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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Dr. Clinton Purtell is from a long heritage of Native American ancestors who have served our country, including his great, great grandfather who was one of the first federal marshals in Indian Territory and his grandfather who worked side by side with Chesty Puller (Lt. Gen, USMC). While Clinton’s football injury in high school prevented his service in the Air Force, he has led a life of service in business and academia, thanks to the PhD Project and his own hard work. Now he is dedicated to ensuring opportunity for others in his many roles at his university and in his personal life. His story below tells of the unflinching strength and fortitude of his ancestors who influenced him. They have age old lessons for all of today as our country heals old and newer wounds to knit together a prosperous and equitable future.
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Dr. Purtell, you are the first in your family to get a PhD. You are the son of two Methodist Ministers and you are Native Choctaw from Oklahoma. What is your personal story and how did your early years create your service-based, inclusive leadership that has characterized your whole life?
I was born and raised in Oklahoma. Although I was born in McAlester, OK and lived there for a few years, my father entered the ministry when I was quite young. Methodist ministers tend to move often, and he was known as a “turn around” preacher. He had a knack for helping struggling churches to return to health, increase congregations and membership. However, until he entered the ministry I was raised primarily by my great grandmother, Lorena Furry Laughlin, and my grandmother, Marcella Regan. My great grandmother was a half-blood Oklahoma Choctaw, and one of the last who names were registered on the Dawes Treaty that established the Oklahoma Choctaw Nation as a Civilized Tribe (one of five tribes to earn the recognition).
We moved often. In fact, we moved every two to three years on average. When I became a teenager I went to four different high schools spanning from Oklahoma City, to Nowata, OK, and finally Lexington, OK. There were four things that I found were of significant interest to me: a calling to servant leadership, an affinity for our military, intrigue in all things business, and an appreciation of my Choctaw heritage. Watching my father’s career in the ministry, and later seeing my mother pursue her ordination led me to think perhaps I too had a calling towards the ministry. However, seeing the politics of churches (the good and the bad) from the minister’s family’s point of view help me conclude that there were other ways I could serve.
My family has a deep history in service to our Country. My great-great grandfather was one of the first Federal Marshalls in what was then Indian Territory (prior to Oklahoma statehood). He and his son’s, my great grandmother’s brothers, developed a reputation for busting whiskey stills during the prohibition. Years later, my grandfather joined the Marine Corps, befriended the legendary Chesty Puller (Lt Gen, USMC), and served as his Aide-de-Camp (upon request) during Korea. Many others served in the Army, Navy and Air Force. During high school I aspired to attend to the Naval Academy to play football and become a naval aviator. However, a broken back during the last football game of my high school year ended those plans.
My mother, grandmother and great grandmother instilled in me hard work, dedication, and a desire to make the world better. In fact, I began attending college as a freshman in high school as I was determined to prove that high school students could earn their way to be concurrently enrolled. My first semester was English Composition 1, and my second semester was Business Law. I graduated high school with 36 hours, and was a “guinea pig” to help establish in Oklahoma what would later become a national program referred to as “concurrent enrollment.”
I fondly remember my grandmother and great-grandmother telling me about Choctaw customers, the stories of our family history, and our family’s beginnings in “business.” My great-great grandfather was an oil man who also established a dry goods store just outside of present day McAlester, in the town of Stigler, OK. My great grandmother would tell me stories of our family’s forced relocation from the southeastern United States across the Trail of Tears; she would also tell me how our family always looked to the future and was determined to build a better world for our family legacy. In fact, my grandfather, once returned from the Marine Corps, established “The Oaks” in McAlester, an alcoholic rehabilitation center, and my grandmother served decades as a social worker in child welfare for the state of Oklahoma. Prior to becoming a minister, my mother was a teacher, then became a social worker in child welfare, and served in a number of other service organizations from Planned Parenthood to Upward Bound. It is likely these experiences that established my service based, inclusive leadership style.
Your great grandmother, Lorena Laughlin, was a half blood Choctaw and her Father was one of the first federal marshals in Indian Territory around the turn of the century. She was born in 1900 and her life spanned the horse and buggy to the space ship. What impact did she have on your life and values?
