Associate In-House Counsel at The Research Foundation for SUNY, central office.
Legal, Sponsored Programs Operations & Compliance, Contracts, IP
Mentoring: Shayla Graham, SUNY Upstate
Why I want to be a mentor:
"I have been very fortunate to have had the opportunity to work in both legal and operational roles in private practice and research intensive university systems. Further, my roles have varied working in central offices, or in departments, labs or research centers directly supporting faculty research. I believe that this has helped to create a well-balanced view of university driven research that informs my work and my responses to customer needs in the central office and at the campuses. At the same time, there are a number of interesting and valued roles across the SUNY system that I have not had great interaction with. Through the mentoring program, I like to share some of the perspective that I have gained over the past 25 years as well as learn new perspectives from others' experiences. Working collaboratively in a public university system allows each of us to contribute to new knowledge and new discovery that improves society. "
"Outside of work, I keep active with gardening, home renovations, family, friends and church activities. My job and career are important to me, but are so, in this context.”
"I have been fortunate to have had incredible mentors throughout my career but in particular in sponsored programs roles. For me, it is something that needs to be passed along to help in any way I can to help others reach their potential and to help the RF be the organization that it needs to be to support SUNY in its academic mission. In several of my roles, I have done a great deal of one of one training and collaborative work to ensure that my staff and or colleagues are fully empowered to take the challenging judgments that are often required."
Commitment to Diversity:
"I have had 3 roles with direct supervisory responsibilities. Each organization and its challenges were unique and all required a great deal of investment in developing the staff both in terms of function specific knowledge but also in terms of helping staff to be able to view themselves as members of a professional team providing support and solutions to faculty and staff. Empowering staff to be comfortable making value judgments through supportive leadership has been positive for all involved. In addition, I've removed educational degree requirements which were unrelated to the staff roles but that seemed to have had a disparate impact on under-represented groups in the workforce. I also advocated for stronger consideration of work and life experience as being transferable skills."