| 1) Imagine a work environment in which early career faculty members are supported and encouraged to launch and maintain productive academic careers balancing research, teaching, and service.
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| 1a) How does this environment look?
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| 1b) What types of support and encouragement are needed?
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| 2) Describe any negative experiences you have had or comments you have heard, as a result of being educated by and/or being a faculty member at an HBCU?
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| 3) Describe and discuss barriers to the development of a robust research career that you have experienced, or of which you are aware. Consider barriers at the institutional and individual levels. What changes are needed to overcome these barriers?
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| 4) Numerous studies have reported that underrepresented minority and female faculty typically receive less mentoring than their nonminority peers. Finding senior mentors however, can be a significant challenge. Describe and discuss your experience with obtaining and working with research mentors.
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| 4a) Describe what mentoring means to you.
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| 5) Student education remains the principal mission of HBCUs. Consequently, many faculty members employed in HBCUs maintain high teaching loads, which require a significant amount of time. List up to three things that HBCU faculty can do to carve out sufficient time to also have a successful research career.
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| 6) Describe the importance of research to your career.
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| 7) Participation in well-structured 1- to 2-year mentoring programs have been highly correlated with successful research careers. What factors are likely to motivate early career faculty members at HBCUs to participate in intensive mentoring programs?
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| 7a) What resources could be utilized to retain early career faculty members in such programs?
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