Julie Hilt is a Restorative Justice Practitioner with a wide range of experience. She co-facilitated the first restorative conference on San Quentin's death row and facilitated a victim offender education group with adult lifers for two years. Currently she runs weekly groups with incarcerated youth and manages a youth diversion program in the community that has maintained an 85% success rate for two years in a row. In November 2018, in collaboration with Solano County Community College and Solano County Probation, she launched a pilot mentoring program for youth in detention based on London's highly successful XLM model. In 2019, the mentor program was awarded a grant to expand into high schools through out the county. Julie is the founder of Alternative Restorative Communities and is very proud to say that 30% of her colleagues are returning citizens (previously incarcerated).
She is a licensed trainer with the International Institute of Restorative Practices, and is currently pursuing accreditation with the United Kingdom Restorative Justice Council.

The following are the projects I was funded for in FY2019.
1. Evidence Based Programs in Nebraska. This project totaled $309,600.00, and involved collaborating on the development and training on a statewide juvenile justice data collection system for 250 programs funded under Nebraska’s Community Based Juvenile Services Aid Fund. The contract includes conducting program evaluation and recidivism studies of selected community-based aid funded programs.
2. The Lancaster County Detention Utilization Study was funded by the Office of Probation in the amount of $8,000.00. In this evaluation, I examined data on youth detained in the Lancaster County Juvenile facility and provided policy recommendations for eliminating detention stays not required for community safety.
3. The Sherwood Foundation funded the Juvenile Reentry project in the amount of $95,150.00. I developed this service-learning project to match undergraduate mentors from college campuses, to youth re-entering a Nebraska community after commitment in a Youth Rehabilitation & Treatment Center. This program now operated on four University campuses and other states are hoping to adopt the mentoring model.
4. The Connected Youth Initiative was funded by the Nebraska Children’s Foundation in the amount of $4,666.00. This project involved testing a tool that measures the strength of collaboratives and seeks to explain why some collaborations are more successful than others are. The tool empirically tests the interconnection and intensity of collective impact domains across various collaborative models.

I am a licensed attorney, research faculty, and the Director of the Juvenile Justice Institute at the University of Nebraska at Omaha. I have been involved in various juvenile justice reform efforts in the State of Nebraska over the past decade. I serve on a variety of policy-making committees, including: The Nebraska Governor’s Children's Commission (Foster Care Subcommittee), The Traumatic Brain Injury Task Force, the Nebraska DMC Committee and the Nebraska Juvenile Detention Alternatives Initiative. I have been very involved in evaluating evidence-based initiatives across the State of Nebraska and because of this, I regularly testify before the Nebraska Unicameral on reform of Nebraska’s juvenile justice system. One of my proudest accomplishments is the Juvenile Reentry Program. This project has been continuously funded since 2012, and allows undergraduate criminal justice students to mentor youth in the juvenile justice system. After training, University students are matched to youth, who are incarcerated or receiving treatment. Initial outcomes are promising for both the youth in the system and the University student.

My dissertation (2012) focuses on what I call inclusive mentoring. That is to say a particular development and empowerment orientated relation where mentor helps the recipient of the mentoring, the mentee, with clarifying and developing professional, personal and social competencies. In my view the mentor relation is a process where an informal transfer of knowledge, social capital and psychosocial support takes place. A knowledge which is perceived by the mentee as relevant in relation to the life situation and personal development he or she is in.

Inclusive mentor relations produce positive psychosocial capital in the widest sense. The mentees have the opportunity in the inclusive mentor relation to express both positive and negative feelings. Through the mentee’s stories mentor has opportunities to create a space for flexibility and to help the mentee manoeuvre in particularly difficult situations. Particularly valuable relations open up for the mentee’s hidden resources, help with expressing new sides, and open up for the creation of a new identity. Manipulation or hidden agendas can destroy and lead to the production of negative social capital. Conversely, particularly valuable, open and trusting relations produce positive psychosocial added value and contributes towards preventing the exclusion and marginalisation of the mentee. Mentor contributes to facilitating this process.

