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Sample records for brady scientist mentor

  1. Memories of John N. Brady: scientist, mentor and friend

    Directory of Open Access Journals (Sweden)

    Marriott Susan J

    2009-05-01

    Full Text Available Abstract Friends and colleagues remember John N. Brady, Ph.D., Chief of the Virus Tumor Biology Section of the Laboratory of Cellular Oncology, who died much too young at the age of 57 on April 27, 2009 of colon cancer. John grew up in Illinois and received his Ph.D. with Dr. Richard Consigli at Kansas State University studying the molecular structure of polyomavirus. In 1984 John came to the National Institutes of Health as a Staff Fellow in the laboratory of Dr. Norman Salzman, Laboratory of Biology of Viruses NIAID, where he was among the first to analyze SV40 transcription using in vitro transcription systems and to analyze regulatory sequences for SV40 late transcription. He then trained with Dr. George Khoury in the Laboratory of Molecular Virology NCI, where he identified SV40 T-antigen as a transcriptional activator protein. His research interests grew to focus on the human retroviruses: human T-cell lymphotropic virus type I (HTLV-I and human immunodeficiency virus (HIV, analyzing how interactions between these viruses and the host cell influence viral gene regulation, viral pathogenesis and viral transformation. His research also impacted the fields of eukaryotic gene regulation and tumor suppressor proteins. John is survived by his wife, Laraine, and two sons, Matt and Kevin.

  2. CURE Scholar Spotlight - Dr. Brady

    Science.gov (United States)

    Donita C. Brady, a Research Associate Senior at the Department of Pharmacology and Cancer Biology at Duke University, is investigating the role that copper plays in cell growth and tumor biology. Inspired by her mentor Christopher Counter, a cancer biolog

  3. Susan Lindquist: Visionary scientist and peerless mentor.

    Science.gov (United States)

    Bevis, Brooke J

    2017-01-02

    The science universe is dimmer after one of our brightest stars, Susan Lee Lindquist, was taken by cancer on October 27, 2016. Sue was an innovative, creative, out-of-the-box scientific thinker. She had unique biological intuition-an instinct for both the way things worked and the right questions to ask to uncover new research insights. Her wide-ranging career began with the study of protein folding and molecular chaperones, and she went on to show that protein folding can have profound and unexpected biological effects on such diverse processes as cancer, evolution, and neurodegenerative disease. As Sue's laboratory manager, I would like to offer a ground-floor perspective on what made her an exceptional scientist, mentor, and leader. She created a harmonious, collegial environment where collaborative synergy fueled meaningful progress that will impact science for decades to come.

  4. Mentoring Among Scientists: Implications of Interpersonal Relationships within a Formal Mentoring Program

    Energy Technology Data Exchange (ETDEWEB)

    Bryan D. Maughan

    2006-11-01

    Mentoring is an established strategy for learning that has its root in antiquity. Most, if not all, successful scientists and engineers had an effective mentor at some point in their career. In the context of scientists and engineers, mentoring has been undefined. Reports addressing critical concerns regarding the future of science and engineering in the U.S. mention the practice of mentoring a priori, leaving organizations without guidance in its application. Preliminary results from this study imply that formal mentoring can be effective when properly defined and operationalized. Recognizing the uniqueness of the individual in a symbiotic mentor-protégé relationship significantly influences a protégé’s learning experience which carries repercussions into their career intentions. The mentor-protégé relationship is a key factor in succession planning and preserving and disseminating critical information and tacit knowledge essential to the development of leadership in the science and technological industry.

  5. The mentoring of male and female scientists during their doctoral studies

    Science.gov (United States)

    Filippelli, Laura Ann

    The mentoring relationships of male and female scientists during their doctoral studies were examined. Male and female biologists, chemists, engineers and physicists were compared regarding the importance of doctoral students receiving career enhancing and psychosocial mentoring from their doctoral chairperson and student colleagues. Scientists' satisfaction with their chairperson and colleagues as providers of these mentoring functions was also investigated. In addition, scientists identified individuals other than their chairperson and colleagues who were positive influencers on their professional development as scientists and those who hindered their development. A reliable instrument, "The Survey of Accomplished Scientists' Doctoral Experiences," was developed to assess career enhancing and psychosocial mentoring of doctoral chairpersons and student colleagues based on the review of literature, interviews with scientists and two pilot studies. Surveys were mailed to a total of 400 men and women scientists with earned doctorates, of which 209 were completed and returned. The findings reveal that female scientists considered the doctoral chairperson furnishing career enhancing mentoring more important than did the men, while both were in accordance with the importance of them providing psychosocial mentoring. In addition, female scientists were not as satisfied as men with their chairperson providing most of the career enhancing and psychosocial mentoring functions. For doctoral student colleagues, female scientists, when compared to men, indicated that they considered student colleagues more important in providing career enhancing and psychosocial mentoring. However, male and female scientists were equally satisfied with their colleagues as providers of these mentoring functions. Lastly, the majority of male scientists indicated that professors served as a positive influencer, while women revealed that spouses and friends positively influenced their professional

  6. Interactivity between protégés and scientists in an electronic mentoring program

    OpenAIRE

    Bonnett, C.; Wildemuth, B.; Sonnenwald, D. H.

    2006-01-01

    Interactivity is defined by Henri (1992) as a three-step process involving communication of information, a response to this information, and a reply to that first response. It is a key dimension of computer-mediated communication, particularly in the one-on-one communication involved in an electronic mentoring program. This report analyzes the interactivity between pairs of corporate research scientists (mentors) and university biology students (protégés) during two consecutive implementation...

  7. Interactivity Between Proteges and Scientists in an Electronic Mentoring Program

    Science.gov (United States)

    Bonnett, Cara; Wildemuth, Barbara M.; Sonnenwald, Diane H.

    2006-01-01

    Interactivity is defined by Henri (1992) as a three-step process involving communication of information, a response to this information, and a reply to that first response. It is a key dimension of computer-mediated communication, particularly in the one-on-one communication involved in an electronic mentoring program. This report analyzes the…

  8. INTRODUCTION: David Sherrington as a mentor of young scientists

    Science.gov (United States)

    Goldbart, Paul M.

    2008-08-01

    How deeply honoured I am to have the opportunity to express my thoughts at this delightful celebration of David's achievements, so far, in his remarkable career. I have been asked to center my remarks on David's contributions to the mentoring and professional development of scientists early in their careers. This is a topic that I am more than happy to reflect on, because it gives me the opportunity to recall the exciting period I spent as one of David's postgraduate students at Imperial College in the early 1980s. It also gives me the chance to publicly express my gratitude to David for the opportunities he created for me at that time, as well as for the interest and care he has shown in my career and well-being ever since, as we have met up and exchanged news and ideas around the world: in New Mexico and Colorado, in Cancun, Paris and Trieste, at numerous March Meetings of the American Physical Society and, of course in London, Oxford, and my home town, Champaign-Urbana, location of the University of Illinois. I have been a member of David's circle for 25 years now, and I would like to tell you a little about how this came to be. Not because of what this says about me, but, rather, because of what it tells you about David and the rich generosity of his spirit and effort when it comes to supporting the underdog. I was indeed one such underdog—and that's putting it charitably—when I first met David in September of 1982, not long before the academic year was to begin. I had heard about the exciting circle of physical and mathematical ideas swirling around the spin glass question during the previous year, which I had spent at the University of California's Los Angeles campus, through an opportunity kindly arranged, as it happens, by Sam Edwards. But I was eager to return to the UK for postgraduate studies and to work on spin glasses, so I simply showed up at David's Imperial College office, unannounced (if I remember correctly). And with his characteristic

  9. Measured and perceived effects of computerized scientist mentors on student learning and motivation in science

    Science.gov (United States)

    Bowman, Catherine Dodds Dunham

    Unease about declining U.S. science literacy and inquiry skills drives much innovation in science education, including the quest for authentic science experiences for students. One response is student-scientist partnerships (SSP), involving small numbers of students in scientific investigations with scientist mentors. Alternatively, science inquiry programs provide large numbers of students with opportunities to pursue their own investigations but without extensive access to experts, potentially limiting the possible cognitive and affective gains. This mixed methods study investigates whether it is possible to replicate some of SSPs' benefits on a larger scale through use of a computerized agent designed as a "virtual" scientist mentor. Middle school students (N=532) were randomly assigned to two versions of an agent (or to a control group) providing either content-only or content and interpersonal mentoring while they participated in a three-week curriculum. Results indicate that, on average, students gained in content knowledge but there was no statistically significant difference between the three conditions. In terms of motivation, students exhibited no change, on average, with no statistically significant difference between the three conditions. These data indicate that the treatment conditions neither facilitate nor inhibit student learning and motivation. Interviews with a subsample (n=70), however, suggest that students believe the agents facilitated their learning, eased the workload, provided a trusted source of information, and were enjoyable to use. Teachers reported that the agents provided alternative views of scientists and science, generated class discussion, and met the needs of high and low-achieving students. This difference between measured and perceived benefits may result from measures that were not sufficiently sensitive to capture differences. Alternatively, a more sophisticated agent might better replicate mentoring functions known to

  10. Multicultural Mentoring.

    Science.gov (United States)

    Allen-Sommerville, Lenola

    1994-01-01

    Describes the mentoring relationship between George Washington Carver and Henry Agard Wallace who later became a great scientist and Vice President of the United States. Explains what mentoring is and discusses classroom implications for mentoring. (PR)

  11. Persistence of African American Men in Science: Exploring the Influence of Scientist Identity, Mentoring, and Campus Climate

    Science.gov (United States)

    Guy, Breonte Stephan

    The scant literature on persistence of African American males in science typically takes a deficits-based approach to encapsulate the myriad reasons this population is so often underrepresented. Scientist Identity, Mentoring, and Campus Climate have, individually, been found to be related to the persistence of African American students. However, the unified impact of these three variables on the persistence of African American students with science interests has not been evaluated, and the relationship between the variables, the students' gender, and markers of academic achievement have not been previously investigated. The current study takes a strengths-based approach to evaluating the relationship between Scientist Identity, Mentoring, and Campus climate with a population of African American students with science interests who were studying at six Minority Serving Institutions and Predominantly White Institutions in the Southern United States. Multiple regression analyses were conducted to determine the impact of Scientist Identity, Mentoring, and Campus Climate on Intention to Persist of African American males. The results indicate that Scientist Identity predicts Intention to Persist, and that gender, academic performance, and institution type moderate the relationship between Scientist Identity and Intention to Persist. These results lend credence to the emerging notion that, for African American men studying science, generating a greater depth and breadth of understanding of the factors that lead to persistence will aid in the development of best practices for supporting persistence among this perpetually underrepresented population.

  12. Mentoring

    Directory of Open Access Journals (Sweden)

    Antony Brewerton

    2002-04-01

    Full Text Available The literature contains a wide variety of definitions. The Oxford English dictionary – as you might expect – gives a classical definition: mentor. 1. a. With initial capital: The name of the Ithacan noble whose disguise the goddess Athene assumed in order to act as the guide and adviser of the young Telemachus: allusively, one who fulfils the office which the supposed Mentor fulfilled towards Telemachus. b. Hence, as common noun: An experienced and trusted counsellor. [1989

  13. Interactivity between protégés and scientists in an electronic mentoring program

    DEFF Research Database (Denmark)

    Bonnett, Cara; Wildemuth, Barbara M.; Sonnenwald, Diane H.

    2006-01-01

    Interactivity is defined by Henri (1992) as a three-step process involving communication of information, a response to this information, and a reply to that first response. It is a key dimension of computer-mediated communication, particularly in the one-on-one communication involved......-protégé pairs rated as effective by both mentors and protégés posted more messages overall, had well-structured threads, had protégé and mentor postings that were similar in topic coverage and message length, and had little overt "management" behavior by mentors. However, there appears to be no clear recipe...... for successful interaction. Not only are there a variety of factors at play in developing an online relationship in this context, but mentor-protégé pairs can falter at various stages in the process and in various ways. © Springer 2006....

  14. Training and Mentoring the Next Generation of Scientists and Engineers to Secure Continuity and Successes of the US DOE's Environmental Remediation Efforts - 13387

    Energy Technology Data Exchange (ETDEWEB)

    Lagos, L. [Applied Research Center, Florida International University, 10555 West Flagler Street, Suite 2100, Miami FL 33174 (United States)

    2013-07-01

    The DOE Office of Environmental Management (DOE-EM) oversees one of the largest and most technically challenging cleanup programs in the world. The mission of DOE-EM is to complete the safe cleanup of the environmental legacy from five decades of nuclear weapons development and government-sponsored nuclear energy research. Since 1995, Florida International University's Applied Research Center (FIU-ARC) has supported the DOE-EM mission and provided unique research capabilities to address some of these highly technical and difficult challenges. This partnership has allowed FIU-ARC to create a unique infrastructure that is critical for the training and mentoring of science, technology, engineering, and math (STEM) students and has exposed many STEM students to 'hands-on' DOE-EM applied research, supervised by the scientists and engineers at ARC. As a result of this successful partnership between DOE and FIU, DOE requested FIU-ARC to create the DOE-FIU Science and Technology Workforce Development Initiative in 2007. This innovative program was established to create a 'pipeline' of minority STEM students trained and mentored to enter DOE's environmental cleanup workforce. The program was designed to help address DOE's future workforce needs by partnering with academic, government and private companies (DOE contractors) to mentor future minority scientists and engineers in the research, development, and deployment of new technologies and processes addressing DOE's environmental cleanup challenges. Since its inception in 2007, the program has trained and mentored 78 FIU STEM minority students. Although, the program has been in existence for only five years, a total of 75 internships have been conducted at DOE National Laboratories, DOE sites, DOE Headquarters and field offices, and DOE contractors. Over 85 DOE Fellows have participated in the Waste Management Symposia since 2008 with a total of 68 student posters and 7 oral

  15. A tribute to Dr Willem J. Kolff: innovative inventor, physician, scientist, bioengineer, mentor, and significant contributor to modern cardiovascular surgical and anesthetic practice.

    Science.gov (United States)

    Stanley, Theodore H

    2013-06-01

    Dr Willem J. Kolff was surely one of the greatest inventors/physicians/scientists/bioengineers of the last few hundred years. He was knighted (Commander of the Order of Oranje-Nassau) in 1970 by Queen Juliana of the Netherlands. In 1990, Life magazine published a list of its own 100 most important figures of the 20th century. Kolff stood in 99th place as the Father of Artificial Organs. Dr Kolff forged a path of innovative thinking and creativity that has had a huge impact on the quality of human life. His contributions to the development of the artificial kidney and dialysis, the heart-lung machine, the membrane oxygenator, potassium arrest of the heart, the AH, mechanical cardiac assistance, and other artificial organs, and his support and mentoring of hundreds to thousands of anesthesiologists, surgeons, and bioengineers throughout the world, have had a significant impact on anesthesiology and the medical community.

  16. Pioneer in Behavioral Pharmacology: A Tribute to Joseph V. Brady

    Science.gov (United States)

    Barrett, James E.

    2008-01-01

    The contributions of Joseph V. Brady to behavioral pharmacology span more than 50 years and range from early studies using the Estes-Skinner ("conditioned emotional response") procedure to examine drug effects and various physiological processes in experimental animals to the implementation of mobile methadone treatment services and to small group…

  17. Mentoring, Mentors and Proteges.

    Science.gov (United States)

    Peper, John B.

    This paper reports on research into the concept of mentoring from many educational perspectives, based on six papers presented at the Annual Meeting of the American Educational Research Association in April 1994. The paper notes that mentoring is a slippery concept, without a precise operational definition; definitions used in the six papers are…

  18. Creating More Effective Mentors: Mentoring the Mentor.

    Science.gov (United States)

    Gandhi, Monica; Johnson, Mallory

    2016-09-01

    Given the diversity of those affected by HIV, increasing diversity in the HIV biomedical research workforce is imperative. A growing body of empirical and experimental evidence supports the importance of strong mentorship in the development and success of trainees and early career investigators in academic research settings, especially for mentees of diversity. Often missing from this discussion is the need for robust mentoring training programs to ensure that mentors are trained in best practices on the tools and techniques of mentoring. Recent experimental evidence shows improvement in mentor and mentee perceptions of mentor competency after structured and formalized training on best practices in mentoring. We developed a 2-day "Mentoring the Mentors" workshop at UCSF to train mid-level and senior HIV researchers from around the country [recruited mainly from Centers for AIDS Research (CFARs)] on best practices, tools and techniques of effective mentoring. The workshop content was designed using principles of Social Cognitive Career Theory (SCCT) and included training specifically geared towards working with early career investigators from underrepresented groups, including sessions on unconscious bias, microaggressions, and diversity supplements. The workshop has been held three times (September 2012, October 2013 and May 2015) with plans for annual training. Mentoring competency was measured using a validated tool before and after each workshop. Mentoring competency skills in six domains of mentoring-specifically effective communication, aligning expectations, assessing understanding, fostering independence, addressing diversity and promoting development-all improved as assessed by a validated measurement tool for participants pre- and -post the "Mentoring the Mentors" training workshops. Qualitative assessments indicated a greater awareness of the micro-insults and unconscious bias experienced by mentees of diversity and a commitment to improve awareness and

  19. Mentoring Programmes

    DEFF Research Database (Denmark)

    Poulsen, Kirsten M.

    2013-01-01

    Purpose: The purpose of this paper is to give an introduction to the definition and learning process of mentoring, a structured overview of the value of mentoring for mentees, mentors, organisations and society, as well as present the key element for designing and implementing successful mentoring...

  20. Mentoring in epidemiology and public health training.

    Science.gov (United States)

    Davis, Faith G

    2013-08-01

    In the past, mentoring was the job of one senior researcher in which the mentor molded the mentee in his/her own image. With public health being a very multidisciplinary field, mentoring may need to evolve to facilitate the needs of emerging scientists-including epidemiologists. The mentoring relationship can begin at many education stages, including high school. Involving students at all education levels acts as a way to recruit and nurture interest in public health. On the basis of the experience in the medical sciences, mentoring programs also can be used to recruit and retain high-quality professionals in our discipline. Mentoring functions nurture a young mentee with the bonus of greater workplace satisfaction for the mentor. Nevertheless, more understanding of what constitutes successful mentoring and how to develop programs that create great mentors is needed.

  1. Mentor Connections

    Science.gov (United States)

    Sciarappa, Kathleen

    2010-01-01

    Jargon associated with mentoring can be confusing. Is a new leader involved in induction, being mentored, or experiencing coaching? Induction is meant to familiarize a new employee with the details and scope of job responsibilities, while mentoring and coaching are directed at skill development. Elementary and secondary principals rate mentoring…

  2. Mentoring surgeons.

    Science.gov (United States)

    Toledo-Pereyra, Luis H

    2009-01-01

    From time immemorial mentoring has been the angular stone sustaining the building of medical and surgical education. Good teachers are not necessarily good mentors, and good mentors are not always good teachers. A combination of both is very plausible and should be encouraged. Today, the qualities of a good mentor, in our case the surgeon-mentor, should include respect, time, commitment, trust, determination, encouragement, patience, and opportunity for independence. The mentee would need to respond to similar virtues of trust, encouragement, and respect. The reciprocal consideration of equally divided roles would be clearly desirable. Recognizing the importance of a good mentor and making this role the priority of medical schools would enhance our ability to form better professionals. It would certainly promote professionalism, better patient care, and research.

  3. Strengthening Self-efficacy through Supportive Mentoring

    Science.gov (United States)

    Haacker, R.

    2015-12-01

    The geosciences have had a chronic problem of underrepresentation of students from diverse ethnic, cultural, gender and socio-economic backgrounds. As a community we need to strengthen our support of young scientists from all backgrounds to sustain their enthusiasm and ensure their success in our field. Investing in mentoring programs that empower students and young professionals is one of the best ways to do so. The Significant Opportunities in Atmospheric Research and Science (SOARS) program, now entering its 20th year, has successfully developed and tested several mentoring models. The personalized, caring and consistent support is one of the key elements of the program's success; since its inception, 90% of SOARS participants have entered graduate school, research or science related careers after graduation. Many of our alumni who are now faculty apply the same mentoring strategies to build self-esteem and perseverance in their students. This presentation will cover the design and implementation of our four mentoring strategies, and provide insights on potential challenges, training aspects and impact assessment. The mentoring strategies include: 1) Multi-faceted, long-term mentoring of undergraduate and graduate students from diverse backgrounds. 2) Empowering advanced students to serve as peer mentors and role models. 3) Training faculty and professional scientists from all backgrounds to become mentors who are aware of diversity issues. 4) Providing mentor training for partner programs and laboratories. All four strategies have contributed to the creation of a mentoring culture in the geosciences.

  4. ARM Mentor Selection Process

    Energy Technology Data Exchange (ETDEWEB)

    Sisterson, D. L. [Argonne National Lab. (ANL), Argonne, IL (United States)

    2015-10-01

    The Atmospheric Radiation Measurement (ARM) Program was created in 1989 with funding from the U.S. Department of Energy (DOE) to develop several highly instrumented ground stations to study cloud formation processes and their influence on radiative transfer. In 2003, the ARM Program became a national scientific user facility, known as the ARM Climate Research Facility. This scientific infrastructure provides for fixed sites, mobile facilities, an aerial facility, and a data archive available for use by scientists worldwide through the ARM Climate Research Facility—a scientific user facility. The ARM Climate Research Facility currently operates more than 300 instrument systems that provide ground-based observations of the atmospheric column. To keep ARM at the forefront of climate observations, the ARM infrastructure depends heavily on instrument scientists and engineers, also known as lead mentors. Lead mentors must have an excellent understanding of in situ and remote-sensing instrumentation theory and operation and have comprehensive knowledge of critical scale-dependent atmospheric processes. They must also possess the technical and analytical skills to develop new data retrievals that provide innovative approaches for creating research-quality data sets. The ARM Climate Research Facility is seeking the best overall qualified candidate who can fulfill lead mentor requirements in a timely manner.

