Story by Sarah Salmons
Photos by Morgan Solomon

When new faculty members begin their academic careers, they face more than the challenge of launching a research agenda. They must learn to navigate the complexities of academic life, establish professional networks and identify opportunities to grow their scholarship and influence.

At the University of Missouri College of Education and Human Development (CEHD), the Early Scholars Field Mentoring Program is helping new faculty do exactly that.

Supported through the Dr. Sandra Whayne Gautt Early Scholars Mentoring Fund, the program pairs newly hired tenure-track faculty with nationally recognized scholars from institutions outside of Mizzou. Through these one-on-one mentoring relationships, faculty receive personalized guidance on research goals, career development and academic leadership while building professional connections that can last throughout their careers.

Now in its second year, the program has become an intentional component of CEHD’s faculty support strategy, providing new scholars with resources and mentorship that extend far beyond a traditional onboarding experience.

By connecting faculty with nationally respected scholars outside of Mizzou, the program helps them expand their networks, strengthen their research and increase their potential to make a lasting impact in their disciplines.

Unlike traditional onboarding programs that often focus on institutional procedures and expectations, the Early Scholars Field Mentoring Program is designed to elevate faculty visibility and engagement on a national level. Mentors provide guidance tailored to each scholar’s goals, offering feedback on research projects, advice on grant opportunities and support for navigating the demands of academic life.

For participants, the benefits have been immediate.

“The Early Scholars Field Mentoring Program has provided invaluable guidance for navigating academic life — from building collaborative relationships across disciplines to developing strategies for organizing and prioritizing my work,” said Dr. Shinyoung Jeon, assistant professor of Human Development and Family Science.

Jeon was paired with mentor Dr. James Downer of the University of Virginia, whose perspective and experience helped her think strategically about both her scholarship and career development.

Other participants describe the program as transformative in helping them accelerate their research and broaden the reach of their work.

“This program provided me with the opportunity to receive mentoring from one of the preeminent researchers within the field of secondary transition,” said Dr. Angus Kittelman, assistant professor of Special Education, who traveled to the University of Wisconsin-Madison to meet with his mentor, Dr. Allison Lombardi. “Our future research goal is to codevelop a measure to assess academic and non-academic skills predictive of college and career readiness.”

The program reflects the vision of its namesake, Dr. Sandra Whayne Gautt, a lifelong educator, leader and advocate for faculty development. Gautt established the mentoring fund to ensure that emerging scholars would have access to the support, encouragement and opportunities needed to succeed.

The program celebrated its second-year completion ceremony on April 27, with Gautt in attendance to see firsthand the impact of her investment.

Her legacy continues through every mentoring relationship formed, every collaboration launched and every faculty member empowered to pursue excellence in teaching, research and service.

As CEHD continues to recruit exceptional faculty, the Early Scholars Peer Mentoring Program serves as a powerful example of how philanthropy can strengthen academic communities. By investing in people at the beginning of their careers, the college is cultivating nationally recognized scholars whose work will advance education, improve lives and create lasting impact for generations to come.

The second cohort to complete the program includes:

• Minseok Yang, Assistant Professor, Educational Leadership & Policy Analysis
• Gary Wright, Assistant Professor, Learning, Teaching & Curriculum
• Aaron Campbell, Assistant Professor, Special Education
• Jamie Day, Assistant Professor, Special Education
• Sonja Winter, Assistant Professor, Education, School & Counseling Psychology
• Laura Ridenour, Assistant Professor, Information Science & Learning Technologies
• Ayca Fackler, Assistant Professor, Learning, Teaching & Curriculum
• Aileen Garcia, Assistant Professor and State Extension Specialist, Human Development & Family Science
• Eunjin Tracy, Assistant Professor, Human Development & Family Science
• Naomi Meinertz, Assistant Professor and State Extension Specialist, Human Development & Family Science
• Clay Hurdle, Assistant Professor and 4-H State Specialist, Human Development & Family Science
• Shinyoung Jeon, Assistant Professor, Human Development & Family Science
• Angus Kittelman, Assistant Professor, Special Education