I am an independent researcher from Denmark focusing on themes such as inclusive mentoring, volunteer work, and mental health. Currently, I focus on developing new forms of mentoring for people recovering from a mental illness, such as peer-to-peer support. I do this through action research. Some years ago, I completed a PhD in anthropology on the topic of inclusive mentoring. I tried to understand what changed for people who got a mentor and why. To study this, I followed people excluded from society over a period of time, two to three years, and interviewed them multiple times. I interviewed both mentees and mentors, and came to understand that mentors can sometimes initiate ‘turning points’ in mentees’ lives. Around that time, I also started the website www.mentorblog.dk, which gives an overview of articles on mentoring in Denmark and some from around the world.

To understand the current mentoring field in Denmark, it is important to know that the first mentoring programs in Denmark where for adults. The programs were for immigrants who came to Denmark and sometimes experienced problems with integration and entering the labor market. Nowadays, the focus of mentoring in Denmark is still on adults with a distance from the labor market. Some programs work with employed mentors, which is perhaps more comparable to social work than to mentoring, also because mentees are often obliged participate in a mentoring program by their local authorities as part of labor market law.

Masters Thesis (in progress): College Peer Mentors: Indirect Effects of Motives to Apply on Job Satisfaction

Megyn Jasman is the Assistant Director and Research Coordinator of the Center for Evidence-Based Mentoring at the University of Massachusetts Boston, investigating how the mentoring field can be revolutionized to best support today‘s youth. In the Spring of 2021, Megyn graduated with her Bachelors in Psychological Science from Central Connecticut State University as the Valedictorian in her department. She is furthering her education by working towards a Master’s degree with a specialization in Community Psychology to understand how community-based programs can help prevent the development of adverse mental health conditions, as well as bridge gaps in mental health care. Megyn started as the Lab Manager of the Rhodes Lab working with Dr. Jean Rhodes in the Summer of 2021 and has continued in this role through the Center for Evidence-Based Mentoring.

My name s Saraliz Jimenez, manager of the Latino Outreach Center at College of DuPage. I have worked for 18 years in higher education with young people and their families. I coach, motivate and guide young people and some adults through this massive institution and how to navigate the puddles and road bumps. Planting the seed and watching it grow everyday as we sail through this world and life together. I am a student first and a teacher second.

Academically, I have achieved two masters degrees and now I enjoy taking courses. Over the last 5 years I have been a part of a great team that has pushed our Latino enrollment at the college from 12% to 24%. I am passionate about what I do, I don't fit the mold that society created for me so I made my own. In the process I have and continue to develop my relationship with my two young children as a single mother and providing them with growth opportunities.

My PhD is in Educational Management & Leadership, I have been working on the management and professional development of the academic staff on various aspects. I have been taking part in the quality improvement units of the school and of the university. I have also actively been taking part in two international research projects -Improving Solutions for Student Absenteeism (ISSA) EU Erasmus+ KA2 and Modern Competences of Academic Teachers - The Key to Modern HEI (MOCAT) National Agency of International Exchange – NAWA, International Academic Partnership Programme.

I have been working as an English Language Lecturer since December 2007 in Kutahya Dumlupinar University. My research interests and areas include faculty professional development, 21st century skills & modernizing teaching, student mentoring & coaching, quality management, and organizational management & leadership. I have actively taken part in the professional development activities in my school. I have designed and implemented a mentoring program for the new lecturers in the school. I have also had some managerial duties – head of the department and co-director of the school. Since my PhD is in Educational Management & Leadership, I have been working on the management and professional development of the academic staff on various aspects. I have also been taking part in the quality improvement units of the school and of the university.