  5. ARM Lead Mentor Selection Process

    Energy Technology Data Exchange (ETDEWEB)

    Sisterson, DL

    2013-03-13

    The ARM Climate Research Facility currently operates more than 300 instrument systems that provide ground-based observations of the atmospheric column. To keep ARM at the forefront of climate observations, the ARM infrastructure depends heavily on instrument scientists and engineers, also known as Instrument Mentors. Instrument Mentors must have an excellent understanding of in situ and remote-sensing instrumentation theory and operation and have comprehensive knowledge of critical scale-dependent atmospheric processes. They also possess the technical and analytical skills to develop new data retrievals that provide innovative approaches for creating research-quality data sets.

  6. Youth Mentoring: Program and Mentor Best Practices

    Science.gov (United States)

    Anastasia, Trena T.; Skinner, Rebecca L.; Mundhenk, Samantha E.

    2012-01-01

    Youth mentoring programs have been on the rise for the past few decades, yet little has been done to synthesize best practices, as identified in existing research, for programs or mentors to follow. In a review of the literature on mentoring, eight different types of mentoring relationships were identified along with four program best practices…

  7. Mentor Commitment in Formal Mentoring Relationships

    Science.gov (United States)

    Allen, Tammy D.; Eby, Lillian T.

    2008-01-01

    This research examined the role of mentor commitment relative to protege perceptions of relationship quality within formal mentoring programs. Based on a matched sample of 91 mentors and proteges, the results indicated that mentor commitment related positively to protege reports of relationship quality. This relationship was stronger for male…

  8. Mentoring in Parallel Universes.

    Science.gov (United States)

    Compton-Hall, Margaret

    2002-01-01

    Investigates the mentoring relationship the author established with students, and determines how her experiences and the mentoring she received from her professors influenced her mentoring practices with her own graduate students. Confirms the dynamic nature of the mentoring process, and notes how her mentors influenced her practices but also…

  9. The Deaf Mentoring Survey: A Community Cultural Wealth Framework for Measuring Mentoring Effectiveness with Underrepresented Students

    Science.gov (United States)

    Braun, Derek C.; Gormally, Cara; Clark, M. Diane

    2017-01-01

    Disabled individuals, women, and individuals from cultural/ethnic minorities continue to be underrepresented in science, technology, engineering, and mathematics (STEM). Research has shown that mentoring improves retention for underrepresented individuals. However, existing mentoring surveys were developed to assess the majority population, not underrepresented individuals. We describe the development of a next-generation mentoring survey built upon capital theory and critical race theory. It emphasizes community cultural wealth, thought to be instrumental to the success of individuals from minority communities. Our survey targets relationships between deaf mentees and their research mentors and includes Deaf community cultural wealth. From our results, we identified four segregating factors: Being a Scientist, which incorporated the traditional capitals; Deaf Community Capital; Asking for Accommodations; and Communication Access. Being a Scientist scores did not vary among the mentor and mentee variables that we tested. However, Deaf Community Capital, Asking for Accommodations, and Communication Access were highest when a deaf mentee was paired with a mentor who was either deaf or familiar with the Deaf community, indicating that cultural competency training should improve these aspects of mentoring for deaf mentees. This theoretical framework and survey will be useful for assessing mentoring relationships with deaf students and could be adapted for other underrepresented groups. PMID:28188283

  10. Benthic organisms collected using sediment sampler from the CAPT. BRADY J in the Gulf of Mexico from (NODC Accession 8300082)

    Data.gov (United States)

    National Oceanic and Atmospheric Administration, Department of Commerce — Benthic organisms were collected using sediment sampler casts from the CAPT. BRADY J and CAJUN SPECIAL in the Gulf of Mexico from 03 May 1982 to 13 October 1982....

  11. Mentor Policy and the Quality of Mentoring

    Science.gov (United States)

    Polikoff, Morgan S.; Desimone, Laura M.; Porter, Andrew C.; Hochberg, Eric D.

    2015-01-01

    Mentoring is a common form of support for beginning teachers. State and district mentoring policies vary along a number of dimensions, yet policymakers have little evidence to draw on in designing effective mentoring programs. We use quantitative and qualitative data from a study of beginning middle school mathematics teachers in 10 districts to…

  12. The development, implementation, and assessment of an innovative faculty mentoring leadership program.

    Science.gov (United States)

    Tsen, Lawrence C; Borus, Jonathan F; Nadelson, Carol C; Seely, Ellen W; Haas, Audrey; Fuhlbrigge, Anne L

    2012-12-01

    Effective mentoring is an important component of academic success. Few programs exist to both improve the effectiveness of established mentors and cultivate a multispecialty mentoring community. In 2008, in response to a faculty survey on mentoring, leaders at Brigham and Women's Hospital developed the Faculty Mentoring Leadership Program as a peer learning experience for midcareer and senior faculty physician and scientist mentors to enhance their skills and leadership in mentoring and create a supportive community of mentors. A planning group representing key administrative, educational, clinical, and research mentorship constituencies designed the nine-month course.Participants met monthly for an hour and a half during lunchtime. Two cofacilitators engaged the diverse group of 16 participants in interactive discussions about cases based on the participants' experiences. While the cofacilitators discussed with the participants the dyadic mentor-mentee relationship, they specifically emphasized the value of engaging multiple mentors and establishing mentoring networks. In response to postsession and postcourse (both immediately and after six months) self-assessments, participants reported substantive gains in their mentoring confidence and effectiveness, experienced a renewed sense of enthusiasm for mentoring, and took initial steps to build a diverse network of mentoring relationships.In this article, the authors describe the rationale, design, implementation, assessment, and ongoing impact of this innovative faculty mentoring leadership program. They also share lessons learned for other institutions that are contemplating developing a similar faculty mentoring program.

  13. "Biomedical Workforce Diversity: The Context for Mentoring to Develop Talents and Foster Success Within the 'Pipeline'".

    Science.gov (United States)

    McGee, Richard

    2016-09-01

    Like all biomedical research fields, AIDS research needs the broadest diversity of experiences and perspectives among researchers in the field if creative advancements are to be achieved. Mentors and mentoring are the most important vehicles by which the talents of young scientists are developed. However, mentoring as a teaching and learning paradigm is very complex and idiosyncratic, and often inadvertently fails to provide the same quality and quantity of opportunity to aspiring scientists who are 'different' from those doing the mentoring. This article provides a theoretical and practical framework for understanding how differences of race, ethnicity, gender, skin color, social status and other identifiable characteristics can play into scientific development during mentoring 'within the pipeline'. It also serves as a foundation upon which mentoring in AIDS is considered by subsequent papers in this series. Finally, it goes beyond mentoring to propose systematic coaching as an effective complement to research mentoring to promote success, especially for individuals from underrepresented groups.

  14. Collide@CERN is looking for mentors

    CERN Multimedia

    2011-01-01

    The Collide@CERN Artist-in-Residence Programme is currently seeking CERN scientists interested in engaging in thought-provoking and creative collaborations with visiting artists.     In early 2012, a Digital artist will take up a 2-month residency and a Dance and Performance artist a 3-month residency.  Each artist will be allocated a specially selected science inspiration partner to work with. Both the artists and their mentors will give a public lecture in the Globe of Science and Innovation at the beginning and end of the residencies.  One scientist will be selected for each artist. Mentors and artists will be required to share knowledge by:   ·      Meeting once a week throughout the residency ·      Conducting online communications (such as a blog). If you are interested in becoming a mentor, please send the following information by e-m...

  15. Why mentor? Linking mentor teachers' motivations to their mentoring conceptions

    NARCIS (Netherlands)

    Ginkel, G.V.M. van; Denessen, E.J.P.G.; Verloop, N.

    2016-01-01

    Current mentoring models for teacher preparation and induction emphasize the need to engage novice teachers' learning through collaborative professional learning communities. Mentors in such communities are expected to engage in joint knowledge construction with novices, and to be 'co-thinkers' who

  16. Why Mentor? Linking Mentor Teachers' Motivations to Their Mentoring Conceptions

    Science.gov (United States)

    van Ginkel, Gisbert; Verloop, Nico; Denessen, Eddie

    2016-01-01

    Current mentoring models for teacher preparation and induction emphasize the need to engage novice teachers' learning through collaborative professional learning communities. Mentors in such communities are expected to engage in joint knowledge construction with novices, and to be "co-thinkers" who enact a developmental view of…

  17. The Dark Side of Addiction: The Horsley Gantt to Joseph Brady Connection.

    Science.gov (United States)

    Koob, George F

    2016-06-28

    W. Horsley Gantt and Joseph V. Brady laid a rich foundation for understanding the concept of emotion, derived from 2 prominent traditions of physiology and psychology: classic conditioning and operant conditioning, respectively. This framework guided my fierce interest in motivation in general and the interaction between reward and stress, which began at John Hopkins with my thesis work under the guidance of Drs. Zoltan Annau, Solomon Synder, and Joseph Brady, among many others. Using the study of the neurobiology of addiction as a framework, I argue that drug addiction not only involves positive reinforcement associated with the rewarding effects of drugs of abuse but also involves another major source of reinforcement, specifically negative reinforcement driven by negative emotional states (termed the "dark side" of addiction). Excessive activation of the brain reward systems leads to antireward or a decrease in the function of normal reward-related neurocircuitry and persistent recruitment of the brain stress systems, both of which may be neurobiologically linked. Understanding the neuroplasticity of the neurocircuitry that comprises the negative reinforcement associated with addiction is a key to understanding negative emotional states in general and their pathophysiology.

  18. Granular Nematicides for Control of the Yam Nematode, Scutellonema bradys, and Relevant Residues in Raw Tubers.

    Science.gov (United States)

    Adesiyan, S O; Badra, T

    1982-04-01

    Four granular nentaticides were evaluated for control of the yam nematode, Scutellonema bradys (Steiner &LeHew) Andrassy, on Guinea yam, Dioscorea rotundata Poir, under field conditions prevelant in the tropics. A single application of nematicides (sidedressing) at the rate of 2 kg ai/ha as postplanting treatment at the onset of the rainy season depressed numbers of S. bradys attacking yams during the growing season and significantly increased tuber yields over untreated. The efficacy, based on the regression coefficient values of evaluated nematicides, was in the order of miral, carbofuran, aldicarb, and oxamyl (b = -75.9, -75.5, -72.1, and -65.9, respectively). Yam tuber yields increased by 136.9, 90.6, 87.9, and 85.3% over untreated (P = 0.05) in aldicarb, carbofuran, oxamyl, and miral treated plots, respectively. Residues in raw tubers pretreated with aldicarb, carbofuran, or miral were negligible (front less than 0.02 to 0.3 ppm) and far below the established tolerance levels (l.0 and 1.3 ppm for aldicarb and carbofuran, respectively) of a related crop in the United States. This is the first report on residues of systemic pesticides in yams.

  19. Medical Scientists

    Science.gov (United States)

    ... Projected Employment, 2024 Change, 2014-24 Employment by Industry Percent Numeric SOURCE: U.S. Bureau of Labor Statistics, Employment Projections program Medical scientists, except epidemiologists 19- ...

  20. Evaluating virtual STEM mentoring programs: The SAGANet.org experience

    Science.gov (United States)

    Som, S. M.; Walker, S. I.; Miller, E.; Anbar, M.; Kacar, B.; Forrester, J. H.

    2014-12-01

    Many school districts within the United States continue to seek new ways of engaging students within Science, Technology, Engineering, and Mathematics (STEM) disciplines. SAGANet.org, a web-based 501c3 Astrobiology outreach initiative, works with a number of schools, partnering K-12 students and their families with professional scientist mentors from around the world to teach and inspire students using virtual technology platforms. Current programs include two mentoring partnerships: pairing scientist-mentors with at-risk youth at the Pittsburg Community School in Pittsburg CA, and pairing scientist-mentors with families from the Kyrene del Cielo Elementary School in Chandler AZ. These programs represent two very different models for utilizing the virtual media platform provided by SAGANet.org to engage K-12 students and their families in STEM. For the former, scientists mentor the students of the Pittsburg School as part of the formal in-class curriculum. For the latter, scientists work with K-5 students and their families through Cielo's Science & Engineering Discovery Room to develop a science project as part of an informal learning experience that is independent of the formal curriculum. In this presentation, we (1) discuss the challenges and successes of engaging these two distinct audiences through virtual media, (2) present the results of how these two very-different mentoring partnership impact K-12 students science self-efficacy, interest in science, and STEM career awareness, and (3) share the impact of the mentoring experience on the mentor's confidence and self-efficacy with communicating science to the public.

  1. Mentoring for retention and advancement in the multigenerational clinical laboratory.

    Science.gov (United States)

    Laudicina, R J

    2001-01-01

    Retention of recent graduates and other laboratory practitioners in the workplace will play a key role in addressing current and projected shortages of clinical laboratory scientists (CLS) and technicians (CLT). In addition, with overrepresentation of the aging Baby Boomer generation in laboratory supervisory and management positions, it is crucial not only to retain younger practitioners, but to prepare them for assuming these important functions in the future. Mentoring, a practice commonly employed in other professions, is widely considered to be useful in employee retention and career advancement. Mentoring has probably been used in the clinical laboratory profession, but has not been well documented. In the clinical laboratory environment, potential mentors are in the Veteran and Baby Boomer generations, and new practitioners who could benefit from mentoring are in Generation X. Generational differences among these groups may present challenges to the use of mentoring. This article will attempt to provide a better understanding of generational differences and show how mentoring can be applied in the setting of the clinical laboratory in order to increase retention and promote career advancement of younger practitioners. A panel of five laboratory managers provided examples of mentoring strategies. Definitions, benefits, and examples of mentoring are addressed in the accompanying article, "Passing the Torch: Mentoring the Next Generation of Laboratory Professionals".

  2. Mentoring for Protege Character Development

    Science.gov (United States)

    Moberg, Dennis J.

    2008-01-01

    As role models, mentors serve as moral exemplars to their proteges. Yet, since the mentoring literature gives scant attention to the mentor's role in protege moral education, mentors are largely unwitting participants in this process. Grounded in research from moral psychology and philosophy, this article provides guidance to mentors who want to…

  3. Review: Henry E. Brady & David Collier (Eds. (2004. Rethinking Social Inquiry: Diverse Tools, Shared Standards

    Directory of Open Access Journals (Sweden)

    Matthias Catón

    2006-03-01

    Full Text Available The book Rethinking Social Inquiry, edited by Henry E. BRADY and David COLLIER, is a response to a book by KING, KEOHANE and VERBA (1994 that aimed to introduce quantitative standards to qualitative research. The authors of the book reviewed here criticize many of the suggestions made there because they argue that qualitative research requires other tools. Nevertheless, they agree that the foundations of research design are similar. The book comprises a comprehensive critique of mainstream quantitative techniques, describes a set of qualitative tools for research, and addresses issues of how to combine qualitative and quantitative approaches to maximize analytical leverage. It is an excellent contribution to the methodological debate in the social sciences. URN: urn:nbn:de:0114-fqs0602309

  4. Mentor and Protege Predictors and Outcomes of Mentoring in a Formal Mentoring Program

    Science.gov (United States)

    Wanberg, Connie R.; Kammeyer-Mueller, John; Marchese, Marc

    2006-01-01

    This study examines the predictors and outcomes of mentoring received by participants of a 12-month formal mentoring program. Based on relationship theory, we examined how the personality of the individuals in the mentoring dyad, their perceived similarity, and mentor perceived support for mentoring contributed to relationship outcomes. The study…

  5. Robust Scientists

    DEFF Research Database (Denmark)

    Gorm Hansen, Birgitte

    as the analytical framework for describing the complex relationship between academic science and its so called “external” habitat. Although relational skills and adaptability do seem to be at the heart of successful research management, the key to success does not lie with the ability to assimilate to industrial...... knowledge", Danish research policy seems to have helped develop politically and economically "robust scientists". Scientific robustness is acquired by way of three strategies: 1) tasting and discriminating between resources so as to avoid funding that erodes academic profiles and push scientists away from...... and industrial interests. The paper concludes by stressing the potential danger of policy habitats who have promoted the evolution of robust scientists based on a competitive system where only the fittest survive. Robust scientists, it is argued, have the potential to become a new “invasive species...

  6. Robust Scientists

    DEFF Research Database (Denmark)

    Gorm Hansen, Birgitte

    2012-01-01

    as the analytical framework for descri bing the complex relationship between academic science and its so called “external” habitat. Although relational skills and adaptability do seem to be at the heart of successful research management, the key to success does not lie with the ability to assimilate to industrial...... knowledge", Danish research policy seems to have helped develop politically and economically "robust scientists". Scientific robustness is acquired by way of three strategies: 1) tasting and discriminating between resources so as to avoid funding that erodes academic profiles and push scientists away from...... and industrial intere sts. The paper concludes by stressing the potential danger of policy habitats who have promoted the evolution of robust scientists based on a competitive system where only the fittest survive. Robust scientists, it is argued, have the potential to become a new “invasive species...

  7. Mentoring for new consultants.

    Science.gov (United States)

    Ackroyd, R; Adamson, K A

    2015-01-01

    There is increasing evidence of the benefits of having a mentor during the early years as a consultant. Mentoring encourages and provides support to an individual in their professional development. Although there are different forms of mentoring there is recognition that developing a formal mentoring scheme can provide a consistent approach and support within a framework. The Royal College of Physicians of Edinburgh has introduced a mentoring scheme for new consultants that provides a forum for supporting them in their ongoing professional wellbeing. There is potential that the process of mentoring can improve an individual's development, and motivate and encourage them to develop the skills needed to achieve their goals, thus having an impact on ultimately improving their ability to deliver an effective patient-centred service.

  8. Scientists want more children.

    Directory of Open Access Journals (Sweden)

    Elaine Howard Ecklund

    Full Text Available Scholars partly attribute the low number of women in academic science to the impact of the science career on family life. Yet, the picture of how men and women in science--at different points in the career trajectory--compare in their perceptions of this impact is incomplete. In particular, we know little about the perceptions and experiences of junior and senior scientists at top universities, institutions that have a disproportionate influence on science, science policy, and the next generation of scientists. Here we show that having fewer children than wished as a result of the science career affects the life satisfaction of science faculty and indirectly affects career satisfaction, and that young scientists (graduate students and postdoctoral fellows who have had fewer children than wished are more likely to plan to exit science entirely. We also show that the impact of science on family life is not just a woman's problem; the effect on life satisfaction of having fewer children than desired is more pronounced for male than female faculty, with life satisfaction strongly related to career satisfaction. And, in contrast to other research, gender differences among graduate students and postdoctoral fellows disappear. Family factors impede talented young scientists of both sexes from persisting to research positions in academic science. In an era when the global competitiveness of US science is at risk, it is concerning that a significant proportion of men and women trained in the select few spots available at top US research universities are considering leaving science and that such desires to leave are related to the impact of the science career on family life. Results from our study may inform university family leave policies for science departments as well as mentoring programs in the sciences.

  9. Scientists want more children.

    Science.gov (United States)

    Ecklund, Elaine Howard; Lincoln, Anne E

    2011-01-01

    Scholars partly attribute the low number of women in academic science to the impact of the science career on family life. Yet, the picture of how men and women in science--at different points in the career trajectory--compare in their perceptions of this impact is incomplete. In particular, we know little about the perceptions and experiences of junior and senior scientists at top universities, institutions that have a disproportionate influence on science, science policy, and the next generation of scientists. Here we show that having fewer children than wished as a result of the science career affects the life satisfaction of science faculty and indirectly affects career satisfaction, and that young scientists (graduate students and postdoctoral fellows) who have had fewer children than wished are more likely to plan to exit science entirely. We also show that the impact of science on family life is not just a woman's problem; the effect on life satisfaction of having fewer children than desired is more pronounced for male than female faculty, with life satisfaction strongly related to career satisfaction. And, in contrast to other research, gender differences among graduate students and postdoctoral fellows disappear. Family factors impede talented young scientists of both sexes from persisting to research positions in academic science. In an era when the global competitiveness of US science is at risk, it is concerning that a significant proportion of men and women trained in the select few spots available at top US research universities are considering leaving science and that such desires to leave are related to the impact of the science career on family life. Results from our study may inform university family leave policies for science departments as well as mentoring programs in the sciences.

  10. Mentor - den fleksible vejleder

    DEFF Research Database (Denmark)

    Bogen handler om det at være mentor. Bidragsyderne i bogen er undervisere og studerende på en diplomuddannelse i mentoring. Der har været meget repons på især kapitel 12, som er skrevet af Birte Kaiser og bærer titlen: Mentorkarrusellen......Bogen handler om det at være mentor. Bidragsyderne i bogen er undervisere og studerende på en diplomuddannelse i mentoring. Der har været meget repons på især kapitel 12, som er skrevet af Birte Kaiser og bærer titlen: Mentorkarrusellen...

  11. The Earth Science Women's Network: The Principles That Guide Our Mentoring

    Science.gov (United States)

    Adams, M. S.; Steiner, A. L.; Wiedinmyer, C.

    2015-12-01

    The Earth Science Women's Network (ESWN) began informally in 2002 as a way for six early career female atmospheric chemists to stay in contact and support each other. Twelve years later (2014), the ESWN formally became a non-profit organization with over 2000 members. The ESWN includes scientists from all disciplines of the geosciences with members located in over 50 countries. The ESWN is dedicated to career development, peer mentoring and community building for women in the geosciences. The mentoring philosophy of ESWN has evolved to include five main principles: 1.) Support community-driven mentoring, 2.) Encourage diverse mentoring approaches for diverse individuals, 3.) Facilitate mentoring across career phases, 4.) Promote combined personal and professional mentoring, 5.) Champion effective mentoring in a safe space. Surveys of ESWN members report gains in areas that are often considered barriers to career advancement, including recognition that they are not alone, new understanding of obstacles faced by women in science, and access to professional resources.