My great grandmother “Gram” had a profound impact on me. She taught me not only the values of our Choctaw people, but also the principles of business. In fact, she taught me how to count by teaching me understand the value of coins. I would count by ones, fives, tens, twenty-fives, fifties and one-hundreds (for silver dollars). As she would set the random assortment of coins out each day I saw her, I would be awarded by receiving those coins as a prize.
She was one of the first Choctaw women in Oklahoma to receive a college degree. She attended the Tuskahoma Female Academy. She and her husband went on to open a dry goods store in Stigler, invested in real estate, and oil. She would often describe her challenges as an entrepreneur and business woman. More importantly, she helped me understand how to overcome obstacles and challenges. She taught me to lead with courage, yet be compassionate and to “pay it forward.” She too was a United Methodist, and when we went to church on Sundays she would always hand me change to place into the plate.
Your heritage in the rich Choctaw tradition includes the Code Talkers in WWI and WWII and their generous leadership to other cultures like the Irish in the Potato famine which came full circle recently. Tell us about that boomerang story of inspiration and inclusive leadership.
Numerous Choctaw men volunteered for service during World War I. Battlefield officers overhead these men speaking in their native language. The Germans had tapped into the Allies’ communications lines. However, by training the Choctaw soldiers to use the words in their language as “code," they were strategically placed at various points across front lines and at command posts so that messages could be transmitted without being translated or understood by their enemy. It was noted that approximately nineteen Choctaws worked as code talkers during the first world war. When Choctaw soldiers were put on the phones and they talked in their Native language, the Germans couldn’t effectively intercept or spy on their transmissions. Even though Native Americans were not granted US citizenship until 1924, Choctaws remained patriotic and valiant, serving their country in the war effort. It is reported that the Code Talkers were instrumental in the Allied victory of WWI. Members of Choctaw and other Tribal Nations later served with distinction using their Native languages in World War II, Korea and Vietnam. In 2000, legislation was passed to award the Choctaws, Comanches, Navajos and other Indian soldiers who were Code Talkers Gold Medals.
If you have ever traveled to Middleton, Ireland, there is an oversized, twenty foot tall steel eagle feather sculpture, with large feathers arranged in a circle, kind of like a bowl. The sculpture honors historic ties between the Choctaw Nation of Oklahoma and the Irish. More than 170 years ago, Ireland endured one of the worst famines in Western history, when the potato crops failed for many years. More than one million people died as a result.
A historian, Judy Allen, summarizes what happened. After having endured forced relocation from their tribal lands in the Mississippi region, the Choctaw people heard of the famine and raised a relief fund of $170, which is the equivalent of about $5,000 today. The Choctaws lost thousands of tribal members during the harsh and torturous journey through the Trail of Tears march. Choctaws were forcibly required to leave their homes; they lost family members many of which either froze to death or starved to death. It is said that experience is what moved the tribe to act, without hesitation, to support others who had become victim to a tragedy that was not their own fault.
When I think of my Choctaw heritage, I see people of determination and strong principles. We are forward thinking, dating back to our history with the US Government through the Dawes Commission and the signing of treaties. We are a people of strategy and higher thinking, warriors when needed, yet always servant leaders to others. In times of conflict or war, we utilize our culture or communication to defeat the opposition. In an ongoing effort to maintain self-sufficiency and viability during times of reduced Federal support, our tribal community (and others) have been working to develop economic stability through a diversified strategy of small and mid-size business enterprises, including gaming and other small-business enterprises. I am proud to be an aspiring leader within my tribe and am excited to help Native American communities grow and become self-sustaining through entrepreneurship and organic growth initiatives through my research, angel and venture capital advisory, and consulting practice.
Chesty Puller, who your grandfather serves with in the Marine Corps, is one of the major historical leaders in the USMC. Tell us about his path and how it has impacted your own.
My grandfather, Captain Frank Regan, joined the Marine Corps during World War I. He was a life long Marine, and served in a number of conflicts, including service as a China Marine. He served in World War II in the pacific theater, and later in Korea. He went through boot camp and was rack mates with a fellow private, Chester Puller. During his career in WWII, he served alongside Chesty Puller and the two men resumed their friendship. During WWII they served together in a number of major battles. Their friendship and camaraderie became so strong that Chesty Puller asked my grandfather to serve with him as Aide-de-Camp, which he agreed to do without hesitation. Many would ask my grandfather about the various battles and encounters he had with Chesty, how many men they had killed in battle, or even which of the battles was the one they recalled the most. My grandfather would rarely speak of details; he would only say that he saw many “Good Men” fall. It seemed it may have been my grandfather who kept a journal that captured many sayings such as “All right, they are only our left, our right, in front of us and behind us… they can’t get away this time!”, or “"There are not enough Chinamen in the world to stop a fully armed Marine regiment from going where ever they want to go," and “"Hit hard, hit fast, hit often."