Development and influence of youth mentoring relationships; social networks in youth mentoring interventions; evaluation of youth mentoring program innovations and enhancements; professional development of mentoring program staff; mentoring of undergraduates in science, biomedical, and health fields.

Thomas E. Keller, PhD, is the Duncan and Cindy Campbell Professor for Children, Youth, and Families in the School of Social Work at Portland State University. He directs the PSU Summer Institute on Youth Mentoring and the PSU Center for Interdisciplinary Mentoring Research and is Co-Investigator of the BUILD EXITO Project as part of the NIH Diversity Program Consortium.

Lucinda Kelley is the assistant director of Florida’s State Personnel Development Grant (SPDG). She has over 30 years of experience in education as both a teacher and administrator. She has worked in both public schools and post-secondary institutions. In her career, Lucinda has worked in small, rural and large Florida public school districts. She has worked in school and district roles serving students from pre-kindergarten to high school. Her experience includes ten years as high school principal and four years as a District Director for Exceptional Student Education and Student services.
Her major duties and responsibilities with SPDG include providing assistance to the director in the implementation oversight, fiscal management, and program implementation for this grant funded program. SPDG is a faceted, multi-year initiative to support increased graduation rates for students with disabilities via the use of two evidenced practices: Check and Connect and the Strategic Instruction Model. Working across school districts in Florida to provide professional development, ongoing coaching, technical assistance, and fiscal supports in middle/high feeder patterns, the project seeks to increase capacity for schools and districts to support graduation, increased proficiency and decreased dropout rates. This grant works in close partnership with numerous organizations.

Klemm is the director of the Check & Connect program area within the Institute on Community Integration at the University of Minnesota. She is the co-principal investigator on two grant funded projects which implement the Check & Connect mentoring intervention. She directs the development of training workshops, technical assistance, publications, and technology that support Check & Connect implementation. Check & Connect is a mentoring intervention used with K-12 students who show warning signs of disengagement with school and are at risk of dropping out. At the core of the program is a trusting relationship between the student and a caring, trained mentor who both advocates for and challenges the student. Since the 1990s, Check & Connect has been successfully implemented in over 40 states across the U.S. and internationally.

Since April 2018 I'm a PhD-Student at Humboldt- University of Berlin/ department of education. Actually there are two mentoring programms placed in this departement. ‚Kratzeis‘ and ‚Traumasensitive learning‘ want to establish a temporary pedagogical relationship between the studens and the children and support the students to learn reflexive skills. The methodical approaches of my research are qualitative research studies on topic of education.

Natasha Koper received her bachelor degree in Pedagogical Sciences and her research master degree in Development and Socialisation in Childhood and Adolescence [DaSCA] (cum laude) at Utrecht University, the Netherlands.

In September 2017, she started working as a research assistant and lecturer at the department of Education & Pedagogy of Utrecht University, the Netherlands.

In March 2018, she started a PhD studying the effectiveness and working mechanisms of the Youth Initiated Mentoring (YIM) approach as an outpatient alternative for out-of-home care of youth (12-18 years) of multiproblem families. The project is a collaboration between the research center of Adolescent Development of Utrecht University, the department of Forensic Child and Youth Care Sciences of University of Amsterdam, and the YIM foundation. More information about the YIM approach can be found on: http://www.jimwerkt.nl/ (in Dutch).

My research focuses on project and program evaluation of our Family Diplomacy Initiative and our international mentoring program.

Paul Lachelier is the founder and director of Learning Life, a Washington, DC-based nonprofit lab devoted to innovating education and citizen engagement. Learning Life’s flagship program, the Family Diplomacy Initiative (learninglife.info/fdi), is developing a family form of citizen diplomacy to help democratize diplomacy. Paul holds a B.A. in sociology from Georgetown University, and an M.A. and Ph.D. in sociology from the University of Wisconsin-Madison. Before founding Learning Life in 2012, he taught at Stetson, Harvard, Tufts and the University of Wisconsin. Paul’s writing, research and programmatic work focus on the intersection of democracy, culture and education. His writings have appeared in academic journals as well as popular media including the Boston Globe, Chicago Tribune, Orlando Sentinel, Milwaukee Journal-Sentinel, and Albuquerque Journal, and truthout.org. More at Paul’s Linkedin page (https://www.linkedin.com/in/paullachelier/) and his website (paullachelier.info).