  12. A narrative inquiry into novice science mentor teachers' mentoring practices

    Science.gov (United States)

    Naseem, Samina

    Many teacher education programs hire new mentors every year to work with their student teacher population. The literature about teacher mentoring suggests the importance of relevant and ongoing professional development (PD) for teacher mentors at all levels. However, it is much more commonly the case that most teacher mentors volunteer and do not have access to PD. Past research about mentoring provides a descriptive sense of the practices of experienced mentors, especially within a PD context, but little is known about how novice mentors, who are mentoring for the first or the second time, with no prior PD related to mentoring articulate their work as mentors. Using the telling form of narrative inquiry, my study documented how four novice science mentors (NSMs) who had no prior mentoring-related PD articulated the work of mentoring through the stories they told about their past experiences as learners and teachers. The term learner included experiences that the NSMs had before school through K-12 and in their teacher education programs. The experiences as a teacher referred to NSMs' in-service experiences -- teaching, coaching, and mentoring (if any). Each NSM was interviewed once a month for a period of five months. The interviews captured experiences of the NSMs since their childhood to present day experiences as teachers to summarize the experiences that informed their current mentoring practices; to document salient mentoring practices they employed; to identify sources and factors that shaped those practices, and to understand mentoring from mentor teachers' perspectives. Clandinin and Connelly's (2000) three commonplaces (temporality- sociality- place ) framework was used for structuring interview questions and analyzing data. The NSMs employed number of practices discussed in the literature. The study found that the most influential life experiences were upbringing, student teaching, teaching, prior mentoring, and coaching. By taking temporality into

  13. Writing with Mentors (DVD)

    Science.gov (United States)

    Dorfman, Lynne; Cappelli, Rose

    2010-01-01

    When learning how to write well, there is nothing more powerful than examining the work of the writers we admire. Real writers need mentors--those writers who inspire us and demonstrate through their style and craft how we, too, can be successful writers. In "Writing with Mentors", Lynne Dorfman and Rose Cappelli, authors of "Mentor…

  14. Den reflekterende mentor

    DEFF Research Database (Denmark)

    Trine Hinchley, Harck; Day, Barbara Noel; Kaiser, Birte

    Bogen belyser mentorskaber både praktisk og teoretisk for at kvalificere følgende niveuaer: * Individniveauet - mentors kompetenceudvikling * Det relationelle - kvalificering af mentorskabet og relationen mellem mentor og mentee * Det organisatoriske - kvalificering af organisationens opgaveløsning...

  15. Supporting Music Teacher Mentors

    Science.gov (United States)

    Zaffini, Erin Dineen

    2015-01-01

    While much discussion and research is focused on the importance of music teacher mentors for preservice teachers and novice in-service music educators, little discussion has been devoted to the topic of how we, as members of the music education profession, can support the role of music teacher mentors. This article explores some of the benefits…

  16. Developing Mentors: An Analysis of Shared Mentoring Practices

    Science.gov (United States)

    Bower-Phipps, Laura; Klecka, Cari Van Senus; Sature, Amanda L.

    2016-01-01

    Understanding how experienced teachers share and articulate effective mentoring practices can guide efforts to prepare quality mentors. This qualitative study focused on mentoring practices within a teacher-designed student-teaching program conceptualized while the mentor teachers within the program were students in a graduate-level mentoring…

  17. Ranking scientists

    CERN Document Server

    Dorogovtsev, S N

    2015-01-01

    Currently the ranking of scientists is based on the $h$-index, which is widely perceived as an imprecise and simplistic though still useful metric. We find that the $h$-index actually favours modestly performing researchers and propose a simple criterion for proper ranking.

  18. Peer Mentoring and Action Learning

    Science.gov (United States)

    O'Neil, Judy; Marsick, Victoria J.

    2009-01-01

    Mentoring has been defined in many different ways. Traditionally, mentoring is seen as a relationship between an older, more experienced mentor and a younger, less experienced protege for the purpose of helping and developing the protege's career. Zachary's (2005) description best fits the process discussed in this article: "Mentoring is best…

  19. Research Methodology and Youth Mentoring

    Science.gov (United States)

    DuBois, David L.; Doolittle, Fred; Yates, Brian T.; Silverthorn, Naida; Tebes, Jacob Kraemer

    2006-01-01

    Mentoring programs for youth have grown tremendously in popularity in recent years and in many important respects reflect core principles of community psychology. Mentoring of youth is a complex phenomenon, however, with a range of significant processes occurring at the levels of individual youth and their mentors, youth-mentor relationships and…

  20. Mentor and protege attitudes towards the science mentoring program

    Science.gov (United States)

    Rios Jimenez, Noemaris

    The purpose of this study was to examine mentor and protege attitudes towards the science mentoring program. This study focused on the attitudes that proteges and mentors participating in the Puerto Rico Statewide Systemic Initiative (PRSSI) have towards the PRSSI mentoring program and the mentoring relationship. The data was gathered from a questionnaire for mentors and beginning teachers designed by Reiman and Edelfelt in 1990. It was used to measure the mentor and protege attitudes towards the science mentoring program by three variables: mentor-protege relationship, professional development, and supportive school climate. Data were collected from 56 science teachers (proteges) and 21 mentors from fourteen (14) junior high schools. Descriptive statistics were used to indicate both proteges and mentor attitudes towards the science mentoring program. T-tests were conducted to establish if there was a statistically significant difference between protege and mentor attitudes. In conclusion, the attitudes of mentors and proteges in regard to mentor-protege relationship, professional development, and supportive school climate were similar.

  1. Mentor/Protege Interactions and the Role of Mentor Training within a Novice Teacher Mentoring Program

    Science.gov (United States)

    Menegat, Gilan M.

    2010-01-01

    Many individuals transition into teaching positions without the benefit of effective professional mentoring. This study was conducted to better understand the interactions in which mentors and proteges engage and to inform future design of mentor support for novice teachers. The research examined mentor/protege interactions within a year long…

  2. Institution-wide peer mentoring: Benefits for mentors

    Directory of Open Access Journals (Sweden)

    Susan Beltman

    2012-08-01

    Full Text Available Extensive research has shown the benefits of mentoring, including peer mentoring, for higher education students, especially in their first year. However, few studies have focussed exclusively on the outcomes for the mentors themselves. This paper reports the findings of data gathered over three years about a university-wide peer mentoring program. Benefits identified by 858 mentors were coded inductively and four major categories emerged: altruistic, cognitive, social and personal growth. The findings have implications for the promotion of mentor programs to administrators and to prospective mentors. The study provides evidence that university-wide peer mentoring programs offer multiple positive outcomes for the mentors involved, and potentially for higher education institutions administering and supporting such programs. 

  3. John Archibald Wheeler: A study of mentoring in modern physics

    Science.gov (United States)

    Christensen, Terry M.

    This dissertation has two objectives. The first objective is to determine where best to situate the study of mentoring (i.e. the 'making of scientists') on the landscape of the history of science and science studies. This task is accomplished by establishing mentoring studies as a link between the robust body of literature dealing with Research Schools and the emerging scholarship surrounding the development, dispersion, and evolution of pedagogy in the training of twentieth century physicists. The second, and perhaps more significant and novel objective, is to develop a means to quantitatively assess the mentoring workmanship of scientific craftsmen who preside over the final stages of preparation when apprentices are transformed into professional scientists. The project builds upon a 2006 Master's Thesis that examined John Archibald Wheeler's work as a mentor of theoretical physicists at Princeton University in the years 1938--1976. It includes Wheeler's work as a mentor at the University of Texas and is qualitatively and quantitatively enhanced by virtue of the author having access to five separate collections with archival holdings of John Wheeler's papers and correspondence, as well as having access to thirty one tape recorded interviews that feature John Wheeler as either the interviewee or a prominent subject of discussion. The project also benefited from the opportunity to meet with and gather background information from a number of John Wheeler's former colleagues and students. Included in the dissertation is a content analysis of the acknowledgements in 949 Ph.D. dissertations, 122 Master's Theses, and 670 Senior Theses that were submitted during Wheeler's career as an active mentor. By establishing a census of the students of the most active mentors at Princeton and Texas, it is possible to tabulate the publication record of these apprentice groups and obtain objective measures of mentoring efficacy. The dissertation concludes by discussing the wider

  4. Part 1: An Overview of Mentoring Practices and Mentoring Benefits.

    Science.gov (United States)

    Jakubik, Louise D; Eliades, Aris B; Weese, Meghan M

    2016-01-01

    Mentoring has been proposed as a solution for retention and succession planning in nursing; however, there is a lack of information about "how to" mentor based on evidence. This seven-part leadership series will provide a deep dive into evidence-based mentoring practices and associated mentoring benefits for staff nurses and the organizations in which they work. Part 1 of this series provides an overview of the origins and evolution of mentoring, related definitions, and evidence-based mentoring practices and benefits.

  5. Sustainable Scientists

    Energy Technology Data Exchange (ETDEWEB)

    Mills, Evan

    2008-12-31

    Scientists are front and center in quantifying and solving environmental problems. Yet, as a spate of recent news articles in scientific journals point out, much can be done to enhance sustainability within the scientific enterprise itself, particularly by trimming the energy use associated with research facilities and the equipment therein (i,ii,iii, iv). Sponsors of research unwittingly spend on the order of $10 billion each year on energy in the U.S. alone, and the underlying inefficiencies drain funds from the research enterprise while causing 80 MT CO2-equivalent greenhouse-gas emissions (see Box). These are significant sums considering the opportunity costs in terms of the amount of additional research that could be funded and emissions that could be reduced if the underlying energy was used more efficiently. By following commercially proven best practices in facility design and operation, scientists--and the sponsors of science--can cost-effectively halve these costs, while doing their part to put society on alow-carbon diet.

  6. Mentoring practices benefiting pediatric nurses.

    Science.gov (United States)

    Weese, Meghan M; Jakubik, Louise D; Eliades, Aris B; Huth, Jennifer J

    2015-01-01

    Previous studies examining predictors of pediatric nurse protégé mentoring benefits demonstrated that protégé perception of quality was the single best predictor of mentoring benefits. The ability to identify the mentoring practices that predict specific benefits for individual nurses provides a better understanding of how mentoring relationships can be leveraged within health care organizations promoting mutual mentoring benefits. This descriptive correlational, non-experimental study of nurses at a northeast Ohio, Magnet® recognized, free-standing pediatric hospital advances nursing science by demonstrating how mentoring practices benefit pediatric nurse protégés.

  7. Mentoring in neurology: filling the residency gap in academic mentoring.

    Science.gov (United States)

    Lee, Paul R; Marsh, Elisabeth B

    2014-03-11

    Effective academic mentoring significantly affects a physician's choice of career, academic productivity, and professional trajectory. The mentoring relationship is necessary for the continued success of medical training. It is critical to cultivate a climate in which mentoring can thrive. In order to improve the quality and outcomes of mentoring, we must adopt a comprehensive plan. There are interventions at every level of training that will ensure that the current cohort of neurologists receives the requisite expertise needed to flourish and inspire future trainees. Professional organizations must articulate a comprehensive vision of mentoring. Institutions must create an infrastructure to support mentors. Mentors should work in active partnerships with their mentees to forge sustained, productive relationships. Mentees must actively contribute to their own mentoring. Proper mentorship will ensure a bright future for academic neurology.

  8. What Makes Proteges Take Mentors' Advice in Formal Mentoring Relationships?

    Science.gov (United States)

    Son, SuJin; Kim, Do-Yeong

    2013-01-01

    This study examines the factors affecting a protege's willingness to take a mentor's advice. The sample for this study consisted of 183 proteges from two different South Korean organizations who were part of formal mentoring programs. We found protege commitment to be the principal factor that predisposes a protege to take advice from mentors and…

  9. REFORMA/UCLA Mentor Program: A Mentoring Manual.

    Science.gov (United States)

    Tauler, Sandra

    Although mentoring dates back to Greek mythology, the concept continues to thrive in today's society. Mentoring is a strategy that successful people have known about for centuries. The REFORMA/UCLA Mentor Program has made use of this strategy since its inception in November 1985 at the Graduate School of Library and Information Science at the…

  10. Mentoring First Year Police Constables: Police Mentors' Perspectives

    Science.gov (United States)

    Tyler, Mark A.; McKenzie, William E.

    2011-01-01

    Purpose: Mentoring as a tool for the support and development of novices in many organisations has been considered a putative success. Nevertheless, the literature reveals a paucity of reporting of the mentoring strategies used within the policing profession within Australia. This paper aims to focus on what mentoring is and how it is deployed from…

  11. The Tradition of Mentoring Part I: Mentoring the Researcher

    Science.gov (United States)

    Cheatham, Wayman Wendell

    2010-01-01

    This text is a summary of reflection points and notes from Part I of a two-part lecture on the Tradition of Mentoring. In this lecture, basic historical concepts on the origins of mentoring were reviewed. Of particular importance were several reflections concerning how effective mentoring differs from other forms of leadership and training in the…

  12. How Mentor Principals Interpret the Mentoring Process Using Metaphors

    Science.gov (United States)

    Schechter, Chen; Firuz, Florit

    2015-01-01

    The study focused on how principal mentors perceived the mentoring process by means of the metaphors they used to represent it. Semi-structured in-depth interviews were conducted with 18 principal mentors. Findings were analysed qualitatively, generating themes as an inductive process, grounded in the various metaphors articulated by participants.…

  13. Campus Corps Therapeutic Mentoring: Making a Difference for Mentors

    Science.gov (United States)

    Haddock, Shelly; Weiler, Lindsey; Krafchick, Jennifer; Zimmerman, Toni S.; McLure, Merinda; Rudisill, Sarah

    2013-01-01

    College student mentors are increasingly mentoring at-risk youth, yet little is known about the benefits that college students derive from their experience mentoring within the context of a service-learning course. This qualitative study used focus groups to examine college students' experiences as participants in a unique program, Campus…

  14. Mentoring Together: A Literature Review of Group Mentoring

    Science.gov (United States)

    Huizing, Russell L.

    2012-01-01

    Researchers have shown the benefits of mentoring in both personal and professional growth. It would seem that group mentoring would only enhance those benefits. This work represents a literature review of peer-reviewed articles and dissertations that contribute to the theory and research of group mentoring. This work reviews the articles that…

  15. Strategies for Mentoring Pedagogical Knowledge

    Science.gov (United States)

    Hudson, Peter

    2013-01-01

    Fundamental for mentoring a preservice teacher is the mentor's articulation of pedagogical knowledge, which in this research draws upon specific practices, viz.: planning, timetabling lessons, preparation, teaching strategies, content knowledge, problem solving, questioning, classroom management, implementation, assessment and viewpoints for…

  16. Introduction: Lawrence Kohlberg as Mentor.

    Science.gov (United States)

    Boyd, Dwight

    1988-01-01

    Recognizes Lawrence Kohlberg as the foremost contributor to moral education during the twentieth century. Analyzes the mentor-student relationship and discusses Kohlberg's mentor relationship with his students. (KO)

  17. Mentoring Human Performance - 12480

    Energy Technology Data Exchange (ETDEWEB)

    Geis, John A.; Haugen, Christian N. [CALIBRE Systems, Inc., Alexandria, Virginia (United States)

    2012-07-01

    Although the positive effects of implementing a human performance approach to operations can be hard to quantify, many organizations and industry areas are finding tangible benefits to such a program. Recently, a unique mentoring program was established and implemented focusing on improving the performance of managers, supervisors, and work crews, using the principles of Human Performance Improvement (HPI). The goal of this mentoring was to affect behaviors and habits that reliably implement the principles of HPI to ensure continuous improvement in implementation of an Integrated Safety Management System (ISMS) within a Conduct of Operations framework. Mentors engaged with personnel in a one-on-one, or one-on-many dialogue, which focused on what behaviors were observed, what factors underlie the behaviors, and what changes in behavior could prevent errors or events, and improve performance. A senior management sponsor was essential to gain broad management support. A clear charter and management plan describing the goals, objectives, methodology, and expected outcomes was established. Mentors were carefully selected with senior management endorsement. Mentors were assigned to projects and work teams based on the following three criteria: 1) knowledge of the work scope; 2) experience in similar project areas; and 3) perceived level of trust they would have with project management, supervision, and work teams. This program was restructured significantly when the American Reinvestment and Recovery Act (ARRA) and the associated funding came to an end. The program was restructured based on an understanding of the observations, attributed successes and identified shortfalls, and the consolidation of those lessons. Mentoring the application of proven methods for improving human performance was shown effective at increasing success in day-to-day activities and increasing confidence and level of skill of supervisors. While mentoring program effectiveness is difficult to

  18. Virtual Mentoring of Preservice Teachers

    Science.gov (United States)

    Reese, Jill

    2016-01-01

    The purpose of the study was to describe music teachers' perceptions of the benefits and challenges they experienced as virtual mentors of preservice music teachers. Each mentor was assigned a cohort of preservice teachers who were enrolled in an elementary general music methods course. Cohorts observed their mentor's teaching via Skype. Mentors…

  19. Integration, mentoring & networking

    DEFF Research Database (Denmark)

    Bloksgaard, Lotte

    KVINFOs mentornetværk har siden 2003 anvendt mentoring og networking med det formål at åbne døre til det danske samfund og arbejdsmarked for kvinder med indvandrer-/flygtningebaggrund. I mentoringdelen matches kvinder med flygtninge- og indvandrerbaggrund (mentees) med kvinder, som er solidt...... forankret på det danske arbejdsmarked og har et bredt kendskab til Danmark (mentorer) - formålet er at støtte mentee i at realisere sit potentiale på det danske arbejdsmarked og i det danske samfund. Formålet med denne undersøgelse er, via gennemførsel af en række fokusgruppeinterviews med mentees fra...... KVINFOs mentornetværk, at indsamle og analysere disses erfaringer med at indgå i netværket samt opnå større viden om mentoring og networking som integrationsfremmende metoder....

  20. The role of mentoring in academic career progression: a cross-sectional survey of the Academy of Medical Sciences mentoring scheme

    OpenAIRE

    Iversen, Amy C; Eady, Nigel AJ; Wessely, Simon C

    2014-01-01

    Summary Objectives To describe a successful mentoring scheme designed for mid-career clinician scientists and to examine factors associated with mentee report of positive career impact. Design Mixed methods study including in-depth interviews and cross-sectional data collection via an online survey. Setting Academy of Medical Sciences mentoring scheme set up in 2002 and evaluated in 2010. Participants One hundred and forty-seven of 227 mentees took part in the study (response rate of 65%). Te...

  1. Mentor Graphics公司

    Institute of Scientific and Technical Information of China (English)

    2010-01-01

    @@ Mentor Graphics是先进的电子设计自动化技术公司,它提供完整的软件和硬件设计解决方案,让客户能在短时间内,以最低的成本,在市场上推出功能强大的电子产品.在上海NEPCON展会上本刊记者专访了Mentor Graphics公司市场拓展总监John Isaac先生.

  2. Mentoring in mathematics education

    CERN Document Server

    Hyde, Rosalyn

    2013-01-01

    Designed to support both teachers and university-based tutors in mentoring pre-service and newly qualified mathematics teachers at both primary and secondary levels, Mentoring Mathematics Teachers offers straightforward practical advice that is based on practice, underpinned by research, and geared specifically towards this challenging subject area.Developed by members of The Association of Mathematics Education Teachers, the authors draw upon the most up-to-date research and theory to provide evidence-based practical guidance. Themes covered include:

  3. Faculty members' perceptions of advising versus mentoring: does the name matter?

    Science.gov (United States)

    Titus, Sandra L; Ballou, Janice M

    2013-09-01

    The recommendations, during the past 20 years, to improve PhD scientific training and graduate school success, have focused on the significance of mentoring. It is well established that PhD students with mentors have significantly more success in graduate school as demonstrated by publishing papers before they graduate and by making presentations. Have faculty and academic institutions embraced the mentoring role? This study explores the views of 3,500 scientists who have primary responsibilities to educate PhD and MD/PhD students. Faculty members report they are more likely to prefer being viewed as advisors (54 %) than mentors (38 %). Through an examination of perceptions about specific responsibilities of advisors and mentors, faculty members provide a description of their culture and the expectations they have about themselves and others. One would expect that because mentoring requires additional time and involvement that faculty would report differences between advising and mentoring. However, faculty members perceive few differences between advisors and mentors. We examine the implications of these findings. Future scientists need to be confident their education includes the opportunity to acquire the best possible research skills. To develop advisors who have the ability to provide this training, the process begins by defining role expectations and responsibilities and preparing advisors to interact with doctoral students in ways comparable to mentors. We expect faculty members to know how to teach and how to mentor; yet, we rarely discuss how to develop and shape the necessary skills of advisors so, that they more closely resemble those of mentors.

  4. Time-series analysis of surface deformation at Brady Hot Springs geothermal field (Nevada) using interferometric synthetic aperture radar

    Energy Technology Data Exchange (ETDEWEB)

    Ali, S. T. [Univ. of Wisconsin, Madison, WI (United States); Akerley, J. [Ormat Technologies Inc., Reno, NV (United States); Baluyut, E. C. [Univ. of Wisconsin, Madison, WI (United States); Cardiff, M. [Univ. of Wisconsin, Madison, WI (United States); Davatzes, N. C. [Temple Univ., Philadelphia, PA (United States). Dept. of Earth and Environmental Science; Feigl, K. L. [Univ. of Wisconsin, Madison, WI (United States); Foxall, W. [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States); Fratta, D. [Univ. of Wisconsin, Madison, WI (United States); Mellors, R. J. [Lawrence Livermore National Lab. (LLNL), Livermore, CA (United States); Spielman, P. [Ormat Technologies Inc., Reno, NV (United States); Wang, H. F. [Univ. of Wisconsin, Madison, WI (United States); Zemach, E. [Ormat Technologies Inc., Reno, NV (United States)

    2016-05-01

    We analyze interferometric synthetic aperture radar (InSAR) data acquired between 2004 and 2014, by the ERS-2, Envisat, ALOS and TerraSAR-X/TanDEM-X satellite missions to measure and characterize time-dependent deformation at the Brady Hot Springs geothermal field in western Nevada due to extraction of fluids. The long axis of the ~4 km by ~1.5 km elliptical subsiding area coincides with the strike of the dominant normal fault system at Brady. Within this bowl of subsidence, the interference pattern shows several smaller features with length scales of the order of ~1 km. This signature occurs consistently in all of the well-correlated interferometric pairs spanning several months. Results from inverse modeling suggest that the deformation is a result of volumetric contraction in shallow units, no deeper than 600 m, likely associated with damaged regions where fault segments mechanically interact. Such damaged zones are expected to extend downward along steeply dipping fault planes, providing a high permeability conduit to the production wells. Using time series analysis, we test the hypothesis that geothermal production drives the observed deformation. We find a good correlation between the observed deformation rate and the rate of production in the shallow wells. We also explore mechanisms that could potentially cause the observed deformation, including thermal contraction of rock, decline in pore pressure and dissolution of minerals over time.