My grandfather instilled in me a number of the values of the Marine Corps. For example, I can still remember him talking about honor, courage, commitment, and service to God and country
as he would take me to get a hair cut at the local barber or when he would load me into his old truck and we would drive to get our favorite A&W Root Beer. As mentioned earlier, I too wanted to serve, but a football injury in high school prevented my continuation. However, I wanted to find a way to still serve.
As I entered the business world, I had an opportunity to serve in a different way. Even though I did not get the opportunity to serve my country though military service, I found ways to “Serve those who served me.” I was asked by a number of entrepreneurial incubators, most of which were specifically supportive of transitioning military professionals (or veterans). I held dozens of veteran’s successful launch new businesses or enter into franchise ownership by coaching them and helping them navigate the waters of business start-up. I also volunteered for a number of programs, such as the Dallas ramp-build project, which built home-entry ramps for disabled individuals, including disabled veterans.
How did the PhD Project help you to go from leadership in business to leading students to their highest purpose?
The PhD Project helped me to 1) understand the process of what it takes to obtain a PhD, 2) the challenges of transitioning from a traditional career in industry to academia, and 3) the importance of minorities (and the lack thereof) in higher education.
A significant challenge facing the education system of the United States is a shortage of PhD’s. This is particularly true of Native American’s who hold PhD’s. Estimates of the participation of historically under-represented minorities (African-Americans, Hispanic Americans, and Native Americans) as faculty members in US business schools are less than 10%. However, these same under-represented minority groups comprise more than a third of the nation’s total population, with increasing projections for future decades.
The PhD Project helped me to realize it is incumbent upon us as Native Americans to answer the call to promote and support formal education. I was honored to participate in the PhD Project (www.phdproject.org), a special interest group attempting to address the shortage of Native American (as well as other minorities) and doctoral students and faculty by increasing the numbers business school professors through information, support, and preparation. Since the establishment of the PhD Project in 1994, the ranks of African-American, Native American, and Hispanic-American business professors has tripled—from 294 to more than 1,000. I knew the only way I could truly make a difference to improve this situation was to lead by example and successfully navigate the PhD journey myself
The PhD Project helped me not only evaluate which business school was right for me, but also the importance of research. The PhD Project introduced me to Oklahoma State University’s program, where I learned of their strength in entrepreneurship and business. The culture of Oklahoma State University was a perfect fit, and the faculty were humble yet amazing scholars. Their pragmatic approach and focus on research that is practical and useful for solving problems in industry resonated with me perfectly. A number of times throughout my career I engaged with Universities in sponsored research initiatives, or consulted with scholars about research they recently published. More times than not, the research findings were Greek to me. We simply did not speak the same language. However, through the inspiration I received from The PhD Project and the training I received from Oklahoma State, I gained the skills to be able to not only conduct and understand academic research, but also translate it to industry in layman’s terms.
Finally, the PhD Project helped me understand the various organizations that support and promote Native American scholars. During my time at OSU, I was recognized as an American Indian Graduate Center Fellow and Scholar, as well as a Scholar of the Native American Institute of Economic Development. The PhD Project, as well as support of my mother, Rev Marsha Purtell, also inspired me to complete the Executive Scholar program at Northwestern University’s Kellogg School of Business where
I specialized in mergers and acquisitions, strategic alliances, strategic management and entrepreneurship.
What else do you want to tell inclusive leaders at this historic moment in time- Native Leaders, Veterans, Entrepreneurs, emerging leaders and wisdom keepers?
Inclusive leaders need to start by listening, understanding and empathizing. Our country is undergoing unprecedented changes and challenges. Many look for leaders to “lean in” and take charge. However, before we can lead, we need to listen to the concerns of others. We need to not only hear what is said, but reflectively listen to ensure we are interpreting what others are trying to convey. We need to empathize with those around us. We can lead and create change that is good, but if we don’t understand what those around us need, who is to say the change is actually “good”?