I have done initial work on the perspective of university students on their mentors. From this study, the see their mentors as a compass (who gives them direction, helps them find their destination), a chisel (who helps them form or develop certain skills - such as decision making skills, time management, etc.), and a mirror (who helps them see themselves as they are - the way they think, how they make decisions, etc.). I am interested to do further research on mentoring here in the Philippines.

James L. Lactao is Vice Director of the Center for Student Affairs, and former Head of the Office of Student Mentoring, Guidance & Counseling at the University of Asia & the Pacific (UA&P). He has been a teacher & mentor for almost 20 years, & has recently been conducting mentor trainings for teachers, NGO personnel &medical doctors. In July 2018, he was the Head of the Scientific Committee of the 1st International Mentoring Conference held in Pasig City, Philippines. He organized the 1st National Conference on Youth Mentoring in the Philippines in 2013. He has helped develop the mentor training modules in UA&P.

Prior to his work in the university, he was Director of Lantaka Boys Club for almost a decade, & has served as Camp Director of several Lantaka Summer Camps. He was a teacher, guidance counselor, & mentor at PAREF Northfield School for Boys. He has done hundreds of hours of volunteer work in helping underprivileged kids through academic tutorials, & training of volunteer tutors. He has provided psychosocial support to children & adult victims of typhoons in his country. He has organized visits to the sick & the elderly with the help of some college students.

He is currently studying at the University of the Philippines, taking up PhD in Education, major in Educational Psychology.

EDUCATION

2017 Masters of Liberal Arts, Excelsior College, Albany, NY
2003 Bachelor of Science, Multi-Disciplinary Studies, Excelsior College, Albany, NY
1996 Associates Degree in General Studies, Campbell University, Buies Creek, NC
1998 NCO Advance Course, Ft Gordon, GA
1990 Basic Non-Commissioned Officer Course, Ft. Gordon, GA
1984 Primary Leadership Development Course, Ft Sill, OK
1981 Wiesbaden High School, Germany

OMEGA PSI PHI INC. INVOLVMENT

• Keeper of Peace (2014-Present)
• Sigma Phi Chapter Housing Authority Chairman
• Omega Sparks Co-Chair
• Lead the Housing Committee team in the purchase of 3 properties with value of $75,000.00
• Coordinated partnership with KOKOON Tiny/Affordable Homes for the Homeless Veterans.

• Volunteered as sentry for the memorial service of Brothers who entered Omega Chapter
• Active fraternity member; supported numerous fraternity programs/fundraisers—morale boosting activities enjoyed by all
o Adopt-A-Mile roadside clean up
o MACH – Mid-Alabama Coalition for Homeless
o Turkey Give away for Seniors
o Vet to Vet
o Bike give away for Homeless Veterans
o Point of Count for Homeless Veterans in Capital City of Montgomery
• Committed volunteer, reading to local school children--enhanced fraternity & community relations
• Organized and participated in uplift visits of sick and shut in Brothers:
o Bro Leon Williams ’46; eldest Omega Brother in Sigma Phi Chapter
o Bro Charles Pinkston ’89 (Tuskegee Veterans Nursing Home)
o Bro Ernest Salter

ORAGANIZATIONS/COMMUNITY INVOLVMENT

• Certified Basketball Official – High School/College/ABA
• Member of:
o National Association for Black Veterans, Inc. (NABVETS)

Brother James E. Lovejoy was born in Wetumpka, Alabama as the only son to Mr. Clifton and Magnolia (deceased) Lovejoy. He entered the United States Army in July 1984 to 2005 (Retired). He served as a: First Sergeant, Telecommunications Operations Chief, and Signal Support Systems Specialist. His Army career included tours of duty in: Germany, Philippines, Saudi Arabia, Washington State, North Carolina, and Korea. Brother Lovejoy served honorably for 20 years before retiring. Follow up with Government Contracting from 2005 to 2013 in Afghanistan and Iraq.