  5. Mentoring New Teachers.

    Science.gov (United States)

    Tetzlaff, Judie A.; Wagstaff, Imelda

    1999-01-01

    Describes an approach to mentoring new teachers in California's Conejo Valley Unified School District that addresses five phases of new teacher development, explaining that, although it is not as structured nor comprehensive an approach as the California Formative Assessment and Support System for Teachers (CFASST), it has clearly demonstrated…

  6. Mentoring K scholars: strategies to support research mentors.

    Science.gov (United States)

    Burnham, Ellen L; Schiro, Stephanie; Fleming, Michael

    2011-06-01

    The goal of this paper is to present strategies utilized to support K scholar research mentors. K scholars are generally assistant professors who are close to developing independent research programs. Of all the various types of mentees, K scholars offer the greatest challenges, as well as the greatest rewards, for research mentors. To see one's mentee achieve independent PI status and become an established investigator is one of the great joys of being a research mentor. Research mentors for K scholars, however, may not directly benefit from their mentoring relationship, neither in terms of obtaining data to support their research program or laboratory, nor in assistance with grants or scientific papers. There is a pressing need for the research community to address the workload, institutional expectations, and reward system for research mentors. The dearth of research mentors and role models in clinical translational science parallels the decreasing number of physicians choosing careers in clinical research. While there is limited empirical information on the effectiveness of mentor support mechanisms, this white paper concludes that providing mentor support is critical to expanding the available pool of mentors, as well as providing training opportunities for K scholars.

  7. Coaching the Mentor: Facilitating Reflection and Change

    Science.gov (United States)

    Gordon, Stephen P.; Brobeck, Sonja R.

    2010-01-01

    The purpose of this study is to explore the process of coaching a mentor of experienced teachers. In particular, we sought to determine if coaching would help a mentor to compare her espoused beliefs about mentoring to her mentoring behaviors and possibly resolve any dissonance. The mentor and coach (the co-researchers) participated in a platform…

  8. Improved Mentor Satisfaction: Emphasising Protege Training for Adult-Age Mentoring Dyads

    Science.gov (United States)

    Kasprisin, Christina Algiere; Single, Peg Boyle; Single, Richard M.; Ferrier, Jamie L.; Muller, Carol B.

    2008-01-01

    Mentoring and e-mentoring programmes have traditionally focused on training mentors rather than proteges. In this research study, we examine the effects of mandated training for proteges on mentor outcomes within a large-scale e-mentoring programme, MentorNet. The programme paired college students (proteges) at various US colleges and universities…

  9. Multilevel approach to mentoring in the Research Experiences for Undergraduates programs

    Science.gov (United States)

    Bonine, K. E.; Dontsova, K.; Pavao-Zuckerman, M.; Paavo, B.; Hogan, D.; Oberg, E.; Gay, J.

    2015-12-01

    This presentation focuses on different types of mentoring for students participating in Research Experiences for Undergraduates programs with examples, including some new approaches, from The Environmental and Earth Systems Research Experiences for Undergraduates Program at Biosphere 2. While traditional faculty mentors play essential role in students' development as researchers and professionals, other formal and informal mentoring can be important component of the REU program and student experiences. Students receive mentoring from program directors, coordinators, and on site undergraduate advisors. While working on their research projects, REU students receive essential support and mentoring from undergraduate and graduate students and postdoctoral scientists in the research groups of their primary mentors. Cohort living and group activities give multiple opportunities for peer mentoring where each student brings their own strengths and experiences to the group. Biosphere 2 REU program puts strong emphasis on teaching students to effectively communicate their research to public. In order to help REUs learn needed skills the outreach personnel at Biosphere 2 mentor and advise students both in groups and individually, in lecture format and by personal example, on best outreach approaches in general and on individual outreach projects students develop. To further enhance and strengthen outreach mentoring we used a novel approach of blending cohort of REU students with the Cal Poly STAR (STEM Teacher And Researcher) Program fellows, future K-12 STEM teachers who are gaining research experience at Biosphere 2. STAR fellows live together with the REU students and participate with them in professional development activities, as well as perform research side by side. Educational background and experiences gives these students a different view and better preparation and tools to effectively communicate and adapt science to lay audiences, a challenge commonly facing

  10. Pathways to URM Retention: IBP's Professional Development and Mentoring Activities

    Science.gov (United States)

    Johnson, A.; Williamson Whitney, V.; Ricciardi, L.; Detrick, L.; Siegfried, D.; Fauver, A.; Ithier-Guzman, W.; Thomas, S. H.; Valaitis, S.

    2013-05-01

    As a not for profit organization, the Institute for Broadening Participation (IBP) hosts a variety of initiatives designed to increase the retention of underrepresented minority (URM) students pursuing pathways in STEM. IBP also assists with formative program evaluation design and implementation to help strengthen URM recruitment and retention elements. Successful initiatives include virtual and face-to-face components that bring together URM students with established URM and other scientists in academia, government and industry. These connections provide URMs with mentoring, networking opportunities, and professional skill development contributing to an improved retention rate of URM students. IBP's initiatives include the NASA One Stop Shopping Initiative (NASA OSSI), Pathways to Ocean Science and Engineering, and the Minorities Striving and Pursuing Higher Degrees of Success (MS PHD'S) in Earth System Science (ESS) Professional Development Program. The NASA OSSI recruits and facilitates student engagement in NASA education and employment opportunities. Pathways to Ocean Science connects and supports URM students with Ocean Science REU programs and serves as a resource for REU program directors. Pathways to Engineering has synthesized mentoring resources into an online mentoring manual for URM students that has been extensively vetted by mentoring experts throughout the country. The mentoring manual, which is organized by roles, provides undergraduates, graduates, postdocs, faculty and project directors with valuable resources. MS PHD'S, one of IBP's longest running and most successful initiatives, focuses on increasing the retention rate of URM students receiving advanced degrees in ESS. The program addresses barriers to retention in ESS including isolation, lack of preparation and professional development, and lack of mentoring. Program activities center on peer-to-peer community building, professional development exercises, networking experiences, one

  11. ANTIARRHYTMIC EFFICACY OF SOTALOL IN PATIENTS WITH TACHY-BRADY SYNDROME HAVING ATRIAL PACEMAKER WITH DIFFERENT ATRIAL ELECTRODE POSITION

    Directory of Open Access Journals (Sweden)

    T. N. Novikova

    2009-01-01

    Full Text Available Aim. To evaluate efficacy of the combined therapy (sotalol and constant electric cardiostimulation in AAI regimen at two atrial electrode position: in low back part of interatrial septum (IAS and in right atrial auricle (RAA.Material and methods. 20 patients with tachy-brady syndrome were examined. They were randomized in 2 groups depending on atrial electrode position. Sotalol (160 mg daily was prescribed to all patients in a month after implantation of constant atrial pacemaker (CAP. A number of atrial fibrillation paroxysms (AFP was evaluated initially, in a month after CAP implantation and in a month after start of sotalol therapy.Results. Significant AFP reduction was observed in IAS stimulation, unlike RAA stimulation. Sotalol addition had essential significance in the termination or reduction of AFP. Sotalol effect did not depend on atrial electrode position.Conclusion. Sotalol usage together with constant electric cardiostimulation significantly reduces AFP irrespectively of atrial electrode position. 

  12. Deriving Competencies for Mentors of Clinical and Translational Scholars

    Science.gov (United States)

    Abedin, Zainab; Biskup, Ewelina; Silet, Karin; Garbutt, Jane M.; Kroenke, Kurt; Feldman, Mitchell D.; McGee, Richard; Fleming, Michael; Pincus, Harold Alan

    2012-01-01

    Although the importance of research mentorship has been well established, the role of mentors of junior clinical and translational science investigators is not clearly defined. The authors attempt to derive a list of actionable competencies for mentors from a series of complementary methods. We examined focus groups, the literature, competencies derived for clinical and translational scholars, mentor training curricula, mentor evaluation forms and finally conducted an expert panel process in order to compose this list. These efforts resulted in a set of competencies that include generic competencies expected of all mentors, competencies specific to scientists, and competencies that are clinical and translational research specific. They are divided into six thematic areas: (1) Communication and managing the relationship, (2) Psychosocial support, (3) Career and professional development, (4) Professional enculturation and scientific integrity, (5) Research development, and (6) Clinical and translational investigator development. For each thematic area, we have listed associated competencies, 19 in total. For each competency, we list examples that are actionable and measurable. Although a comprehensive approach was used to derive this list of competencies, further work will be required to parse out how to apply and adapt them, as well future research directions and evaluation processes. PMID:22686206

  13. Mentoring in Medicine Program Encourages Careers in Health

    Science.gov (United States)

    ... Photo: Mentoring in Medicine At a Mentoring in Medicine (MIM) event, a possible future medical professional gets the chance to model a lab coat with a MIM mentor. Photo: Mentoring in Medicine To Find Out More Mentoring in Medicine www. ...

  14. Virtual Mentor Cataract Surgery Trainer

    Science.gov (United States)

    2010-09-01

    TITLE: Virtual Mentor Cataract Surgery Trainer PRINCIPAL INVESTIGATOR: Principal Investigator: John I. Loewenstein MD Co-Investigator: Bonnie A...AND SUBTITLE Virtual Mentor Cataract Surgery Trainer 5a. CONTRACT NUMBER 5b. GRANT NUMBER W81XWH-08-1-0531 5c. PROGRAM ELEMENT NUMBER...AVAILABILITY STATEMENT Approved for public release; distribution unlimited 13. SUPPLEMENTARY NOTES 14. ABSTRACT The Virtual Mentor Cataract Surgery

  15. Mentoring & coaching: It perspective

    OpenAIRE

    Colomo-Palacios, Ricardo; Casado-Lumbreras, Cristina

    2006-01-01

    The development of the intellectual capital of the corporations nowadays represents one of the most significant challenges for the managers of and one of the most fertile fields for the enterpreneurial innovation. The present article shows a vision over two of the techniques of formation of people with greater impact at the present time: the Mentoring and the Coaching. Both terms have been object of debates regarding to their applications, existing, in spite of their notoriety, great confusio...

  16. Mentoring: the ultimate professional relationship.

    Science.gov (United States)

    Belcher, A E; Sibbald, R G

    1998-04-01

    Mentoring plays a significant role in business, industry, government, education, and healthcare. Mentoring relationships help promote the individual's professional growth and development. Such development involves knowledge and skill acquisition, which is facilitated by interaction with other, more experienced and proficient professionals. The Belcher-Sibbald Continuum of Learning describes the relationship among the concepts of role modeling, networking, preceptoring, and mentoring. Each concept is defined and described as a unique relationship which promotes professional growth and development. In addition, three mentoring/networking relationships in the context of the wound care community are presented to provide insight into this type of relationship.

  17. Enhancing Mentoring Practices as a Framework for Effective Mentoring

    Science.gov (United States)

    Smith, Marye Mathis

    2013-01-01

    Mentoring has been identified as an effective way to provide support for new teachers. As a strategy to support new teachers and to address teacher attrition, a rural high school in West Central Georgia sought to identify the concepts needed for an effective mentoring program. The purpose of this case study was to explore best practices in…

  18. Mentoring Female Entrepreneurs: A Mentors' Training Intervention Evaluation

    Science.gov (United States)

    Sarri, Katerina K.

    2011-01-01

    Purpose: The purpose of this paper is to evaluate the effectiveness of a mentor training intervention for experienced entrepreneurs in order to support and advise new and early stage female entrepreneurs in an attempt to enrich the limited literature of empirical data in the area of mentor training intervention assessment.…

  19. Student Mentors in Pharmacy Ethics.

    Science.gov (United States)

    Richardson, James D.; And Others

    1996-01-01

    A study investigated use of upper-level undergraduate pharmacy students, rather than graduate students, as mentors/teaching assistants in a pharmacy ethics course. Course participants felt the student mentors facilitated their successful completion of the course, and that carefully selected, trained, and supported upper-level undergraduate student…

  20. The Multiple Roles of Mentors

    Science.gov (United States)

    Sanchez, Sabrina R.; Roegman, Rachel; Goodwin, A. Lin

    2016-01-01

    Teaching Residents at Teachers College (TR@TC) is an 18-month program that prepares teachers for high-needs schools in New York City in two areas: teaching English to speakers of other languages (TESOL) and teaching students with disabilities. Student teachers, called residents, spend a year working with a mentor teacher. Mentors play three roles:…

  1. Mentoring and Pretenure Faculty Development.

    Science.gov (United States)

    Lowe, Alan A.; And Others

    1991-01-01

    The University of British Columbia (Canada) Dental School uses teaching and research mentors for new faculty, together with a structured semiannual review process, to clearly identify faculty expectations for tenure. Pretenure faculty have appreciated the clear and regular input concerning their progress, and mentors enjoy the interaction with…

  2. Strategies for Mentoring Pedagogical Knowledge

    Science.gov (United States)

    Hudson, Peter

    2013-01-01

    Fundamental for mentoring a preservice teacher is the mentor's articulation of pedagogical knowledge, which in this research draws upon specific practices, viz.: planning, timetabling lessons, preparation, teaching strategies, content knowledge, problem solving, questioning, classroom management, implementation, assessment and viewpoints for…

  3. Gender, Mentoring, and Tacit Knowledge.

    Science.gov (United States)

    Horgan, Dianne D.; Simeon, Rebecca J.

    Practical or "tacit" knowledge has been argued to be critical for managerial success. Mentoring may be one way in which tacit knowledge is learned. This study examined the relationships of tacit knowledge, mentoring, gender, and competence. Subjects were managers (N=57) in a southern city. No significant gender differences were found on any of the…

  4. PUENTE Project: The Mentor's Guide.

    Science.gov (United States)

    Maestas-Flores, Margarita; Chavez, Mauro

    This manual was developed for individuals serving as mentors in Evergreen Valley College's PUENTE Project, a program which integrates the skills of an English teacher, a Hispanic counselor, and Hispanic professionals/mentors into a team structure in an attempt to assist Hispanic students in making academic improvements, to build self-confidence,…

  5. Mentors Providing Challenge and Support: Integrating Concepts from Teacher Mentoring in Education and Organizational Mentoring in Business

    Science.gov (United States)

    Ghosh, Rajashi

    2013-01-01

    This article reviews and critiques the literature on mentoring functions and roles in education and business to inform the use of mentoring as a developmental tool in both fields. Specifically, in an effort to expand the current notions of the different mentor roles, this review synthesizes studies exploring teacher mentoring in schools and…

  6. Strategies for Effective Mentoring and for Being Effectively Mentored: A Focus on Research Institutions.

    Science.gov (United States)

    Borisoff, Deborah

    1998-01-01

    Suggests communication department chairs question the usefulness of mentoring for new faculty members. Examines the mentor's functions and indicates special concerns that may affect mentoring in academia. Argues that a formal mentoring process benefits the new hiree. Provides concrete guidance that a mentor can offer in the areas of scholarship,…

  7. Best Practices Mentoring New Full-Time Faculty: Reenergizing and Improving an Existing Formal Mentoring Program

    Science.gov (United States)

    Edman, Jayne

    2011-01-01

    Mentoring is often used in academic settings (deJanasz & Sullivan, 2004). There is though, a lack of evaluation of these mentoring programs (Savage, Karp & Logue, 2004). Hopkins and Grigoriu (2005) found that research on mentoring in community colleges focused more on the informal mentoring of college leadership and less on the formal mentoring of…

  8. A Developmental Model of Research Mentoring

    Science.gov (United States)

    Revelo, Renata A.; Loui, Michael C.

    2016-01-01

    We studied mentoring relationships between undergraduate and graduate students in a summer undergraduate research program, over three years. Using a grounded theory approach, we created a model of research mentoring that describes how the roles of the mentor and the student can change. Whereas previous models of research mentoring ignored student…

  9. Identifying Mentors' Observations for Providing Feedback

    Science.gov (United States)

    Hudson, Peter

    2016-01-01

    Mentors' feedback can assist preservice teachers' development; yet feedback tends to be variable from one mentor to the next. What do mentors observe for providing feedback? In this study, 24 mentors observed a final-year preservice teacher through a professionally video-recorded lesson and provided written notes for feedback. They observed the…

  10. A Model for Mentoring University Faculty

    Science.gov (United States)

    Lumpkin, Angela

    2011-01-01

    Operational characteristics for successful mentoring programs of new university faculty include clarity of purpose of the program, methods for matching mentors and proteges, mentor training, mentor-protege relationship building, and program effectiveness assessment. Strengths of formal, informal, peer, group or consortia, intra-departmental,…

  11. Feasibility study for a 10 MM GPY fuel ethanol plant, Brady Hot Springs, Nevada. Volume II. Geothermal resource, agricultural feedstock, markets and economic viability

    Energy Technology Data Exchange (ETDEWEB)

    1980-09-01

    The issues of the geothermal resource at Brady's Hot Springs are dealt with: the prospective supply of feedstocks to the ethanol plant, the markets for the spent grain by-products of the plant, the storage, handling and transshipment requirements for the feedstocks and by-products from a rail siding facility at Fernley, the probable market for fuel ethanol in the region, and an assessment of the economic viability of the entire undertaking.

  12. Inspiring Future Scientists

    Science.gov (United States)

    Betteley, Pat; Lee, Richard E., Jr.

    2009-01-01

    In an integrated science/language arts/technology unit called "How Scientists Learn," students researched famous scientists from the past and cutting-edge modern-day scientists. Using biography trade books and the internet, students collected and recorded data on charts, summarized important information, and inferred meaning from text. Then they…

  13. The measurement properties of mentoring relationship quality scales for mentoring programs.

    Science.gov (United States)

    Ferro, Annalise; Wells, Samantha; Speechley, Kathy Nixon; Lipman, Ellen; DeWit, David

    2014-10-01

    The measurement properties of two new scales designed to measure global and engagement mentoring relationship quality (Global Mentoring Relationship Quality Scale and Quality of Mentoring Relationship Engagement Scale) were examined among 272 mentors, 491 children, and 554 parents participating in Big Brothers Big Sisters community mentoring programs across Canada. Results demonstrated their unidimensionality, moderate convergent validity, good external validity, and weak-to-moderate reporter concordance. Longitudinal analyses demonstrated good predictive validity of mentor and parent mentoring relationship quality scales with respect to predicting mentoring relationship status.

  14. Scientists: Engage the Public!

    Science.gov (United States)

    Shugart, Erika C; Racaniello, Vincent R

    2015-01-01

    Scientists must communicate about science with public audiences to promote an understanding of complex issues that we face in our technologically advanced society. Some scientists may be concerned about a social stigma or "Sagan effect" associated with participating in public communication. Recent research in the social sciences indicates that public communication by scientists is not a niche activity but is widely done and can be beneficial to a scientist's career. There are a variety of approaches that scientists can take to become active in science communication.

  15. Learning to Become a More Effective Research or Inquiry-based Project Mentor

    Science.gov (United States)

    Hooper, E. J.; Pfund, C.; Mathieu, R.; Branchaw, J.

    2010-08-01

    How effective of a mentor are you? Have you thought much about this question? Have you participated in training to become a better mentor? For many academics, the typical three answers are "pretty good, I think ... why wouldn't I be?!"; "I am right now while reading this;" "Uh, no." The University of Wisconsin-Madison has developed a program called Research Mentor Training to help train scientists in myriad STEM (science, technology, engineering and mathematics) disciplines, including astronomy, for their crucial role of mentoring the next generation. Most of the field testing to date has focused on graduate students, post-docs, academic staff, and faculty mentoring undergraduate students who are participating in summer research experiences. The materials have proven quite effective in other areas as well, with only modest modifications. For example, several faculty cohorts concentrating on mentoring graduate students and post-docs have completed the training. In addition, the materials are used to prepare graduate students and undergraduates to mentor high school students. The preferred venue for the mentor training program is a seminar meeting one hour per week for 8 to 9 weeks, plus readings and outside activities, including mentoring a student. However, the structure is flexible, and some meaningful learning can occur in a single 90-minute interactive workshop like the one presented at the 2009 ASP annual meeting, "Science Education and Outreach: Forging a Path to the Future." All of the materials, including case studies, facilitator notes and guidelines, plus reading lists, are available online for no charge (http://researchmentortraining.org). Users can select pre-built curricula, or they can customize a package using a "shopping cart" interface.

  16. Enhancing nursing students' education by coaching mentors.

    Science.gov (United States)

    Huggins, David

    2016-04-01

    To address some of the recommendations of the Willis Commission ( Royal College of Nursing 2012 ), and in response to local evaluation of mentor and nursing student experiences, the University of East Anglia has implemented a project to teach mentors coaching skills. The aim is to enhance mentor support of nursing students during practice placements and improve student learning in practice. This article describes the project and discusses the similarities and differences between mentoring and coaching. It shows how coaching has reduced the 'burden' of mentoring by reducing mentors' workloads, and has helped students to take responsibility for identifying learning needs and delivering supervised patient care.

  17. Adapting Mentoring to Individual Differences in Novice Teacher Learning: The Mentor's Viewpoint

    Science.gov (United States)

    van Ginkel, Gisbert; Oolbekkink, Helma; Meijer, Paulien C.; Verloop, Nico

    2016-01-01

    Being adaptive to the individual novice teacher is considered a condition for effective teacher mentoring. The aims of this study are therefore to explore (1) mentoring activities through which mentors intend to adapt to the individual novice teacher and (2) characteristics of adaptive mentors. Information was collected through on-site,…

  18. Initial Characteristics and Mentoring Satisfaction of College Women Mentoring Youth: Implications for Training

    Science.gov (United States)

    Foukal, Martha D.; Lawrence, Edith C.; Williams, Joanna L.

