s Association, Tribal Digital Village Network Initiative, and Melvin Monette; CEO, Indigenous Education, Inc.
Fortifying Native Students, Faculty and Communities During and After COVID-19: Ron Lessard (Mohawk); Acting Exec. Director, White House Initiative on American Indian and Alaska Native Education leads panel including Diana Cournoyer; Oglala Sioux Tribe, Executive Director, National Indian Education Association, Michael Chamberlain; Special Assistant for Rural Outreach, US Department of Education, Carrie L. Billy; President & CEO, American Indian Higher Education Consortium, and features a performance by Ava Rose Johnson; Student and Musician, Native American Music Awards Winner
Rural Innovations in Education During COVID-19: Anne Trujillo; Anchor 7News, Denver moderates the panel which includes Tina Goar; Executive Director, San Luis Valley BOCES, Dr. Robert Mitchell; Asst. Professor of Leadership, Research, and Foundations, UCCS, Luis Murillo; Principal, Skoglund Middle School, and Samantha Yocam; Superintendent and Principal, Kim School District
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THE FLYOVER NATION
Energy's Role in a Troubled Heartland
By J.C. Whorton
A unique and timely discussion of the challenging issues facing the country’s troubled Heartland.
Since the beginning of westward expansion into the Heartland’s vast regions, natural resource development has played a historic role in shaping its communities. Today, domestic oil and gas development offers one of the strongest prospects for the Heartland’s present and future prosperity as well as the nation’s re-emergence as a dominant player in the global energy economy.
The U.S. is now the world’s largest producer of crude oil and natural gas, two circumstances that are universally disrupting international geopolitical order. The earth has a finite supply of natural resources and a rapidly growing and over consuming population.
As America positions itself for a very uncertain and constantly evolving global marketplace, will the Heartland become America’s “great connector” or “great divide”?
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J.C. Whorton is a senior level energy and financial professional with over forty years of essential experience. Having a ranching and Native American heritage, Mr. Whorton is a strong advocate for rural education and economic development initiatives.
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Links to read about Inclusive Leaders, many of whom are African American and people of color:
Curated sessions from GlobalMindED 2020 YouTube channel:
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From the Center for Positive Organizations:
From the Economist:
From Forbes:
From Harvard Business Review:
From the World Academy of Art & Science and UN; Geneva Global Leadership in the 21st Century econference:
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Listen here for an interview with Pam Newkirk, GlobalMindED speaker and author of Diversity Inc.: The Failed Promise of a Billion- Dollar Business.
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Responding to Crisis
The 30-Day Justice Plan
As the reset of America is underway, understanding the role you can play in a system of change can be difficult, but we encourage you to listen, learn and be active. To start, instead of, say, a juice cleanse, feed your brain and move yourself with this practical plan over the next month. Here's our guide of what to read, watch, listen to and do in order to be part of the solution.
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Your copy should address 3 key questions: Who am I writing for? (Audience) Why should they care? (Benefit) What do I want them to do here? (Call-to-Action)
Create a great offer by adding words like "free" "personalized" "complimentary" or "customized." A sense of urgency often helps readers take an action, so think about inserting phrases like "for a limited time only" or "only 7 remaining!"
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GlobalMindED and the SDG Impact Fund are delighted to announce GlobalMindED's Donor Advised Fund. 2020 is the 75th Anniversary of the United Nations and the 25th Anniversary of the Beijing Women's Declaration and Action Platform. Many from around the world are thinking of 2020 as the gateway to our most vital decade for delivering equity, the Sustainable Development Goals, and a world where all can thrive. Our key time for these outcomes is 2020-2030.
GlobalMindED DAF and the SDG Impact Fund are a powerful combined force for good as the 2019 year comes to a close and we reflect on the gratitude and the commitments we make to the causes we care most about. The DAF offers immense power and flexibility for giving prior to the year's end as you plant seeds of generous intention for 2020 and the decade ahead.
When you contribute to GlobalMindED, you support First Gen students. We have served more than 400 students by connecting them to role models, mentors, internships and jobs. Your generous support will allow us to take our work 10x and reach these talented students at scale who lack the resources and support we provide. Your support also helps teachers who can't afford the conference fees, faculty at colleges which are under resourced and students who persist at those universities despite food insecurity and/or housing insecurity.
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Meet GlobalMindED Founder, Carol Carter as interviewed by Tim Moore on his podcast Success Made to Last: From Success to Significance
Listen to Part 1 of Carol's interview
Listen to Part 2 of Carol's interview
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Recent GlobalMindED Newsletter Profiles:
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Since 2006 when the flagship TGR Learning Lab opened its doors in Anaheim, CA, TGR Foundation has had a lot to celebrate, including its most recent milestone of one million students impacted by TGR EDU: Explore, alone.
Developed in partnership with Discovery Education, TGR EDU: Explore is a free digital resource library that offers interactive web experiences, lesson plans, training videos and tools for educators, students and families to explore new disciplines and gain skills for a modern and expanding workforce.
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As you start the New Year, are you looking for ways to re-engineer your classroom culture? Check out Designing the Future: How Engineering Builds Creative Critical Thinking in the Classroom. The associated website has lots of activities, projects, and resources you can implement immediately. Our fall workshops using the book as a roadmap for change have been highly successful. Start designing the future today - try using the customized Study Guide for a book study in your PLC. Or contact ProjectEngin or Solution Tree to learn how you can bring professional development based on Ann's book to your school, district, or conference.
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