We must also embrace diversity and approach challenge with courage. I would submit that Native Americans have experienced racism, sheer terror, and exclusion. I hear some references to indigenous people being the “forgotten minority.” However, we found ways to overcome through peace and re-establish positions of leadership. We strive to lead by example and continuously be of service to our Country. We are proud of our heritage, and seek to preserve all history.
Finally, we must remember that we all have a role to play in society. Each of us have strengths and weaknesses. However, we all have a purpose and need to take an active part in making the world a better place. We need to be proud, yet humble; none of us is necessarily better than anyone else. While some of us may be Blessed in certain ways, we all can experience the Grace of God and should seek to serve others.
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Tuesday, November 17, 2:00 MT/4:00 ET
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Wednesday, November 18, 2:00 MT/4:00 ET
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Monday, November 23, 2:00 MT/4:00 ET
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Tuesday, November 24, 2:00 MT/4:00 ET
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Monday, November 30, 2:00 MT/4:00 ET
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Click to view the most recent webinars:
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Catalyzing Change in Health: Equity for Native, Rural, and Veterans During and Beyond COVID-19: Dr. Pierre Theodore; VP Global External Innovation, Johnson & Johnson, Dr. Jandel Allen-Davis; President & CEO, Craig Hospital, Jessica Rothenberg-Aalami, PhD; CEO, Founder, CELL-MED, Dr. Sriram Shamasunder; Assoc. Professor, UCSF Medical Center, Dr. Mary Owen (Tlingi); Dir., Center of American Indian & Minority Health, UMN President, Assoc. of American Indian Physicians
Get Comfortable Being Uncomfortable: African American College Presidents Share Realities Part II: Dr. Ryan Ross; Assoc. V. Chancellor Student Affairs, Equity, & Inclusion, Colorado Community College System moderates. Panelists include Dr. Javaune Adams-Gaston President, Norfolk State University, Dr. E. LaBrent Chrite President, Bethune-Cookman University, Dr. Annette Parker President, South Central College, Minnesota State, and Dr. Michael Torrence President, Motlow State College
Courageous Conversations: Catalyzing Change in Health: Dr. Monique Butler; Chief Medical Officer, Swedish Medical Center, Samuel Yamoah, Jr.; Associate Partner, McKinsey & Company, Dr. Georges Benjamin; Executive Director, American Public Health Association, Dr. J. Nadine Gracia; Exec. Vice President & COO, Trust for America’s Health, Dr. Karen McNeil-Miller; CEO, Colorado Health Foundation, Dr. Pierre Theodore; VP Global External Innovation, Johnson & Johnson, and Dr. Elena Rios; President & CEO, National Hispanic Medical Association.
Get Comfortable Being Uncomfortable: Diverse College Presidents Talk About First 6 Weeks of School: Dr. Ryan Ross; Assoc. V. Chancellor Student Affairs, Equity, & Inclusion, Colorado Community College System moderates. Panelists include Dr. Javaune Adams-Gaston President, Norfolk State University, Dr. E. LaBrent Chrite President, Bethune-Cookman University, Dr. Annette Parker President, South Central College, Minnesota State, Dr. Miles Davis President, Linfield University, and Dr. Michael Torrence President, Motlow State College
Hispanic Language Heritage Language Assets for Career Preparedness: Department of Education, Office of English Language Acquisition (OELA) and GlobalMindED, moderated by Lorena Orozco McElwain; OELA, Panelists include: Carol Carter; GlobalMindED, Felícita Solá-Carter; Excellence in Government Program, Oscar Fraire; University of Colorado Denver student, Patty Lopez; Intel Corporation, and Adrian Rosado; Cultural Clarity Experience.
Hispanic Language Heritage: Retention of Heritage Culture and Language(s) US Department of Education, Office of English Language Acquisition (OELA) and GlobalMindED, and panelists celegrate National Hispanic Heritage Month. Lorena Orozco and Supreet Anand of OELA, Cristina Alfaro; San Diego State University, Luis Benitez; VF Corporation, Clotilde Dedecker; Circle of Women, Joe Garcia; Ohkay OwinghTribe, and Dr.Joel Comez; Center for Applied Logistics
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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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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