    2016-01-01

    Being a youth mentor is popular among college students, yet little is known about how their initial characteristics are related to mentoring satisfaction. Survey data from college women enrolled in a youth mentoring program (n = 158) and a comparison group (n = 136) were analyzed to determine how initial characteristics of youth mentors (a) differ…

  19. Mentoring highly aggressive children: pre-post changes in mentors' attitudes, personality, and attachment tendencies.

    Science.gov (United States)

    Faith, Melissa A; Fiala, Samuel E; Cavell, Timothy A; Hughes, Jan N

    2011-12-01

    This study examined the degree to which mentoring highly aggressive children was associated with changes in mentors' attitudes, personality, and attachment tendencies. Participants were 102 college students who each mentored an aggressive, high-risk child across three academic semesters (spring, fall, spring). We examined pre- to post-mentoring changes in attitudes about mentoring efficacy and future parenting, Big Five personality characteristics, and attachment tendencies. Mentors also rated the impact of the mentoring relationship in their lives, and both mentors and mentees rated support of the mentoring relationship. Results indicated a statistically significant decrease over time in mentors' ratings of self-efficacy, openness, conscientiousness, extraversion, and agreeableness. These findings held even when controlling for ratings of relationship impact. However, mentors who rated the mentoring relationship as supportive tended to experience increased openness, conscientiousness, and agreeableness and less attachment-related avoidance over time. Child-rated support negatively predicted mentors' post-mentoring attitudes toward future parenting. Discussed are the potential costs of mentoring highly aggressive children and strategies that could help increase benefits to mentors.

  20. The Effect of Mentor Intervention Style in Novice Entrepreneur Mentoring Relationships

    Science.gov (United States)

    St-Jean, Etienne; Audet, Josee

    2013-01-01

    In this study, we aimed to determine whether mentor intervention styles influence benefits gained by novice entrepreneurs through their mentoring relationship. An empirical study conducted with 360 mentees who had received mentoring services shows that an intervention style which combines a maieutic approach with mentor involvement produced the…

  1. So You Want to Be a Mentor? An Analysis of Mentor Competencies

    Science.gov (United States)

    Wyre, Dwuena C.; Gaudet, Cyndi H.; McNeese, Mary Nell

    2016-01-01

    As the need for mentors continues to expand in order to meet organizational and programmatic needs, so does the need for quality mentoring. Although sometimes an immediate need for quantity may foreshadow quality, this should not be the case when utilizing mentoring to achieve goals. Faculty mentor competencies are analyzed to demonstrate the…

  2. Mentoring Faculty: Results from National Science Foundation's ADVANCE Program

    Science.gov (United States)

    Holmes, M. A.

    2015-12-01

    Faculty mentoring programs are common components of National Science Foundation ADVANCE awards. The ADVANCE program aims to increase the number of women on the faculty in science, technology, engineering and mathematics (STEM) departments through grants to individuals and to entire institutions. These grants target a change in institutional culture so that faculty from non-majority groups will succeed and thrive. Mentoring programs are generally designed to fit the particular institution(s) or target population (e.g., meteorologists at the beginning of their careers). A successful mentoring program makes the implicit knowledge necessary for faculty success explicit: policies and practices are made transparent; routes for finding answers are clarified or generated with faculty input; faculty overcome a sense of isolation and develop a community. Mentoring programs may be formal, with assigned mentors and mentees, or informal, with opportunities for beginning, middle and advanced career STEM faculty to mingle, generally over food and sometimes with a formal speaker. The programs are formally evaluated; in general, attention to mentoring generates better outcomes for all faculty. Research indicates that most successful scientists have a network of mentors rather than relying on one person to help navigate department, institution, and profession. The University of Nebraska-Lincoln's (UNL) award, ADVANCE-Nebraska, offered opportunities for faculty to informally network over luncheons with women speakers, advanced in their careers. We also offered after-hours networking receptions. In response to faculty feedback, we shifted to a series of panel discussions entitled "Conversations". Most panels were conducted by successful UNL faculty; about one-third had an outside expert on a given topic. Topics were chosen based on faculty feedback and targeted specifically to beginning faculty (How to Start Up a Lab; How to Balance Teaching and Writing), mid-career faculty (Putting

  3. Utilizing Peer Mentor Roles in Learning Communities

    Science.gov (United States)

    Rieske, Laura Jo; Benjamin, Mimi

    2015-01-01

    For a number of learning community programs, peer mentors provide an additional layer of staffing support. This chapter highlights peer mentor roles from a sample of programs and suggests important components for the construction of these roles.

  4. Perancangan Sistem Informasi Mentoring untuk Perguruan Tinggi

    Directory of Open Access Journals (Sweden)

    Reina

    2013-05-01

    inadequate number of mentors. Research methods used include field studies, literary studies, problem identification, and problem analysis. To provide appropriate solutions in response to the existing problems, an information system of mentoring is designed.

  5. The speech-generating device (SGD) mentoring program: training adults who use an SGD to mentor.

    Science.gov (United States)

    Ballin, Liora; Balandin, Susan; Stancliffe, Roger J

    2012-12-01

    Mentoring in speech-generating device (SGD) use by adults who use SGDs offers the potential to improve new device learners' linguistic competence. This paper forms part of a larger study of mentoring among people who use SGDs. This paper investigates the effects of training adults who use SGDs in interaction strategies to enable them to fulfil a mentoring role. Mentors were taught to use open-ended questions, expansions, and recast sentences. Three mentors, aged 23-, 31-, and 54-years-old; and three mentees, aged 13-, 14-, and 32-years-old, participated in this study. A nonconcurrent multiple-baseline-across-participants design was used to assess the outcomes. Following the interaction strategies training, an increase in the number of strategies used in mentoring sessions occurred across all three mentors. These results provide preliminary evidence of SGD mentor training success. The SGD mentors learned the strategies and used them in mentoring sessions.

  6. Minority students benefit from mentoring programs.

    Science.gov (United States)

    Cullen, D L; Rodak, B; Fitzgerald, N; Baker, S

    1993-01-01

    Mentoring has been proposed as one strategy to attract minority students to the radiologic sciences profession. This case study describes a minority mentoring program conducted for pre-radiologic science students at a Midwestern university during the 1991-92 academic year. Ten minority radiologic science students enrolled in the mentoring program. The study showed that mentoring may be a viable option to serve the special needs of minorities for recruitment and retention.

  7. Feasibility study for a 10-MM-GPY fuel ethanol plant, Brady Hot Springs, Nevada. Volume 1. Process and plant design

    Energy Technology Data Exchange (ETDEWEB)

    1980-09-01

    An investigation was performed to determine the technical and economic viability of constructing and operating a geothermally heated, biomass, motor fuel alcohol plant at Brady's Hot Springs. The results of the study are positive, showing that a plant of innovative, yet proven design can be built to adapt current commerical fermentation-distillation technology to the application of geothermal heat energy. The specific method of heat production from the Brady's Hot Spring wells has been successful for some time at an onion drying plant. Further development of the geothermal resource to add the capacity needed for an ethanol plant is found to be feasible for a plant sized to produce 10 million gallons of motor fuel grade ethanol per year. A very adequate supply of feedgrains is found to be available for use in the plant without impact on the local or regional feedgrain market. The effect of diverting supplies from the animal feedlots in Northern Nevada and California will be mitigated by the by-product output of high-protein feed supplements that the plant will produce. The plant will have a favorable impact on the local farming economies of Fallon, Lovelock, Winnemucca and Elko, Nevada. It will make a positive and significant socioeconomic contribution to Churchill County, providing direct employment for an additional 61 persons. Environmental impact will be negligible, involving mostly a moderate increase in local truck traffic and railroad siding activity. The report is presented in two volumes. Volume 1 deals with the technical design aspects of the plant. The second volume addresses the issue of expanded geothermal heat production at Brady's Hot Springs, goes into the details of feedstock supply economics, and looks at the markets for the plant's primary ethanol product, and the markets for its feed supplement by-products. The report concludes with an analysis of the economic viability of the proposed project.

  8. Peer Mentors Can Improve Academic Performance

    Science.gov (United States)

    Asgari, Shaki; Carter, Frederick, Jr.

    2016-01-01

    The present study examined the relationship between peer mentoring and academic performance. Students from two introductory psychology classes either received (n = 37) or did not receive (n = 36) peer mentoring. The data indicated a consistent improvement in the performance (i.e., grades on scheduled exams) of the mentored group. A similar pattern…

  9. Teacher Mentoring as a Community Effort

    Science.gov (United States)

    Bradley-Levine, Jill; Lee, Jean Sangmin; Mosier, Gina

    2016-01-01

    This article presents the findings from a study of a mentoring program for novice mathematics and science teachers, which was provided by their teacher education program. This study reports the findings of interviews with novice math and science teachers, their mentors, and the mentoring program administrators to explore stakeholder perceptions of…

  10. Ensuring Quality in Online Career Mentoring

    Science.gov (United States)

    Hooley, Tristram; Hutchinson, Jo; Neary, Siobhan

    2016-01-01

    This article explores the issue of quality in online career mentoring. It builds on a previous evaluation of Brightside, an online mentoring system in the UK which is primarily aimed at supporting young people's transitions to further learning. The article notes that participants in Brightside's mentoring programmes reported satisfaction with…

  11. Community Mentoring: A Tool for Successful Communities

    Science.gov (United States)

    Dodge, Kathryn E.

    2015-01-01

    Mentoring occurs in an ad hoc and largely invisible manner in communities. This mentoring happens through modeling, storytelling, and asking open-ended questions. If Extension specialists and agents were more conscious and intentional about teaching community members and leaders about community mentoring, they would be more successful in resolving…

  12. Mentoring - et bidrag til bedre samspil

    DEFF Research Database (Denmark)

    Pedersen, Kim

    2004-01-01

    Diskussion af mentoring som bidrag til at understøtte og styrke samspillet mellem efteruddannelse og arbejde. Artiklen inddrager erfaringer fra konkret forløb med mentoring og diskuterer forløbene i lyset af teorier om mentoring baseret på international litteratur. Artiklen udspringer af arbejde...

  13. The Mentoring Effect: Young People's Perspectives on the Outcomes and Availability of Mentoring. A Report for Mentor: The National Mentoring Partnership

    Science.gov (United States)

    Bruce, Mary; Bridgeland, John

    2014-01-01

    This report shares the findings from the first nationally representative survey of young people's perspectives on mentoring. While mentoring is needed and wanted by young people to help them stay on the path to high school graduation, college success, and productive adulthood, a significant mentoring gap exists in America, especially for at-risk…

  14. A Review of Undergraduate Mentoring Programs

    Science.gov (United States)

    Gershenfeld, Susan

    2014-01-01

    This review summarizes published studies on undergraduate mentoring programs from 2008 to 2012. Twenty studies met the inclusion criteria, which included empirical research on formal mentoring programs with undergraduate students as mentees or mentors. Each study was assessed based on limitations identified in two earlier reviews of the mentoring…

  15. Mentoring in Novice Teacher Training Programme

    Institute of Scientific and Technical Information of China (English)

    Su Hualing

    2006-01-01

    @@ 1.INTRODUCTION Teacher mentoring plays an important role in teacher education. The use of mentoring is strongly advocated for improving novice teachers performance in some countries, such as UK and the USA. In China, mentoring has been employed for in-service novice teachers development in a number of middle schools for the following reasons:

  16. 75 FR 81083 - National Mentoring Month, 2011

    Science.gov (United States)

    2010-12-27

    ... Documents#0;#0; ] Proclamation 8619 of December 21, 2010 National Mentoring Month, 2011 By the President of... challenging times and support their journey into adulthood. During National Mentoring Month, we honor these.... Effective mentoring programs can result in better school attendance, positive student attitudes, and...

  17. 75 FR 1263 - National Mentoring Month, 2010

    Science.gov (United States)

    2010-01-08

    ... Mentoring Month, 2010 Proclamation 8471--National Slavery and Human Trafficking Prevention Month, 2010 #0... who give generously of themselves by mentoring young Americans. As tutors, coaches, teachers... mentorship. During this month, I encourage Americans to give back by mentoring young people in...

  18. Mentor - valus, kuid aus peegel / Teeli Remmelg

    Index Scriptorium Estoniae

    Remmelg, Teeli

    2008-01-01

    Mentor Asko Talu näeb ennast kui juhi ausat peeglit ning väidab, et mentor ei saagi juhile otseselt midagi soovitada, vaid aitab pigem oma küsimustega teisel poolel ise vastusteni jõuda. Vt. samas: Mart Kallas. Mentor võtab hetkeemotsioonid maha

  19. Conceptualizing Mentor Knowledge: Learning from the Insiders

    Science.gov (United States)

    Parker-Katz, Michelle; Bay, Mary

    2008-01-01

    This study addresses the question: What constitutes mentors' knowledge? What guides their actions with novices, and how does that shape their use of mentoring knowledge? We addressed these questions by forming conversation groups of 17 urban mentors who met over 6 months. Recursive review of transcripts and observations reveal three findings:…

  20. The Truth about Mentoring Minorities: Race Matters.

    Science.gov (United States)

    Thomas, David A.

    2001-01-01

    A 3-year study of mentoring patterns at 3 corporations reveals that whites and minorities follow distinct patterns of advancement and should be mentored in very different ways. Cross-race mentoring must acknowledge issues of negative stereotypes, role modeling, peer resentment, skepticism about intimacy, and network management. (JOW)

  1. Intradepartmental Faculty Mentoring in Teaching Marketing

    Science.gov (United States)

    Tahtinen, Jaana; Mainela, Tuija; Natti, Satu; Saraniemi, Saila

    2012-01-01

    This study focuses on the use of mentoring by a peer as a way to help teachers of marketing to develop their teaching skills. Using self-ethnography, we elaborate on the potential of intradepartmental faculty mentoring in teaching (FMIT) to enhance the quality of marketing education. The study describes FMIT, a novel type of mentoring, reviews its…

  2. Be a Mentor and Experience the Excitement of Rediscovery | Poster

    Science.gov (United States)

    You don’t really know something until you can teach it to someone. Raul Cachau said he believes this is not only true in academia, but in research laboratories as well. He said that being a mentor means rediscovering things long taken for granted. “It really forces you to rethink some of the things you do,” said Cachau, Ph.D., principal scientist, Advanced Biomedical Computing Center (ABCC). “It brings focus to many of the things that happen on a daily basis … There’s a positive impact to taking a fresh look at something.”

  3. What Teaching Teaches: Mentoring and the Performance Gains of Mentors

    Science.gov (United States)

    Amaral, Katie E.; Vala, Martin

    2009-01-01

    A peer mentoring program was added to an introductory chemistry course at a large university. The introductory chemistry course prepares students with little or no previous chemistry background to enter the mainstream general chemistry sequence and is part lecture and part small-group problem-solving. Faculty instructors are responsible for the…

  4. Mentoring in Higher Education Music Study: Are Good Teachers Mentors?

    Science.gov (United States)

    McCowen, Heather V.

    2010-01-01

    This quantitative study examined the correlation between how college level music students rated their teachers on the Fowler/O'Gorman Mentor Functions Questionnaire and how they perceived two aspects of their private music lessons: (1) to what extent they perceived their relationship with their teachers as positive, and (2) to what extent they…

  5. Development of clinical scientists.

    Science.gov (United States)

    Smith, R V

    1987-01-01

    The education and training of clinical scientists has served society in several ways. For academic pharmacy, the emergence of clinical science has provided research and scholarship opportunities for clinical faculty development. Clinical scientists have also begun to play important roles in industrial drug research and development. For all faculty and students, clinical science research reinforces a "research mindset" that will become increasingly important as our society moves from a production/extraction to an information-based economy. Pharmacy will best evolve by increasing its commitment to clinical science research. In the process, academic pharmacy must continue to improve and support excellent education and training programs for clinical scientists.

  6. Targeted Mentoring: Evaluation of a Program.

    Science.gov (United States)

    McAllister, Carolyn A; Harold, Rena D; Ahmedani, Brian K; Cramer, Elizabeth P

    2009-01-01

    Targeted mentoring refers to mentoring aimed at a particular population. This article presents the evaluation of a mentoring program for lesbian, gay, bisexual, and transgender (LGBT) persons in social work education. Forty-three mentors and protégés responded to a survey regarding their program experiences. The results highlight the need for targeted mentoring, although some disparities of experience for mentors and protégés in this program are apparent. In general, mentors felt positive about participating, giving back to the LGBT community, and were more satisfied with their experiences than were the protégés, who were looking for more specific types of instrumental and psychosocial support.

  7. Family Mentoring: A Life Experience.

    Science.gov (United States)

    Whitman, Brenda; Perrin, Kathy Riske; Knudson-Buresh, Alana

    2002-01-01

    Pre/posttest data from 84 nursing, occupational therapy, physical therapy, and social work students who were mentored by families of children with special needs indicated an increase in family-centered attitudes, understanding, and respect among these future service providers. (SK)

  8. Mentoring and Protege Narcissistic Entitlement

    Science.gov (United States)

    Allen, Tammy D.; Johnson, Hazel-Anne M.; Xu, Xian; Biga, Andrew; Rodopman, Ozgun B.; Ottinot, Raymond C.

    2009-01-01

    The relationship between protege narcissistic entitlement and protege mentoring outcomes is examined among a total sample of 132 proteges employed in a variety of settings. Narcissistic entitlement (NE) refers to a dispositional variable that reflects preoccupation with the expectation of special and preferential treatment from others. Results…

  9. Research Methodologies for Assessing Mentoring.

    Science.gov (United States)

    Wrightsman, Lawrence S.

    Two pathways in the development of a scientific concept can be differentiated: the limited-operationalization approach, which capitalizes upon the availability of an instrument; and the popular consensus approach, which comes from a sudden interest and popularity of the phenomenon in the real world. The phenomenon of mentoring is a contemporary…

  10. Moral issues in mentoring sessions

    NARCIS (Netherlands)

    Hunink, G.; Leeuwen, van R.; Jansen, M.; Jochemsen, H.

    2009-01-01

    This article describes the results of research that investigated whether student nurses identified the moral aspects of everyday nursing care situations and, if so, how they dealt with them. We intended to elucidate the role of mentoring situations in moral development. Student written documents ref

  11. Making the Most of Mentoring.

    Science.gov (United States)

    Horgan, Dianne D.; Simeon, Rebecca J.

    This study focused on participative decision making which is considered an important way of developing subordinates in mentoring relationships. Subjects were managers (N=73) from diverse organizations. Scores were obtained for overall participation and decision quality. Further, it was determined how different aspects of the situation interacted…

  12. Scientists and Human Rights

    Science.gov (United States)

    Makdisi, Yousef

    2012-02-01

    The American Physical Society has a long history of involvement in defense of human rights. The Committee on International Freedom of Scientists was formed in the mid seventies as a subcommittee within the Panel On Public Affairs ``to deal with matters of an international nature that endangers the abilities of scientists to function as scientists'' and by 1980 it was established as an independent committee. In this presentation I will describe some aspects of the early history and the impetus that led to such an advocacy, the methods employed then and how they evolved to the present CIFS responsibility ``for monitoring concerns regarding human rights for scientists throughout the world''. I will also describe the current approach and some sample cases the committee has pursued recently, the interaction with other human rights organizations, and touch upon some venues through which the community can engage to help in this noble cause.

  13. Scientists vs. the administration

    CERN Multimedia

    2004-01-01

    Article denouncing the supposed impartiality of signatories of a report released by the Union of Concerned Scientists (UCS), which accused the Bush administration of systemically suborning objective science to a political agenda (1 page).

  14. Scientists as writers

    Science.gov (United States)

    Yore, Larry D.; Hand, Brian M.; Prain, Vaughan

    2002-09-01

    This study attempted to establish an image of a science writer based on a synthesis of writing theory, models, and research literature on academic writing in science and other disciplines and to contrast this image with an actual prototypical image of scientists as writers of science. The synthesis was used to develop a questionnaire to assess scientists' writing habits, beliefs, strategies, and perceptions about print-based language. The questionnaire was administered to 17 scientists from science and applied science departments of a large Midwestern land grant university. Each respondent was interviewed following the completion of the questionnaire with a custom-designed semistructured protocol to elaborate, probe, and extend their written responses. These data were analyzed in a stepwise fashion using the questionnaire responses to establish tentative assertions about the three major foci (type of writing done, criteria of good science writing, writing strategies used) and the interview responses to verify these assertions. Two illustrative cases (a very experienced, male physical scientist and a less experienced, female applied biological scientist) were used to highlight diversity in the sample. Generally, these 17 scientists are driven by the academy's priority of publishing their research results in refereed, peer-reviewed journals. They write their research reports in isolation or as a member of a large research team, target their writing to a few journals that they also read regularly, use writing in their teaching and scholarship to inform and persuade science students and other scientists, but do little border crossing into other discourse communities. The prototypical science writer found in this study did not match the image based on a synthesis of the writing literature in that these scientists perceived writing as knowledge telling not knowledge building, their metacognition of written discourse was tacit, and they used a narrow array of genre

  15. Quantity, Quality, and Satisfaction with Mentoring: What Matters Most?

    Science.gov (United States)

    Xu, Xiaohong; Payne, Stephanie C.

    2014-01-01

    According to Kram's mentor role theory, satisfaction with mentoring and mentorship quality are key indicators of effective and successful mentoring. We contribute to mentoring research by demonstrating the relative importance of mentorship quantity, mentorship quality, and satisfaction with mentoring to the prediction of job satisfaction,…

  16. Deconstructing Serendipity: Focus, Purpose, and Authorship in Lunch Buddy Mentoring

    Science.gov (United States)

    Cavell, Timothy A.; Henrie, Joye L.

