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Faculty members in science, technology, engineering, and mathematics (STEM) disciplines are typically expected to pursue grant funding and publish to support their research or teaching agendas. Providing effective professional development programs on grant preparation and management and on research publications is crucial. This study shares the design and implementation of such a program for Native STEM faculty (NAF-STEM) from two tribal colleges and one public, non-tribal, Ph.D. granting institution during a 3-year period. The overall development and implementation of the program is centered on the six R’s Indigenous framework – Respect, Relationship, Representation, Relevance, Responsibility, and Reciprocity. The role of NAF-STEM and their interactions with the program, as members of the community formed by their participation, impacted the program. Their practices and the program co-emerged over time, each providing structure and meaning for the other. Through such reciprocity, NAF-STEM and the program research team continually refined the program through their mutual engagement. They took on the shared responsibility of the program while they participated in and shaped its practices. The process and results of formative and summative assessment and the impact of COVID-19 on the program are reported. Results of the program offer lessons on the implementation of six R’s framework in professional development at institutions of higher education.

Mentorship programs for Native American (NA) faculty in science, technology, engineering, and mathematics (STEM) fields hold significant promise toward developing, recruiting, and retaining NA members of the professoriate. In 2018, a qualitative study was conducted that explored experiences, and mentoring relationships that enhanced or inhibited professional development and career advancement of NA faculty and instructors in STEM fields. The study used Indigenous Research Methodologies to coconstruct a conversational moderator's guide aligning with Indigenous community ontology. Interview questions were developed from the existing literature and programs and the project teams' expertise. Twenty-three NA faculty and instructors and a postdoctoral trainee in STEM fields participated in the interviews. Transcripts were coded, organized, and interpreted. Themes and subthemes were generated, which were noted for relevance to the theoretical framework. Participants described their experience working in higher education as viewed through their academic, social and cultural values, relationships, and responsibilities. Common themes included the: (1) importance of peer, senior and community mentors, (2) value of oral presentation to professional development, (3) need for social connectedness and work--life balance, and (4) importance of increasing institutional knowledge about Indigenous values and research methodologies. Several themes aligned with TribalCrit, allowing for a strong critique of NA faculty mentoring by NA's in higher education. The narratives underscore the need for institutions to deliver professional development and mentoring programs for NA faculty and for administrators to strengthen institutional supports to improve NA faculty achievement.