Improvising and Persisting (IP): A Mentoring Model

• In Event: (Re)searching to (re)imagine: Futuring through critical arts based methods

Abstract

Purpose/Objective
Traditional mentoring often reinforces hierarchical structures, which can limit the sustainability of participants and organizations. Emerging models emphasize mentoring networks—as non-linear, adaptive, and deeply contextual (Authors). Peer-based relationships, grounded in shared experiences and relational accountability, also show promise for the professional development of faculty (Authors). PD is needed for those navigating cultural and structural change in higher education, and improvisation is a skill dependent on elements associated with strong mentoring relationships.

This presentation introduces Improvising and Persisting (IP)—a mentoring model inspired by Internet Protocol (IP) supporting networked communication. Similarly, this IP mentoring model emphasizes networked PD through dialogue, research, and career advancement. This model is actualized by those of us using Augusto Boal’s (1979) Joker system to create structured adaptive development experiences as part of PD workshops (Authors). Jokering/facilitating requires PD in preparation to plan and run the workshops. The workshops are planned, but unanticipated interactions occur among jokers/facilitators and participants, necessitating improvisation.

Conceptual Framework
Improvisation (improv) is a critical skill in evolving organizations (Manucci et al., 2021), whereby planning and execution occur almost simultaneously (Crossan et al., 2005; Vera & Crossan, 2005). Manucci et al. (2021) define it as “spontaneous action in response to unanticipated occurrences . . . characterized by the convergence of planning and execution” (p. 614). Their study identified three improvisation types: Imitative, Reactive, and Generative.

Methodology
Using action research, we investigated how our capacity to facilitate/joker anti-oppressive PD was developing across time, institutions, and digital environments. We asked if opportunities to improvise were manifesting in any of the three-pronged structure of the mentoring model:
Invitations to Participate – Structured entry points into mentoring spaces with modeling.
Initiations into Practice – Simple facilitation of PD with reflection and adaptation.
Instigations to Promote – Sharing and pursuing opportunities for scholarship, leadership, and inter/national engagement.
Each structure provides opportunities for improvisation within a critical arts-based framework. We asked: How have we performed a spontaneous action, wherein planning and execution occurred almost simultaneously, within our PD as Jokers?



Data Sources
Over the past ¡ years, we have generated a range of data sources including meeting notes, PD workshop debriefs, and participant feedback. We draw on these sources, our experiences, collective memories, and theoretical frameworks (e.g., critical pedagogy) to bring forth a model of networked PD supporting dialogue, research, and career advancement.
Findings
Improvisation resulted when unanticipated and unfortunate events occurred, and hierarchical mentoring roles blurred given the positionality of the joker.
Adaptive engagement was appreciated as influential on the culture, especially when humorous or critically conscious
Invitations to Participate through dialogue as jokers were called memorable events involving improv. This supports the development of veteran and neophyte jokers who may be working with a different exercise or role that jokers take on.

Significance
This work focuses on real-world educational practice, bridging organizational and creative strands of applied improvisation (Rossing & Hofmann-Longtin, 2016). The IP model provides a sustainable and scalable strategy fostering peer-based networks, supports diverse faculty, and promotes equitable and sustained scholarly engagement in higher education.

Authors

• Vonzell Agosto, University of South Florida

• Deirdre Cobb-Roberts, University of South Florida

• Lauren Braunstein, University of South Florida

• Maria Migueliz Valcarlos, Eastern New Mexico University