    2010-01-01

    Lunch buddy mentoring is a particular kind of school-based mentoring program: college student mentors meet twice weekly during school lunch with mentees, and a new mentor is provided each semester. The program is designed to benefit elementary school children who are highly aggressive or chronically bullied. Novel to lunch buddy mentoring is a…

  17. Quantity, Quality, and Satisfaction with Mentoring: What Matters Most?

    Science.gov (United States)

    Xu, Xiaohong; Payne, Stephanie C.

    2014-01-01

    According to Kram's mentor role theory, satisfaction with mentoring and mentorship quality are key indicators of effective and successful mentoring. We contribute to mentoring research by demonstrating the relative importance of mentorship quantity, mentorship quality, and satisfaction with mentoring to the prediction of job satisfaction,…

  18. Program Support and Value of Training in Mentors' Satisfaction and Anticipated Continuation of School-Based Mentoring Relationships

    Science.gov (United States)

    McQuillin, Samuel D.; Straight, Gerald G.; Saeki, Elina

    2015-01-01

    In this study, we tested a theoretical model of training practices in school-based mentoring by comparing the differences between two mentoring programs on mentor-reported program support, value of training, relationship satisfaction, and plans to continue mentoring. The two mentoring programs that we compared were conducted at the same school and…

  19. Reconciling Scientists and Journalists

    Science.gov (United States)

    Rosner, H.

    2006-12-01

    The very nature of scientists' and journalists' jobs can put them at cross-purposes. Scientists work for years on one research project, slowly accumulating data, and are hesitant to draw sweeping conclusions without multiple rounds of hypothesis-testing. Journalists, meanwhile, are often looking for "news"—a discovery that was just made ("scientists have just discovered that...") or that defies conventional wisdom and is therefore about to turn society's thinking on its head. The very criteria that the mediamakers often use to determine newsworthiness can automatically preclude some scientific progress from making the news. There are other built-in problems in the relationship between journalists and scientists, some of which we can try to change and others of which we can learn to work around. Drawing on my personal experience as a journalist who has written for a wide variety of magazines, newspapers, and web sites, this talk will illustrate some of the inherent difficulties and offer some suggestions for how to move beyond them. It will provide a background on the way news decisions are made and how the journalist does her job, with an eye toward finding common ground and demonstrating how scientists can enjoy better relationships with journalists—relationships that can help educate the public on important scientific topics and avoid misrepresentation of scientific knowledge in the media.

  20. Mentoring during surgical training: consensus recommendations for mentoring programmes from the Association of Surgeons in Training.

    Science.gov (United States)

    Sinclair, P; Fitzgerald, J E F; McDermott, F D; Derbyshire, L; Shalhoub, J

    2014-11-01

    Mentoring has been present within surgical training for many years, albeit in different forms. There is evidence that formal mentoring can improve patient outcomes and facilitate learning and personal growth in the mentee. The Association of Surgeons in Training (ASiT) is an independent educational charity working to promote excellence in surgical training. This document recommends the introduction of a structured mentoring programme, which is readily accessible to all surgical trainees. A review of the available evidence--including an ASiT-led survey of its membership--highlights the desire of surgical trainees to have a mentor, whilst the majority do not have access to one. There is also limited training for those in mentoring roles. In response, ASiT have implemented a pilot mentoring scheme, with surgical trainees acting both as mentors and mentees. Based on the existing literature, survey data and pilot experience, ASiT formalises in this document consensus recommendations for mentoring in surgical training.

  1. Creating a Pipeline for African American Computing Science Faculty: An Innovative Faculty/Research Mentoring Program Model

    Science.gov (United States)

    Charleston, LaVar J.; Gilbert, Juan E.; Escobar, Barbara; Jackson, Jerlando F. L.

    2014-01-01

    African Americans represent 1.3% of all computing sciences faculty in PhD-granting departments, underscoring the severe underrepresentation of Black/African American tenure-track faculty in computing (CRA, 2012). The Future Faculty/Research Scientist Mentoring (FFRM) program, funded by the National Science Foundation, was found to be an effective…

  2. Marketing for scientists

    CERN Document Server

    Kuchner, Marc J

    2012-01-01

    It's a tough time to be a scientist: universities are shutting science departments, funding organisations are facing flat budgets, and many newspapers have dropped their science sections altogether. But according to Marc Kuchner, this anti-science climate doesn't have to equal a career death knell - it just means scientists have to be savvier about promoting their work and themselves. In "Marketing for Scientists", he provides clear, detailed advice about how to land a good job, win funding, and shape the public debate. As an astrophysicist at NASA, Kuchner knows that "marketing" can seem like a superficial distraction, whether your daily work is searching for new planets or seeking a cure for cancer. In fact, he argues, it's a critical component of the modern scientific endeavour, not only advancing personal careers but also society's knowledge. Kuchner approaches marketing as a science in itself. He translates theories about human interaction and sense of self into methods for building relationships - one o...

  3. Mentoring as the basis for social business

    Directory of Open Access Journals (Sweden)

    Artcer Tatiana

    2016-01-01

    Full Text Available In this article the concept of mentoring as a basis for social business is considered. Besides, the ways of increase of efficiency of labor use through the institute of mentoring of young workers are considered by elderly people. Features of employment, work and dismissal of aging employees are also considered. Possibilities of application of mentoring, attraction of experience of pensioners taking into account the high level of their qualification are reflected. Tasks which the institute of mentoring will help to solve are formulated. The article examines the possibility of using mentoring and engaging retired employees with their experience, a high level of their education and professional qualification in the training of young inexperienced workers. Mentoring is presented as an element of social entrepreneurship.

  4. Mentoring: Some cautionary notes for the nursing profession.

    Science.gov (United States)

    Green, Janet; Jackson, Debra

    2014-01-01

    Abstract Mentoring has been embraced in nursing as a way of socialising new nurses into the profession, growing and developing nursing talent, and more recently as a way to retain experienced nurses with the current nursing shortage. Much of the extant literature focusses on the benefits of mentoring, differences between formal and informal mentoring, the elements of a successful mentoring relationship, and the characteristics of 'good' mentors and protégées. Until recently the research on mentoring has almost exclusively focussed on the positive aspects of mentoring for the protégées, organisations and to a lesser extent, mentors. While viewed by many as a beneficial and enriching developmental experience, it is equally important to recognise that there can be a darker side to the mentoring experience for the mentor and protégée. This paper will explore the negative aspects associated with mentoring and mentoring relationships and provide some cautionary notes for nursing.

  5. Mentoring early-career preventionists: current views from mentors and protégés.

    Science.gov (United States)

    Véronneau, Marie-Hélène; Cance, Jessica Duncan; Ridenour, Ty A

    2012-10-01

    In prevention science, much of the training occurs outside of a formal graduate program and mentorship is invaluable to early-career individuals. A sample of the Society for Prevention Research (SPR) membership (N = 97) from a wide range of career levels completed an online questionnaire in spring 2010. Almost 20% identified as mentors, 32% as protégés, and 49% as both a mentor and a protégé. Most mentoring relationships were established in graduate school, but professional organizations such as SPR facilitated nearly one in five mentoring relationships. Qualitative results suggested that participants value their professional organization's support of mentoring and would support initiatives to increase mentoring relationships specifically among SPR members. Although all mentor functions and protégé responsibilities were rated as important, professional support was the highest ranked mentor function and taking initiative the highest ranked protégé responsibility. Additionally, the qualitative results revealed that interpersonal skills and commitment to the mentoring process were seen as key to positive mentoring relationships. We also found that formal documentation of mentoring agreements was rare and a slight preference for a match on gender or ethnicity was observed for protégés from nondominant groups. The discussion includes implications for individuals and implications for promoting high-quality mentoring within professional organizations.

  6. Mentor-Protege Commitment Fit and Relationship Satisfaction in Academic Mentoring

    Science.gov (United States)

    Poteat, Laura F.; Shockley, Kristen M.; Allen, Tammy D.

    2009-01-01

    Based on a sample of students and their faculty mentors, this study examined how the fit between mentor and protege levels of commitment is associated with both partners' relationship satisfaction. Mentoring dyads were classified into groups according to fit between partners' commitment, and relationship satisfaction was compared across groups.…

  7. Adjunct Mentoring, a Vital Responsibility in a Changing Educational Climate: The Lesley University Adjunct Mentoring Program

    Science.gov (United States)

    Ziegler, Carol A.; Reiff, Marianne

    2006-01-01

    Lesley University in Cambridge, Massachusetts, USA, has established an adjunct mentoring process in response to its growing number of adjunct faculty. Lesley's adjunct corps serves in Lesley programs offered both on and off campus. The primary goals of the mentoring program are to support excellence in teaching, and to engage in mentoring that…

  8. "Mentoring Is Sharing the Excitement of Discovery": Faculty Perceptions of Undergraduate Research Mentoring

    Science.gov (United States)

    Vandermaas-Peeler, Maureen; Miller, Paul C.; Peeples, Tim

    2015-01-01

    Although an increasing number of studies have examined students' participation in undergraduate research (UR), little is known about faculty perceptions of mentoring in this context. The purpose of this exploratory study was to investigate four aspects of mentoring UR, including how faculty define high-quality UR mentoring and operationalize it in…

  9. Feedback Provision in Mentoring Conversation--Differing Mentor and Student Perceptions

    Science.gov (United States)

    Korver, Bettina; Tillema, Harm

    2014-01-01

    Diverging perceptions between a mentor and a mentee on the nature and content of feedback given in mentoring conversations may have a profound impact on the mentee's learning from conversation. This study gauges whether approaches to mentoring relate to establishing congruency in perceptions on provided feedback. The aim of this research is to…

  10. Teachers' Perceptions of Interpersonal Mentoring Relationships in One Early Childhood Mentoring Program

    Science.gov (United States)

    Beaunae, Cathrine

    2009-01-01

    The purpose of this qualitative study was to gain a greater understanding of the interpersonal relationships between mentors and mentees in one early childhood, teacher-initiated, mentoring program. The mentoring program was designed to facilitate the induction process of newly-employed teachers into the university-based early childhood center.…

  11. Mentoring "Inside" and "Outside" the Action of Teaching: A Professional Framework for Mentoring

    Science.gov (United States)

    Gardiner, Wendy

    2017-01-01

    This study seeks to contribute to the research on mentored induction by investigating the practices mentors employ in their work with new teachers in two high-need, high-poverty urban elementary schools. Informed by Schwille's (2008) temporal framework of "educative" mentoring practices occurring "inside" and…

  12. From Atmospheric Scientist to Data Scientist

    Science.gov (United States)

    Knuth, S. L.

    2015-12-01

    Most of my career has been spent analyzing data from research projects in the atmospheric sciences. I spent twelve years researching boundary layer interactions in the polar regions, which included five field seasons in the Antarctic. During this time, I got both a M.S. and Ph.D. in atmospheric science. I learned most of my data science and programming skills throughout this time as part of my research projects. When I graduated with my Ph.D., I was looking for a new and fresh opportunity to enhance the skills I already had while learning more advanced technical skills. I found a position at the University of Colorado Boulder as a Data Research Specialist with Research Computing, a group that provides cyber infrastructure services, including high-speed networking, large-scale data storage, and supercomputing, to university students and researchers. My position is the perfect merriment between advanced technical skills and "softer" skills, while at the same time understanding exactly what the busy scientist needs to understand about their data. I have had the opportunity to help shape our university's data education system, a development that is still evolving. This presentation will detail my career story, the lessons I have learned, my daily work in my new position, and some of the exciting opportunities that opened up in my new career.

  13. Overcoming the obstacles: Life stories of scientists with learning disabilities

    Science.gov (United States)

    Force, Crista Marie

    Scientific discovery is at the heart of solving many of the problems facing contemporary society. Scientists are retiring at rates that exceed the numbers of new scientists. Unfortunately, scientific careers still appear to be outside the reach of most individuals with learning disabilities. The purpose of this research was to better understand the methods by which successful learning disabled scientists have overcome the barriers and challenges associated with their learning disabilities in their preparation and performance as scientists. This narrative inquiry involved the researcher writing the life stories of four scientists. These life stories were generated from extensive interviews in which each of the scientists recounted their life histories. The researcher used narrative analysis to "make sense" of these learning disabled scientists' life stories. The narrative analysis required the researcher to identify and describe emergent themes characterizing each scientist's life. A cross-case analysis was then performed to uncover commonalities and differences in the lives of these four individuals. Results of the cross-case analysis revealed that all four scientists had a passion for science that emerged at an early age, which, with strong drive and determination, drove these individuals to succeed in spite of the many obstacles arising from their learning disabilities. The analysis also revealed that these scientists chose careers based on their strengths; they actively sought mentors to guide them in their preparation as scientists; and they developed coping techniques to overcome difficulties and succeed. The cross-case analysis also revealed differences in the degree to which each scientist accepted his or her learning disability. While some demonstrated inferior feelings about their successes as scientists, still other individuals revealed feelings of having superior abilities in areas such as visualization and working with people. These individuals revealed

  14. A romantic scientist

    Science.gov (United States)

    Skaar Jacobsen, Anja

    2013-12-01

    While giving a lecture on electricity, electrochemistry and magnetism in the spring of 1820, the Danish scientist Hans Christian Ørsted noticed something remarkable: the magnetic needle he was using for one of his demonstrations was deflected by an electric current in a nearby wire.

  15. Early Primary Invasion Scientists

    Science.gov (United States)

    Spellman, Katie V.; Villano, Christine P.

    2011-01-01

    "We really need to get the government involved," said one student, holding his graph up to USDA scientist Steve Seefeldt. Dr. Steve studies methods to control "invasive" plants, plants that have been introduced to an area by humans and have potential to spread rapidly and negatively affect ecosystems. The first grader and his classmates had become…

  16. Becoming a Spider Scientist

    Science.gov (United States)

    Patrick, Patricia; Getz, Angela

    2008-01-01

    In this integrated unit, third grade students become spider scientists as they observe spiders in their classroom to debunk some common misconceptions about these intimidating creatures. "Charlotte's Web" is used to capture students' interest. In addition to addressing philosophical topics such as growing-up, death, and friendship; E.B. White's…

  17. Ethics for life scientists

    NARCIS (Netherlands)

    Korthals, M.J.J.A.A.; Bogers, R.J.

    2004-01-01

    In this book we begin with two contributions on the ethical issues of working in organizations. A fruitful side effect of this start is that it gives a good insight into business ethics, a branch of applied ethics that until now is far ahead of ethics for life scientists. In the second part, ethics

  18. Mentoring Expectations and Realities: An Analysis of Metaphorical Thinking among Female Undergraduate Proteges and Their Mentors in a University Mentoring Programme

    Science.gov (United States)

    Storrs, Debbie; Putsche, Laura; Taylor, Amy

    2008-01-01

    This article describes the differences between mentors' and proteges' expectations and realities regarding mentoring relationships and goals. Faculty and senior undergraduate mentors and female undergraduate proteges who participated in a formal, university mentoring programme at the University of Idaho, organised by the institution's Women's…

  19. Time-Dependent Deformation at Brady Hot Springs Geothermal Field (Nevada) Measured With Interferometric Synthetic Aperture Radar and Modeled with Multiple Working Hypotheses of Coupled Behavior

    Science.gov (United States)

    Feigl, K. L.; Ali, S. T.; Akerley, J.; Baluyut, E.; Cardiff, M. A.; Davatzes, N. C.; Foxall, W.; Fratta, D.; Kreemer, C.; Mellors, R. J.; Lopeman, J.; Spielman, P.; Wang, H. F.

    2015-12-01

    To measure time-dependent deformation at the Brady Hot Springs geothermal field in western Nevada, we analyze interferometric synthetic aperture radar (InSAR) data acquired between 2004 and 2014 by five satellite missions, including: ERS-2, Envisat, ALOS, TerraSAR-X, and TanDEM-X. The resulting maps of deformation show an elliptical subsiding area that is ~4 km by ~1.5 km. Its long axis coincides with the strike of the dominant normal-fault system at Brady. Within this bowl of subsidence, the interference pattern shows several smaller features with length scales of the order of ~1 km. This signature occurs consistently in all of the well-correlated interferometric pairs spanning several months. Results from inverse modeling suggest that the deformation is a result of volumetric contraction in shallow units, no deeper than 600 m, that are probably associated with damaged regions where faults interact via thermal (T), hydrological (H), mechanical (M), and chemical (C) processes. Such damaged zones are expected to extend downward along steeply dipping fault planes, providing high-permeability conduits to the production wells. Using time series analysis, we test the hypothesis that geothermal production drives the observed deformation. We find a good correlation between the observed deformation rate and the rate of production in the shallow wells. We explore first-order models to calculate the time-dependent deformation fields produced by coupled processes, including: thermal contraction of rock (T-M coupling), decline in pore pressure (H-M coupling), and dissolution of minerals over time (H-C-M coupling). These processes are related to the heterogeneity of hydro-geological and material properties at the site. This work is part of a project entitled "Poroelastic Tomography by Adjoint Inverse Modeling of Data from Seismology, Geodesy, and Hydrology" (PoroTomo) http://geoscience.wisc.edu/feigl/porotomo.

  20. Tachy-Brady Arrhythmias: The Critical Role of Adenosine-induced Sino-Atrial Conduction Block in Post-Tachycardia Pauses

    Science.gov (United States)

    Lou, Qing; Glukhov, Alexey V.; Hansen, Brian; Hage, Lori; Vargas-Pinto, Pedro; Billman, George E.; Carnes, Cynthia A.; Fedorov, Vadim V.

    2012-01-01

    Background In patients with sinoatrial nodal (SAN) dysfunction, atrial pauses lasting several seconds may follow rapid atrial pacing or paroxysmal tachycardia (tachy-brady arrhythmias). Clinical studies suggest that adenosine may play an important role in SAN dysfunction, but the mechanism remains unclear. Objective To define the mechanism of SAN dysfunction induced by the combination of adenosine and tachycardia. Methods We studied the mechanism of SAN dysfunction produced by a combination of adenosine and rapid atrial pacing in isolated coronary-perfused canine atrial preparations using high-resolution optical mapping (n=9). Sinus cycle length (SCL) and sinoatrial conduction time (SACT) were measured during adenosine (1–100μM) and 1μM DPCPX (A1 receptor antagonist, n=7) perfusion. Sinoatrial node recovery time was measured after one minute of “slow” pacing (3.3Hz) or tachypacing (7–9Hz). Results Adenosine significantly increased SCL (477±62 vs. 778±114 ms, p<0.01), and SACT during sinus rhythm (41±11 vs. 86±16 ms, p<0.01) dose-dependently. Adenosine dramatically affected SACT of the first SAN beat after tachypacing (41±5 vs. 221±98ms, p<0.01). Moreover, at high concentrations of adenosine (10–100μM), termination of tachypacing or atrial flutter/fibrillation produced atrial pauses of 4.2±3.4 seconds (n=5) due to conduction block between the SAN and atria, despite a stable SAN intrinsic rate. Conduction block was preferentially related to depressed excitability in SAN conduction pathways. Adenosine-induced changes were reversible upon washout or DPCPX treatment. Conclusions These data directly demonstrate that adenosine contributes to post-tachycardia atrial pauses through SAN exit block rather than slowed pacemaker automaticity. Thus, these data suggest an important modulatory role of adenosine in tachy-brady syndrome. PMID:22985657

  1. A Framework for Successful Research Experiences in the Classroom: Combining the Power of Technology and Mentors

    Science.gov (United States)

    Graff, Paige Valderrama; Stefanov, William L.; Willis, Kim; Runco, Susan; McCollum, Tim; Lindgren, Charles F.; Baker, Marshalyn; Mailhot, Michele

    2011-01-01

    Authentic research opportunities in the classroom are most impactful when they are student-driven and inquiry-based. These experiences are even more powerful when they involve technology and meaningful connections with scientists. In today's classrooms, activities are driven by state required skills, education standards, and state mandated testing. Therefore, programs that incorporate authentic research must address the needs of teachers. NASA's Expedition Earth and Beyond (EEAB) Program has developed a framework that addresses teacher needs and incorporates the use of technology and access to mentors to promote and enhance authentic research in the classroom. EEAB is a student involvement program that facilitates student investigations of Earth or planetary comparisons using NASA data. To promote student-led research, EEAB provides standards-aligned, inquiry-based curricular resources, an implementation structure to facilitate research, educator professional development, and ongoing support. This framework also provides teachers with the option to incorporate the use of technology and connect students with a mentor, both of which can enrich student research experiences. The framework is structured by a modeled 9-step process of science which helps students organize their research. With more schools gaining increased access to technology, EEAB has created an option to help schools take advantage of students' interest and comfort with technology by leveraging the use of available technologies to enhance student research. The use of technology not only allows students to collaborate and share their research, it also provides a mechanism for them to work with a mentor. This framework was tested during the 2010/2011 school year. Team workspaces hosted on Wikispaces for Educators allow students to initiate their research and refine their research question initially without external input. This allows teams to work independently and rely on the skills and interests of

  2. The Impact of Youth Risk on Mentoring Relationship Quality: Do Mentor Characteristics Matter?

    Science.gov (United States)

    Raposa, Elizabeth B; Rhodes, Jean E; Herrera, Carla

    2016-06-01

    Although mentoring is a widely used intervention strategy, effect sizes for at-risk youth remain modest. Research is therefore needed to maximize the impact of mentoring for at-risk youth who might struggle to benefit from mentoring relationships. This study tested the hypothesis that different types of youth risk would have a negative impact on mentoring relationship quality and duration and explored whether mentor characteristics exacerbated or mitigated these negative effects. Results showed that elevated environmental stress at a youth's home and/or school predicted shorter match duration, and elevated rates of youth behavioral problems, such as poor academic performance or misconduct, predicted greater youth dissatisfaction and less positive mentor perceptions of relationship quality. Mentors with greater self-efficacy and more previous involvement with youth in their communities were able to buffer the negative effects of environmental stress on match duration. Similarly, mentors' previous involvement with youth buffered the negative effects of youth behavioral problems on mentor perceptions of relationship quality. Findings have important implications for the matching of mentors and at-risk youth in a way that improves mentoring outcomes.