He is a Consulting for Bio Intel Trust. Service Disabled Owned Small Business. Specializing as advisor for Physician Dispensing Program. Part time contractor for CLGT Solutions LLC. As a Linguistic Site Manager. Both positions afford him the opportunity to help support the Armed Forces.

Brother Lovejoy resides in Pike Road, Alabama with his wife Crystal (Retired Air Force), and two of their eight children; Kaylynn (student ASU- Stingett), and Kaderra; (student AUM). He is also the proud grandfather of four grandchildren: Quincy, Akira, Jaxon and Weston. 1 God son; Emmitt.

He is an active member and Deacon at True Word of Life Church, Montgomery, Alabama. He assists with the Transportation, Food Bank, Youth and Outreach local nursing home and barber shop ministries and renovations.

Brother Lovejoy has an exceptional level of commitment to church, family, job, and his fraternity; Omega Psi Phi Inc., Sigma Phi Chapter.

Intersectionality and Women in Education: Narrative Inquiry on women of diverse backgrounds in
Education, 2010 to present

Global/International Education Issues & Policies for 21st Century Teaching & Learning, 2009 – 2011

Women in Leadership: The Marilyn Munster Syndrome, The Professional Victim Syndrome,
2007 – present
Books
Marina, B. L. H, & Ross, S. (2016) Beyond Retention: Cultivating spaces of equity, justice, and fairness for women of color in u.s. higher education. Research for Social Justice: Personal~ Passionate~ Participatory Inquiry Book Series. Charlotte: Information Age Publishing (IAP).

Marina, B. L. H. (2015) Mentoring away the glass ceiling in academia: A cultured critique. Lanham:
Lexington Books.
Khanare, F. P. & Marina, B. L. H. (2019),Transformative Female Voices in Rural South African Schools: An
Asset-Based Perspective. In S. Sunal and K. Mutua (Eds.), Transforming Public Education in Africa,
the Caribbean, and the Middle East. Charlotte: Information Age Publishing (IAP).
Marina, B. L. H. (2019), Social conceptions and the angst of mentoring women of diverse backgrounds in
higher education. In S.Y. Evans, A. Domingue, and T. Mitchell (Ed.), Black Women and
Social Justice: Legacies and Lessons. Albany: SUNY Press.
Marina, B. L. H., Academe’s glass ceiling: A critical analysis. In C. P. Gause (Ed.), Leadership, Equity,
and Social Justice in American Higher Education--A Reader. New York: Peter Lang, In Press
Marina, B. L. H., Robinson, K., Ross, S., (2016).Voice(s) unsilenced. In T. Marsh, N. Croom (Ed.),
Envisioning a Critical Race Praxis for Leadership: Critical Race Counter-Stories
Across the P-20

Brenda L. H. Marina, Ph.D., is a retired higher education leadership educator. She served as an associate dean for the division of academic affairs at Baltimore City Community College and has served as an associate professor, teaching graduate courses in educational leadership and higher education administration at Georgia Southern University. Dr. Marina has been a board member for the International Mentoring Association (IMA) since 2013 and a general member since 2004. She is a peer reviewer for the International Journal of Mentoring and Coaching in Education and the International Business and Economics Research Journal. Dr. Marina has published book chapters related to identity development for female students of color, religiosity and spirituality in leadership programs, managing diversity in workplaces and society, as well as journal articles on cultural competence and the glass ceiling. She recently published books entitled Beyond Retention: Cultivating Spaces of Equity, Justice, and Fairness for Women of Color in U.S. Higher Education and Mentoring Away the Glass Ceiling in Academe: A Cultured Critique. Her scholarship continues to explore women in leadership, mentoring for leadership, multicultural competence in higher education, and global education issues from a womanist perspective.