  3. Understanding wider environmental influences on mentoring: Towards an ecological model of mentoring in academic medicine

    Directory of Open Access Journals (Sweden)

    Dario Sambunjak

    2015-05-01

    Full Text Available Mentoring is a complex developmental relationship that contributes to individual growth and career advancement in different areas of human activity, including academic medicine. This article describes a broader environmental milieux in which mentoring occurs and considers the ways in which the environmental factors may affect the process and outcomes of mentoring. An ecological model of mentoring is proposed that takes into account various factors broadly operating at three contextual levels. The first is societal or “macro” level, which implies cultural, economic, and political factors. The second is institutional or “meso” level, consisting of a system-related factors such as field and discipline characteristics, and government policies, and b organization-related factors such as mentoring climate, reward structure, and work design. The third contextual level relates to intrapersonal and interpersonal characteristics of mentor-mentee dyads. If mentoring dyad is viewed as the focal point, societal and institutional levels may be labeled as “external”, and personal level as “internal”. The conceptual diversity and methodological challenges in the study of mentoring need to be acknowledged, but should not be an excuse to leave the external contextual elements out of the researchers’ horizon, as they inevitably shape and modify the mentoring relationships. Conclusion. Model presented in this article offers a holistic view of mentoring in academic medicine that may help one comprehend and appreciate the complexity of influences on mentoring, and inform the future research agenda on this important topic.

  4. Mentoring. A quality assurance tool for dentists. Part 4: some tools for mentoring and coaching. The mentoring encounter.

    Science.gov (United States)

    Holt, Vernon P; Ladwa, Russ

    2009-07-01

    This paper reviews a range of tools that a mentor may use to facilitate the mentoring process. In particular, six 'Master Tools' are highlighted and discussed. Some tools represent mentor qualities and attitudes whereas others represent particular strategies, especially asking questions, which may be employed to move the conversation in a helpful direction for a mentee. The use of 'scripts' is described as part of a mentor's preparation for dealing with difficult or unexpected situations or questions. Because it is important for mentors to be able to give feedback effectively, a section of the paper is devoted to this aspect in which some specific tools are described. A brief description of transactional analysis is given and a template for use of the GROW model is illustrated.

  5. E-Mentoring Women: Lessons Learned From A Pilot Program

    Directory of Open Access Journals (Sweden)

    Joanne D. Leck

    2012-12-01

    Full Text Available Mentoring has been identified as a key strategy for career development and organizational advancement and has been argued to be indispensable for women to succeed. E-mentoring has increased in popularity as a means of increasing access to mentors, especially female, and reducing some of the challenges associated with being mentored by men. Although access to mentors and mentoring is considerably improved in an e-mentoring environment, it is unclear if the quality and effectiveness of e-mentoring matches traditional mentoring. This qualitative study examines the overall effectiveness of an e-mentoring program focusing on providing psycho-social and career-development support to female mentees, developing trust in a virtual environment, and the mentee/mentor matching process.

  6. The Great Scientists

    Science.gov (United States)

    Meadows, Jack

    1989-11-01

    This lively history of the development of science and its relationship to society combines vivid biographies of twelve pivotal scientists, commentary on the social and historical events of their time, and over four hundred illustrations, including many in color. The biographies span from classical times to the Atomic Age, covering Aristotle, Galileo, Harvey, Newton, Lavoisier, Humboldt, Faraday, Darwin, Pasteur, Curie, Freud, and Einstein. Through the biographies and a wealth of other material, the volume reveals how social forces have influenced the course of science. Along with the highly informative color illustrations, it contains much archival material never before published, ranging from medieval woodcuts, etchings from Renaissance anatomy texts, and pages from Harvey's journal, to modern false-color x-rays and infrared photographs of solar flares. A beautifully-designed, fact-filled, stimulating work, The Great Scientists will fascinate anyone with an interest in science and how history can influence scientific discovery.

  7. Electronic Portfolios for Scientists

    OpenAIRE

    Dahn, I.; Christmann, A.

    2007-01-01

    Electronic portfolios (ePortfolios) are electronic versions of paper based portfolios. They are increasingly applied in education. Software for building and maintaining ePortfolios is emerging; open specifications for the exchange of ePortfolios exist. They show the potential to serve as a standard tool for documenting achievements in lifelong learning. In this paper we explore the potential of ePortfolios for scientists.

  8. Mentoring: One of the Master's Tools.

    Science.gov (United States)

    Powell, Brenda J.

    1999-01-01

    Critiques the mentoring paradigm in the hopes of enabling women to be more realistic about the dynamics of the power elements of mentoring. Proposes that this analysis will help create space for critiquing the norms, practices, and definitions of success that are at the heart of institutions. (GCP)

  9. A cross-cultural mentoring program

    Energy Technology Data Exchange (ETDEWEB)

    Huang-Nissen, S.; Myers, R.Y.

    1995-04-01

    This report summarized the results of the pilot Cross-Cultural Mentoring Program at Lawrence Livermore National Laboratory, from the inception of the program idea through its implementation and assessment. It discusses the benefits of mentoring, the origins of the program, program design and implementation, program assessment, and conclusions and recommendations.

  10. Mentoring Women in the Frederick Community | Poster

    Science.gov (United States)

    Joy Beveridge, clinical project manager III, is all about building relationships—especially the ones she builds through her work with Woman to Woman Mentoring, Inc. (W2WM), a 501(C)3 non-profit organization that seeks to cultivate mentoring relationships that provide women with guidance, support, and connections.

  11. Development of Mentor Teacher Role Inventory

    Science.gov (United States)

    Koc, Ebru Melek

    2011-01-01

    This study aimed to develop and investigate the validity and reliability of the Mentor Teacher Role Inventory (MTRI). A total of 1843 student teachers in the Distance English Teacher Training Program participated in the study. The 58 items of the Mentor Teacher Role Inventory underwent principal factor analysis, which revealed nine factors…

  12. Undergraduate Research Mentoring: Obstacles and Opportunities

    Science.gov (United States)

    Johnson, W. Brad; Behling, Laura L.; Miller, Paul; Vandermaas-Peeler, Maureen

    2015-01-01

    Researchers and policy-makers in higher education increasingly espouse the view that undergraduate students should have the opportunity to learn about scholarship and research in the context of faculty-mentored research experiences. There is mounting consensus that mentored undergraduate research should be standard pedagogical practice in all…

  13. Mentoring during Adolescence and Adult Resilience

    Science.gov (United States)

    Jakacki, Pola Christina

    2011-01-01

    The purpose of this study was to determine if there was a significant relationship between mentoring and adult resilience, specifically adults that were mentored as adolescents. The study sample comprised of 657 adults from various locations across the country. For this quantitative study, they completed a two-part questionnaire made up of the…

  14. Mentoring and Organizational Justice: An Empirical Investigation.

    Science.gov (United States)

    Scandura, Terri A.

    1997-01-01

    Usable responses from 197 of 300 Australian managers indicated those who had mentors perceived more organizational justice than those who had not. Career, psychosocial, and role modeling functions of mentoring were significantly and positively related to perceptions of distributive and procedural justice. (SK)

  15. Managers As Mentors: Building Partnerships for Learning.

    Science.gov (United States)

    Bell, Chip R.

    A new paradigm for mentoring is necessary in today's companies, which Peter Senge has referred to as "learning organizations" (Senge 1990). This book argues that mentoring in learning organizations today means valuing creativity over control, fostering growth by facilitating learning, and helping others get smart, not only get ahead. In the new…

  16. Mentoring Relationships and Adolescent Self-Esteem

    Science.gov (United States)

    Schwartz, Sarah E. O.; Lowe, Sarah R.; Rhodes, Jean E.

    2012-01-01

    An estimated three million American youth are in formal, one-to-one mentoring relationships, and countless more have meaningful, natural mentoring relationships with extended family members, teachers, neighbors, coaches and other caring, non-parental adults. The empirical literature generally indicates that close and enduring mentoring…

  17. Identifying Mentors for Student Employees on Campus

    Science.gov (United States)

    Frock, David

    2015-01-01

    Purpose: This exploratory research project aims to seek an effective process for identifying supervisors of part-time student employees who also serve in a mentoring capacity. Design/methodology/approach: This paper is based on a review of literature and an evaluation process focused on established traits and functions of mentoring as applied to…

  18. Mentoring: Forging New Links onto the Chain.

    Science.gov (United States)

    Welty, Kenneth

    2000-01-01

    Uses a chain metaphor for describing mentoring, a nurturing process in which an accomplished professional serves as role model, sponsor, master teacher, and career counselor for a promising novice. Suggests that more mentors are needed to encourage others to become or remain technology education teachers. (JOW)

  19. Cultivating a Global Pool of Future Geoscientists and Mentors

    Science.gov (United States)

    Sparrow, E. B.; Yule, S.; Murphy, A.; Fenzel, M.; Buali, S.; Bourgeault, J.; Tunkl, T.; Lawani, Y.; Elwan, M.; Ruairuen, W.; Altin, L.; Boonkhot, P.

    2015-12-01

    The Global Learning and Observations to Benefit the Environment (GLOBE) program ( www.globe.gov) is an international science and education program in over 28,000 schools in 114 countries. GLOBE students conduct real science - ask questions, make observations, do measurements, analyze data, and participate in research collaborations with other students and Earth scientists. In the U.S., GLOBE operates through a GLOBE Implementation Office and partnerships with U.S. organizations that recruit schools, train teachers at professional development workshops, and mentor teachers and their students to engage in GLOBE learning and research activities. Internationally, GLOBE is implemented through bilateral agreements between the U.S. government and those of partner countries that provide the structure and funding to fulfill the responsibilities and functions of a GLOBE Partnership. GLOBE students have contributed more than 129 million measurements to ongoing science investigations. GLOBE, in its 20th year, has been successful in engaging students in Earth as a system and environmental science studies during K-12 schooling and beyond as students go into college and in their careers. GLOBE Alumni is a grassroots community of former GLOBE students committed to continue GLOBE activities at a higher level. They have worked with GLOBE in Estonia, Czech Republic, Benin, Thailand and Peru, to support teachers and students in student scientific research to better understand the Earth as a system and the environment. Survey results of participants at the 2014 GLOBE Learning Expedition indicate that 53% of GLOBE students would likely choose GLOBE involvement beyond secondary school, 80 % of teachers are likely to engage former GLOBE students as near-peer mentors to their students, 70% of GLOBE Partners are likely to use the assistance of former GLOBE students when training teachers and 100% of GLOBE Partners and teachers consider former GLOBE students who may be in college or

  20. Shi Changxu--a great teacher and mentor for materials scientists%Shi Changxu--a great teacher and mentor for materials scientists

    Institute of Scientific and Technical Information of China (English)

    Gaoqing Max Lu

    2011-01-01

    I have met Professor Shi Changxu only a few times at meetings in China. One encounter that I can never forget is a meeting held in Beijing late December 2002. I was invited to participate in the inaugural meeting of the Centre for Interracial Materials of the Institute of Metal Research,

  1. Scholarship and mentoring: an essential partnership?

    Science.gov (United States)

    Turnbull, Beverley

    2010-12-01

    This paper discusses as study of mentoring and its relationship to nursing academics' scholarly productivity. A hermeneutic phenomenological approach was used to explore participants' experiences of mentoring and scholarship. Although all participants were well aware of the need to increase levels of scholarship, few had experienced the role modelling, guidance and leadership to assist them in meeting the expectations of the tertiary environment. While quality mentoring was viewed as a productive facilitator to improving levels of scholarly productivity, a supportive work environment with strong academic leadership was also considered an essential element in developing scholarship. Mentoring alone was considered unlikely to ameliorate any institutional issues, but rather, comprised one of a number of strategies. The picture that emerged from the study illustrates a discipline in transition in which a culture of mentoring is not well established, one that requires change not only within the discipline, but within tertiary institutions.

  2. Mentoring is a Lifelong Activity

    Science.gov (United States)

    Hamilton, Joseph

    2016-09-01

    One of the greatest personal benefits of mentoring and working with graduate students and postdoctoral fellows is the life-long journey together. Having graduate students who keep up with you, ask advice and sometimes get it when they haven't asked for it, being able to help them find a job, and in some cases, continuing to do research together for over 50 years is a real gift. Seeing the success of your students in their own research programs, or as Professors, or in industry, makes me feel proud like I do in my children, and when we gather at conferences, it does seem like a family.

  3. Reality vs. Myth: Mentoring Reexamined

    Science.gov (United States)

    2010-05-17

    of how mentorship enhances or detracts from a leader development program. The term mentor, itself, is of Greek origin and has roots in mythology ...sEMtF1q7GX6POxRnpLYTNTRaNNm3GSnk05R_jI-818kl75N9e (accessed November 29, 2009), 2. 7 Teacher and protector of Telemachus in Greek mythology , the friend whom Odysseus...provides illumination in order to help adjust expectation. While the mythological part of mentorship is not attainable, leader development certainly is

  4. A sustainable course in research mentoring.

    Science.gov (United States)

    Martina, Camille Anne; Mutrie, Andria; Ward, Denham; Lewis, Vivian

    2014-10-01

    In this report, we describe a six-year experience (2007-2012) in a single CTSA awardee institution on the development, implementation and evaluation of a hybrid online mentoring curriculum that is applicable to CTSA trainees at various levels (graduate, medical students, and junior faculty) of career training. The curriculum offers convenience, engagement, and financial sustainability. Overall, we found high levels of satisfaction with the curriculum and mentoring experience among both protégés and mentors. Qualitative data showed remarkable consensus of 14 of the 15 domains of mentoring that form the framework of the mentoring curriculum: (1) accessibility, (2) selectivity, (3) engagement/support, (4) teaching/training, (5) clarity of performance/expectations, (6) sponsorship/sharing power judiciously, (7) demystifying the system (academia), (8) challenging/encouraging risk taking, (9) affirming, (10) providing exposure/visibility, (11) being an intentional role model, (12) protecting, (13) providing feedback, (14) self-disclosure, and lastly (15) counseling, with the fifteenth domain "counseling" being the most controversial. Quantitative survey data of both mentors and protégés indicated a high degree of overall satisfaction in their mentor-protégé dyad with 86% (59) of protégés and 86% (55) of mentors responding good or excellent to the "quality of time spent." Mentors and protégés were most satisfied in the area of research, with 93% (62) of protégés and 96% (57) of mentors finding discussions in research very to somewhat useful for their own career advancement. Along with wide acceptability, this format is a useful option for institutions where face-to-face time is limited and education budgets are lean.

  5. James F. Crow and the art of teaching and mentoring.

    Science.gov (United States)

    Hartl, Daniel L

    2011-12-01

    To honor James F. Crow on the occasion of his 95th birthday, GENETICS has commissioned a series of Perspectives and Reviews. For GENETICS to publish the honorifics is fitting, as from their birth Crow and GENETICS have been paired. Crow was scheduled to be born in January 1916, the same month that the first issue of GENETICS was scheduled to appear, and in the many years that Crow has made major contributions to the conceptual foundations of modern genetics, GENETICS has chronicled his and other major advances in the field. The commissioned Perspectives and Reviews summarize and celebrate Professor Crow's contributions as a research scientist, administrator, colleague, community supporter, international leader, teacher, and mentor. In science, Professor Crow was the international leader of his generation in the application of genetics to populations of organisms and in uncovering the role of genetics in health and disease. In education, he was a superb undergraduate teacher whose inspiration changed the career paths of many students. His teaching skills are legendary, his lectures urbane and witty, rigorous and clear. He was also an extraordinary mentor to numerous graduate students and postdoctoral fellows, many of whom went on to establish successful careers of their own. In public service, Professor Crow served in key administrative positions at the University of Wisconsin, participated as a member of numerous national and international committees, and served as president of both the Genetics Society of America and the American Society for Human Genetics. This Perspective examines Professor Crow as teacher and mentor through the eyes and experiences of one student who was enrolled in his genetics course as an undergraduate and who later studied with him as a graduate student.

  6. Faculty Mentors' Perspectives on E-Mentoring Post-Professional Occupational Therapy Doctoral Students.

    Science.gov (United States)

    Doyle, Nancy; Jacobs, Karen; Ryan, Cathryn

    2016-12-01

    E-mentoring is a viable option for mentoring students in occupational therapy educational programs. The objective of this study was to investigate faculty perspectives of faculty-to-student e-mentoring in an online post-professional doctor of occupational therapy program. In a retrospective mixed-method design, nine faculty members described features and outcomes of e-mentoring 48 doctoral students. Online survey results were analysed quantitatively for descriptive statistics; transcripts from structured interviews were analysed using qualitative content analysis. The results showed that successful, satisfactory e-mentoring is student-centered, flexible, frequent, academically and psychosocially supportive; faculty members must be skilled in adapting e-mentoring to the needs and objectives of each mentee; e-mentoring provides opportunities for faculty members and students to achieve academic and professional objectives and growth. The findings suggest that implementation of e-mentoring may be a useful model in other occupational therapy programs. There is a need for future studies with broader participant pool, observable measures of e-mentoring, standardized measures of satisfaction and success and comparison between e-mentoring with and without web camera. Copyright © 2016 John Wiley & Sons, Ltd.

  7. Novice Teachers Learning from Others: Mentoring in Shanghai Schools

    Science.gov (United States)

    Salleh, Hairon; Tan, Charlene

    2013-01-01

    This paper explores critically the practice of teacher mentoring in Shanghai schools. It begins with a review of the literature on teacher mentoring, which is followed by an introduction to education and teacher mentoring in the schools. The next section critiques teacher mentoring in Shanghai and we highlight three key characteristics and…

  8. Evaluating a Psychology Graduate Student Peer Mentoring Program

    Science.gov (United States)

    Fleck, Christina; Mullins, Morell E.

    2012-01-01

    Research on mentoring outcomes and characteristics of various types of mentoring programs in different settings is limited. The present study sampled 39 graduate students at a small Midwestern university to evaluate peer mentoring in a graduate school setting. Mentoring function and outcome relationships as well as program characteristics were…

  9. Mentoring Graduate Students: The Good, Bad, and Gray

    Science.gov (United States)

    Ballantine, Jeanne H.; Jolly-Ballantine, John-Andrew

    2015-01-01

    Good mentoring of graduate students influences their perseverance and success to completion, whereas bad mentoring can result in negative outcomes, including delayed degree completion or non-completion. What the authors refer to as the gray zone is that which falls between good and bad mentoring. Examples are partial mentoring or changes in…

  10. Mentoring for Professional Geropsychology within a Doctoral Program

    Science.gov (United States)

    Knight, Bob G.

    2011-01-01

    Mentoring in doctoral programs in professional psychology has its roots in mentoring in science programs of all types. Professional psychology in general may suffer from conflating mentoring with clinical supervision. Using the Pikes Peak Model competencies as a framework, mentoring in attitudes, knowledge, and skills related to professional…

  11. Reconceptualizing Faculty Mentoring within a Community of Practice Model

    Science.gov (United States)

    Smith, Emily R.; Calderwood, Patricia E.; Dohm, Faith A.; Gill Lopez, Paula

    2013-01-01

    Despite the growing knowledge base on mentoring in academia, providing effective mentoring for faculty presents several complex dilemmas for academic units charged with facilitating mentoring. How do we institutionalize voluntary and spontaneous mentoring interaction? How do we support a collaborative climate in an inherently individual and…

  12. Promoting versatililty in mentor teachers' use of supervisory skills

    NARCIS (Netherlands)

    Crasborn, Frank; Hennissen, Paul; Brouwer, Niels; Korthagen, Fred; Bergen, Theo

    2008-01-01

    Mentor teachers need a versatile supervisory skills repertoire. Besides taking the prevalent role of daily advisor and instructor, mentor teachers should also be able to stimulate reflection in student teachers. Video recordings were analyzed of 60 mentoring dialogues, both before and after a mentor

  13. Doctoral Advising or Mentoring? Effects on Student Outcomes

    Science.gov (United States)

    Lunsford, Laura

    2012-01-01

    This study investigated the extent to which doctoral advisors provided mentoring to their students and if mentor support influenced doctoral student outcomes. Survey results from 477 respondents, across disciplines at two universities, indicated that most students believed mentoring was important and over half of them received mentoring support…

  14. The Process of Mentoring Pregnant Adolescents: An Exploratory Study.

    Science.gov (United States)

    Blinn-Pike, Lynn; Kuschel, Diane; McDaniel, Annette; Mingus, Suzanne; Mutti, Megan Poole

    1998-01-01

    The process that occurs in relationships between volunteer adult mentors and pregnant adolescent "mentees" is described empirically; testable hypotheses based on findings concerning the mentor role are proposed. Case records from 20 mentors are analyzed; findings regarding mentors' roles are discussed. Criteria for conceptualizing quasi-parenting…

  15. 48 CFR 1552.219-70 - Mentor-Protege Program.

    Science.gov (United States)

    2010-10-01

    ... 48 Federal Acquisition Regulations System 6 2010-10-01 2010-10-01 true Mentor-Protege Program... Mentor-Protege Program. As prescribed in 1519.203(a), insert the following clause: Mentor-Protege Program OCT 2000 (a) The Contractor has been approved to participate in the EPA Mentor-Protege program....

  16. 13 CFR 124.520 - Mentor/protege program.

    Science.gov (United States)

    2010-01-01

    ... 13 Business Credit and Assistance 1 2010-01-01 2010-01-01 false Mentor/protege program. 124.520... § 124.520 Mentor/protege program. (a) General. The mentor/protege program is designed to encourage... form of joint venture arrangements. The purpose of the mentor/protege relationship is to enhance...