Dr Claudia Marino earned her PhD in Psychology at the University of Padova, Italy.
She is currently Research Fellow at Department of Developmental and Social Psychology at the University of Padova, Italy. She is visiting researcher at the Centre for Addictive Behaviours Research, London South Bank University, UK.
Her main research interests include: evaluation of metoring programs, problematic Internet use, risky behaviours, and well-being in adolescence and young adulthood.

- Social Action: volunteerism, political and civic engagement, immigration and volunteerism
- Mentoring
- Transition to adulthood - adolescence and emerging adulthood: risk behaviours, especially alcool use and abuse; family intergenerational relationships; Mobility
- Planning and evaluation of Community programms
-Neets
- Recovery

- Full Professor of Social and Community Psychology (since 2007) - Università Cattolica del Sacro Cuore - Milano and Brescia
- Director Lab of Applied Social Psychology- Faculty of Psychology - Università Cattolica del Sacro Cuore - Milano
- Coordinator Bachelor's degree in Psychology- Università Cattolica del Sacro Cuore - Brescia
- President of Italian Association of Community Psychology (since 2012)

Education
Master Degree in Philosophy (Catholic University, Milan, 1986)
Master Degree in Psychology (Catholic University, Milan, 1989)
Ph. D. in Social and Developmental Psychology (Catholic University, Milan, 1994)

Research is focused on mentoring women for leadership, Latinx students in both undergraduate and graduate levels, culturally sustaining mentorship, and multifaceted mentoring communities.

Interested in the interdisciplinary approach to the area of development in context, especially supportive relationships and community programs that influence positive youth development. Currently doing a PhD around natural mentoring relationships and their significance for Irish and Croatian youth. Methodologically I have an interest in participatory research and mixed-methods design.

I'm a PhD student of Child and Youth Research since September 2018 at UNESCO Child and Family Research Centre (NUI Galway, Ireland). Here I'm working as a research and teaching assistant with frequent collaboration with the Counselling service for students and the Career Development Centre.
I have a bachelor's degree and a research master's degree in Psychology from the Catholic University of Croatia, in Zagreb. During my education, I contributed to the work of different community programs concerning education and mentoring of children and young people.

My current research areas include e.g. social work with children and families, youth and intercultural mentoring, peer support and voluntary work in social work, research ethics in child protection research, and social work history.

I am currently working as a senior lecturer and postdoctoral researcher in the University of Jyväskylä, Finland. I received my PhD from the University of Jyväskylä in 2015. The PhD study (social work) focused on changes to the practice of using support persons in the statutory municipally-organised child welfare by paying particular attention to the genesis of the practice in Finland in the 1970s and its current state in the 2000s and the 2010.

My research pertains to examining various aspects of faculty mentoring in higher education. My dissertation was "ONLINE FACULTY SATISFACTION WITH FORMAL AND INFORMAL FACULTY MENTORING AT COMMUNITY COLLEGES". Currently I am part of a task force for having developed and implemented a formal mentoring program for the college I work at. I am conducting research to measure the level of satisfaction with this program and examining variable such as pairing/matching, multiple mentoring, e-mentoring, etc...

David Moss is currently a full-time instructor at the Menifee Valley Campus and co-chair of the Communication Studies department. He gets involved in such things as developing curriculum, working on the Occupational Internship program, and other miscellaneous items pertaining to the college. He teaches a combination of both face-to-face and online courses and is always adding new technology or ideas to his curriculum. David received his doctorate in education from Capella University. Some of his research interests lie in faculty mentoring in the distance learning environment. Because of his background in communication he is interested as to how mentors and mentees interact online.