  17. Student Peer Mentoring in a Hospitality Management Program

    Science.gov (United States)

    Lynn, Christine

    2010-01-01

    Mentoring programs are a well recognized means to quicken students' assimilation and increase retention, but not all mentoring programs are successful. It seems that for a peer student mentoring program to be effective, the program would need mandatory participation on both ends. Perhaps both mentors and mentees could voluntarily enroll in…

  18. Mentoring and Coaching in Schools: Professional Learning through Collaborative Inquiry

    Science.gov (United States)

    Burley, Suzanne; Pomphrey, Cathy

    2011-01-01

    Can mentoring and coaching really improve professional practice? How can research and inquiry improve mentoring and coaching practice? "Mentoring and Coaching in Schools" explores the ways in which mentoring and coaching can be used as a dynamic collaborative process for effective professional learning. It demonstrates how the use of practitioner…

  19. Science and Mathematics Mentees and Mentors: Who Benefits the Most?

    Science.gov (United States)

    Taylor, Rosemarye T.; Karcinski, Lisa

    2016-01-01

    The purpose of our study was to determine the extent to which differences in a mentor model for science and mathematics teachers accounted for variances in mentoring effectiveness and persistence rates of teachers. School district designee, mentor, and teacher perceptions of mentoring support were collected through the use of interviews and…

  20. Ernest Rutherford: scientist supreme

    Energy Technology Data Exchange (ETDEWEB)

    Campbell, J. [Physics Department, University of Canterbury, Christchurch (New Zealand)

    1998-09-01

    One hundred years ago this month, Ernest Rutherford a talented young New Zealander who had just spent three years as a postgraduate student in Britain left for Canada, where he was to do the work that won him a Nobel prize. All three countries can justifiably claim this great scientist as their own. Ernest Rutherford is one of the most illustrious scientists that the world has ever seen. He achieved enduring international fame because of an incredibly productive life, during which he altered our view of nature on three separate occasions. Combining brilliantly conceived experiments with much hard work and special insight, he explained the perplexing problem of naturally occurring radioactivity, determined the structure of the atom, and was the world's first successful alchemist, changing nitrogen into oxygen. Rutherford received a Nobel prize for the first discovery, but the other two would have been equally worthy candidates, had they been discovered by someone else. Indeed, any one of his other secondary achievements many of which are now almost forgotten would have been enough to bring fame to a lesser scientist. For example, he invented an electrical method for detecting individual ionizing radiations, he dated the age of the Earth, and briefly held the world record for the distance over which wireless waves could be detected. He predicted the existence of neutrons, he oversaw the development of large-scale particle accelerators, and, during the First World War, he led the allied research into the detection of submarines. In this article the author describes the life and times of Ernest Rutherford. (UK)

  1. Commentary: Mentoring the mentor: executive coaching for clinical departmental executive officers.

    Science.gov (United States)

    Geist, Lois J; Cohen, Michael B

    2010-01-01

    Departmental executive officers (DEOs), department chairs, and department heads in medical schools are often hired on the basis of their accomplishments in research as well as their skills in administration, management, and leadership. These individuals are also expected to be expert in multiple areas, including negotiation, finance and budgeting, mentoring, and personnel management. At the same time, they are expected to maintain and perhaps even enhance their personal academic standing for the purposes of raising the level of departmental and institutional prestige and for recruiting the next generation of physicians and scientists. In the corporate world, employers understand the importance of training new leaders in requisite skill enhancement that will lead to success in their new positions. These individuals are often provided with extensive executive training to develop the necessary competencies to make them successful leaders. Among the tools employed for this purpose are the use of personal coaches or executive training courses. The authors propose that the use of executive coaching in academic medicine may be of benefit for new DEOs. Experience using an executive coach suggests that this was a valuable growth experience for new leaders in the institution.

  2. Innovation in School-Based Mentoring: Matching the Context, Structure and Goals of Mentoring with Evidence-Based Practices

    Science.gov (United States)

    McQuillin, Samuel D.; Terry, John D.; Strait, Gerald G.; Smith, Bradley H.

    2013-01-01

    Youth mentoring is a popular and well-respected volunteer activity in the USA. Although there is support for the efficacy and cost-effectiveness of community-based mentoring (CBM), the research on school-based mentoring (SBM)--the most popular form of youth mentoring--is mixed. Most of the SBM studies find inconsistent or small effects. The reason…

  3. Protege and Mentor Self-Disclosure: Levels and Outcomes within Formal Mentoring Dyads in a Corporate Context

    Science.gov (United States)

    Wanberg, Connie R.; Welsh, Elizabeth T.; Kammeyer-Mueller, John

    2007-01-01

    This study examined the role of self-disclosure within protege/mentor dyads in formal mentoring partnerships within a corporate context as a means of learning more about specific relationship processes that may enhance the positive outcomes of mentoring. While both proteges and mentors self-disclosed in their relationships, proteges disclosed at a…

  4. Scientists need political literacy

    Science.gov (United States)

    Simarski, Lynn Teo

    Scientists need to sharpen their political literacy to promote public and congressional awareness of science policy issues. This was the message of a panel of politically savvy scientists at a recent workshop at the American Association for the Advancement of Science's annual meeting in Washington, D.C. Researchers can maximize their lobbying efforts by targeting critical points of the legislative and federal funding cycles, the panel said, and by understanding the differences between the science and policy processes.Drastic modifications to the federal budget process this year will influence how much funding flows to research and development. A new feature for FY 1991-1993 is caps on federal expenditure in three areas: defense, foreign aid, and domestic “discretionary” spending. (Most of the agencies that fund geophysics fall into the domestic category.) Money cannot now be transferred from one of these areas to another, said Michael L. Telson, analyst for the House Budget Committee, and loopholes will be “very tough to find.” What is more, non-defense discretionary spending has dropped over a decade from 24% of the budget to the present 15%. Another new requirement is the “pay-as-you-go” system. Under this, a bill that calls for an increase in “entitlement” or other mandatory spending must offset this by higher taxes or by a cut in other spending.

  5. WFIRST CGI Adjutant Scientist

    Science.gov (United States)

    Kasdin, N.

    One of the most exciting developments in exoplanet science is the inclusion of a coronagraph instrument on WFIRST. After more than 20 years of research and development on coronagraphy and wavefront control, the technology is ready for a demonstration in space and to be used for revolutionary science. Good progress has already been made at JPL and partner institutions on the coronagraph technology and instrument design and test. The next five years as we enter Phase A will be critical for raising the TRL of the coronagraph to the needed level for flight and for converging on a design that is robust, low risk, and meets the science requirements. In addition, there is growing excitement over the possibility of rendezvousing an occulter with WFIRST/AFTA as a separate mission; this would both demonstrate that important technology and potentially dramatically enhance the science reach, introducing the possibility of imaging Earth-like planets in the habitable zone of nearby stars. In this proposal I will be applying for the Coronagraph Adjutant Scientist (CAS) position. I bring to the position the background and skills needed to be an effective liaison between the project office, the instrument team, and the Science Investigation Team (SIT). My background in systems engineering before coming to Princeton (I was Chief Systems Engineer for the Gravity Probe-B mission) and my 15 years of working closely with NASA on both coronagraph and occulter technology make me well-suited to the role. I have been a lead coronagraph scientist for the WFIRST mission from the beginning, including as a member of the SDT. Together with JPL and NASA HQ, I helped organize the process for selecting the coronagraphs for the CGI, one of which, the shaped pupil, has been developed in my lab. All of the key algorithms for wavefront control (including EFC and Stroke Minimization) were originally developed by students or post-docs in my lab at Princeton. I am thus in a unique position to work with

  6. Another Kind of Scientist Activism

    Science.gov (United States)

    Marino, Lori

    2009-01-01

    In a well-cited 1996 editorial in "Science," "The Activist Scientist," Jaleh Daie calls for scientists to take an assertive role in educating politicians and the public about the importance of government support for research. She writes that most scientists are reluctant to become involved in political lobbying for a variety of reasons--time…

  7. Characteristics [correction of charactersistics] of intercultural mentoring--a mentor perspective.

    Science.gov (United States)

    Koskinen, Liisa; Tossavainen, Kerttu

    2003-05-01

    This article reports a study of Finnish preceptors' and British undergraduate nursing students' mentor-student relationship during international placement in Finland from the mentors' perspective. The study aimed to explore the characteristics of intercultural mentorship and the strategies used by the mentors to improve the students' intercultural competence. Altogether 23 mentors and five students participated in this study. The data consisted of mentoring session observations, group interviews and research diary notes. Intercultural mentorship was characterised by concern about the students' adjustment, pervasiveness of the relationship, sense of mutual learning, inadequate school-placement co-operation and concern about learning outcomes. The mentors used a variety of strategies to improve the students' intercultural competence. Mentorship was both a rewarding and a frustrating experience.

  8. What kind of mentoring do we need? A review of mentoring program studies for medical students.

    Science.gov (United States)

    Hur, Yera; Kim, Sun; Lee, Keumho

    2013-03-01

    Nearly every medical school in Korea has a student advisory program, regardless of its form or method, but it is plagued by efficiency. To examine efficient means of delivering student advisory programs, we chose 'mentoring' as one solution and reviewed the concepts of a mentor and mentoring, the qualities and roles of a mentor, and examples of national and international cases of mentoring. The concept of mentoring is diverse, but it connotes and stresses aspects, such as individual guidance, tutoring, life coaching, and role modeling. We conclude that the quality of many student advisory programs can be elevated by providing holistic and systematic guidance that meets the demands of the mentees; giving individual, continuous, and intimate coaching; and guiding a balanced academic and social life and career, which will develop good doctors who can provide a holistic health care.

  9. Stephen C. Woods: a precocious scientist.

    Science.gov (United States)

    Smith, Gerard P

    2011-04-18

    To investigate the early scientific development of Steve Woods, I reviewed his research during the first decade after he received his doctoral degree in 1970. The main parts of his research program were conditioned insulin secretion and hypoglycemia, Pavlovian conditioning of insulin secretion before a scheduled access to food, and basal insulin as a negative-feedback signal from fat mass to the brain. These topics were pursued with experimental ingenuity; the resulting publications were interesting, clear, and rhetorically effective. Although the theoretical framework for his experiments with insulin was homeostatic, by the end of the decade he suggested that classic negative-feedback homeostasis needed to be revised to include learning acquired by lifestyle. Thus, Woods functioned as a mature scientist from the beginning of his research-he was very precocious. This precocity also characterized his teaching and mentoring as recalled by two of his students during that time, Joseph Vasselli and Paul Kulkosky. The most unusual and exemplary aspect of his precocity is that the outstanding performance of his first decade was maintained during the subsequent 30years.

  10. Contrasts between deformation accommodated by induced seismic and aseismic processes revealed by combined monitoring of seismicity and surface deformations: Brady Geothermal Field, Nevada, USA

    Science.gov (United States)

    Davatzes, N. C.; Ali, S. T.; Mellors, R. J.; Foxall, W.; Wang, H. F.; Feigl, K. L.; Drakos, P. S.; Zemach, E.

    2013-12-01

    Fluid pressure change accompanying pumping in the Brady Geothermal Field is associated with two easily measureable deformation responses: (1) surface deformations and 2) seismic slip. Surface deformation can be imaged by InSAR and appears to correspond to volume change at depth. Seismic slip on fractures is likely induced by either changes in effective normal stress or solid stress with minimal impact to volume. Both responses have potential impact on permeability structure due to dilation or compaction along natural fractures. We present an integrated data set that compares pumping records with these deformation responses to investigate their coupling and to constrain the geometry and rheology of the reservoir and surrounding crust. We also seek to clarify the relationship between induced seismicity and pumping. Currently, the dominant pumping signal is pressure reduction resulting from on-going production since 1992. Surface subsidence extends over a region of approximately 5 km by 2 km with the long axis along the strike of the major normal faults associated with the reservoir. Smaller approximately 1 km length-scale regions of intense subsidence are associated bends or intersections among individual normal fault segments. Modeling of the deformation source indicates that the broader subsidence pattern is consistent with the majority of fluid extraction from a reservoir at a depth of approximately 1 km and extending along the entire length of the mapped Brady normal fault. The more intense subsidence is consistent with fluid extraction along steep conduits from shallower depths that extend to the main reservoir. These results indicate a reservoir much larger than would be expected from the footprint of the production wells. In contrast, seismicity is primarily concentrated along a narrow path between injecting and producing wells, but outside the regions of most intense subsidence. Overall, seismicity represents only a small fraction of the strain energy

  11. Celebrating 25 Years of Student Mentoring | Poster

    Science.gov (United States)

    Most employees of NCI at Frederick have heard of the Werner H. Kirsten Student Intern Program (WHK SIP). The reason is simple—it has been wildly successful. And on Friday, April 22, the program will celebrate 25 years of mentoring and learning at the WHK SIP 25th Anniversary Symposium and Awards Ceremony. During the morning session, several former interns will talk about the impact that the WHK program has had on their lives. The afternoon session will begin with a panel of current and former mentors who will answer questions from students interested in the program and staff members interested in becoming mentors. Read more...

  12. Mentoring and coaching on an organizational level

    Directory of Open Access Journals (Sweden)

    Ph. D. Professor Paul Marinescu

    2010-05-01

    Full Text Available This paper is aimed at suggesting a few of the advantages of mentoring and coachibng that could be equally beneficial to employees, managers and organizations. Organizational performance can be increased if people understand the sence of their development in connection to the development competencies that are so necessary to organizational performance. The nuances of coaching and mentoring activities emphasize two professions that, if well dosed, can provide satisfactions to both the individual (employee and the organization. Along with other methods and techniques, coaching and mentoring allow for synchronize actions to be taken in order to achieve organizational development.

  13. Mentoring in the scientific disciplines: Presidential Awards for Excellence in Science, Mathematics Engineering Mentoring

    Science.gov (United States)

    Harris Watkins, Priscilla Gayle

    This study addressed the mentoring of historically underrepresented groups (HUGs) in science, technology, engineering, and mathematics (STEM) disciplines by focusing on the Presidential Awards for Excellence in Science, Mathematics, Engineering Mentoring (PAESMEM). The primary research question that guided this study was "How do mentors at the exemplar level practice mentoring?". Two theories guided this research. One theory was attachment relations theory which purports that caring is essential to student intellectual development. The second theory, upward mobility theory, has two related principles: contest mobility and sponsored mobility. Contest mobility asserts that everyone has an equal chance to compete for success if the playing field is level and sponsored mobility contends that supports or "sponsorship" is important to students' success. This total population study used a mixed methods design (quantitative and qualitative paradigms). Descriptive, inferential and predictive, especially step-wise multiple regression, statistics were used to analyze survey data. Content analysis and a pattern matching logic were used to identify emerging themes from these elite interviews. The major findings of the study were that exemplar mentors: focus on retaining HUGs in (but not recruiting them to) STEM disciplines; practice a precise definable method of mentoring; follow an unwritten curriculum that teaches non-quantifiable variables about the discipline; believe substance and quality of contact are more important than frequency. Furthermore, they consider the traditional "one on one" mentoring model as obsolete. The study also found that insufficient institutional support did not deter commitment to mentoring since exemplar mentors were internally driven to mentor HUGs in STEM. This research suggests that institutional policy should embed mentoring into the reward and support system for faculty. The research also suggests that increasing faculty/student collaborative

  14. Mentoring by design: integrating medical professional competencies into bioengineering and medical physics graduate training.

    Science.gov (United States)

    Woods, Kendra V; Peek, Kathryn E; Richards-Kortum, Rebecca

    2014-12-01

    Many students in bioengineering and medical physics doctoral programs plan careers in translational research. However, while such students generally have strong quantitative abilities, they often lack experience with the culture, communication norms, and practice of bedside medicine. This may limit students' ability to function as members of multidisciplinary translational research teams. To improve students' preparation for careers in cancer translational research, we developed and implemented a mentoring program that is integrated with students' doctoral studies and aims to promote competencies in communication, biomedical ethics, teamwork, altruism, multiculturalism, and accountability. Throughout the program, patient-centered approaches and professional competencies are presented as foundational to optimal clinical care and integral to translational research. Mentoring is conducted by senior biomedical faculty and administrators and includes didactic teaching, online learning, laboratory mini-courses, clinical practicums, and multidisciplinary patient planning conferences (year 1); student development and facilitation of problem-based patient cases (year 2); and individualized mentoring based on research problems and progress toward degree completion (years 3-5). Each phase includes formative and summative evaluations. Nineteen students entered the program from 2009 through 2011. On periodic anonymous surveys, the most recent in September 2013, students indicated that the program substantially improved their knowledge of cancer biology, cancer medicine, and academic medicine; that the mentors were knowledgeable, good teachers, and dedicated to students; and that the program motivated them to become well-rounded scientists and scholars. We believe this program can be modified and disseminated to other graduate research and professional health care programs.

  15. ECNS '99 - Young scientists forum

    DEFF Research Database (Denmark)

    Ceretti, M.; Janssen, S.; McMorrow, D.F.;

    2000-01-01

    The Young Scientists Forum is a new venture for ECNS and follows the established tradition of an active participation by young scientists in these conferences. At ECNS '99 the Young Scientists Forum brought together 30 young scientists from 13 European countries. In four working groups......, they discussed emerging scientific trends in their areas of expertise and the instrumentation required to meet the scientific challenges. The outcome was presented in the Young Scientists Panel on the final day of ECNS '99. This paper is a summary of the four working group reports prepared by the Group Conveners...

  16. Voices of Romanian scientists

    CERN Multimedia

    Stefania Pandolfi

    2016-01-01

    As Romania has now become a Member State of CERN, Romanian scientists share their thoughts about this new era of partnership for their community.   Members of ATLAS from Romanian institutes at CERN (from left to right): Dan Ciubotaru, Michele Renda, Bogdan Blidaru, Alexandra Tudorache, Marina Rotaru, Ana Dumitriu, Valentina Tudorache, Adam Jinaru, Calin Alexa. On 17 July 2016, Romania became the twenty-second Member State of CERN, 25 years after the first cooperation agreement with the country was signed. “CERN and Romania already have a long history of strong collaboration”, says Emmanuel Tsesmelis, head of Relations with Associate Members and Non-Member States. “We very much look forward to strengthening this collaboration as Romania becomes CERN’s twenty-second Member State, which promises the development of mutual interests in scientific research, related technologies and education,” he affirms. Romania&...

  17. Habituating field scientists.

    Science.gov (United States)

    Alcayna-Stevens, Lys

    2016-12-01

    This article explores the sensory dimensions of scientific field research in the only region in the world where free-ranging bonobos ( Pan paniscus) can be studied in their natural environment; the equatorial rainforest of the Democratic Republic of Congo. If, as sensory anthropologists have argued, the senses are developed, grown and honed in a given cultural and environmental milieu, how is it that field scientists come to dwell among familiarity in a world which is, at first, unfamiliar? This article builds upon previous anthropological and philosophical engagements with habituation that have critically examined primatologists' attempts to become 'neutral objects in the environment' in order to habituate wild apes to their presence. It does so by tracing the somatic modes of attention developed by European and North American researchers as they follow bonobos in these forests. The argument is that as environments, beings and their elements become familiar, they do not become 'neutral', but rather, suffused with meaning.

  18. A Case Study of URM Retention through IBP's Professional Development and Mentoring Activities

    Science.gov (United States)

    Johnson, A.; Williamson Whitney, V.; Ricciardi, L.; Detrick, L.; Siegfried, D.; Fauver, A.; Ithier-Guzman, W.; Thomas, S. H.; Valaitis, S.

    2012-12-01

    As a free-standing not for profit organization, the Institute for Broadening Participation (IBP) hosts a variety of initiatives designed to increase the retention of underrepresented minority (URM) students pursuing pathways in STEM. Successful initiatives include virtual and face-to-face components that bring together URM students with established URM and other scientists in academia, government and industry. These connections provide URM students with supportive mentoring, networking opportunities, and professional skill development contributing to an overall improved retention rate of URM students majoring in STEM degrees. IBP's initiatives include the NASA One Stop Shopping Initiative (NASA OSSI), Pathways to Ocean Science, Pathways to Engineering, and the Minorities Striving and Pursuing Higher Degrees of Success (MS PHD'S) Professional Development program in Earth System Science (ESS). The NASA OSSI initiative recruits and facilitates student engagement in NASA student education and employment opportunities. Through IBP's virtual and person-to-person communications, students learn how to identify, apply to, and participate in NASA programs. Pathways to Ocean Science connects and supports URM students with REU programs in the Ocean Sciences while serving as a resource for REU program directors. As one of IBP's newest initiatives, Pathways to Engineering has synthesized mentoring resources into an online mentoring manual for URM STEM students that has been extensively vetted by mentoring experts throughout the country. The manual which is organized by user groups serves as an e-forum providing undergraduates, graduates, postdocs, faculty members and project directors with valuable resources to facilitate a positive REU experience. This mentoring initiative also provides a mechanism for submitting new resources and inviting feedback in mentoring best practices throughout the STEM community. MS PHD'S, one of IBP's longest running and most successful initiatives

  19. Mentoring Partnerships in Science Education

    CERN Document Server

    Schwortz, Andria C; Guffey, Sarah Katie

    2016-01-01

    The authors use an action research (AR) approach in a collegiate studio physics class to investigate the power of partnerships via conferences as they relate to issues of establishing a student/mentor rapport, empowering students to reduce inequity, and the successes and barriers to hearing students' voices. The graduate teaching assistant (TA, Author 1) conducted one-on-one conferences with 29 students, elicited student opinions about the progress of the course, and talked with faculty, TAs, and an undergraduate supplemental instructor for other sections of the course. At the end of the semester, the students reported increased knowledge of the TA as a person and as an instructor, and vice versa. Sixty-five percent of students reported no interest in changing circumstances to make it easier to talk about personal concerns with the TA. College students reluctantly voiced their opinions about the course, possibly due to the power structure of the classroom. Other TAs in the department expressed mostly disinter...

  20. Steltzer Receives 2013 Sulzman Award for Excellence in Education and Mentoring: Citation

    Science.gov (United States)

    Weintraub, Michael N.

    2014-07-01

    Heidi Steltzer, an assistant professor at Fort Lewis College, received the 2013 Sulzman Award for Excellence in Education and Mentoring at the 2013 Fall Meeting. This award "recognizes women in AGU who have sustained an active research career in a field related to biogeosciences, while excelling in teaching and especially in mentoring young scientists." Awardees are to serve as critical role models for the next generation of female scientists by sharing their passion for the natural world. Those who know her best agree that Heidi's passion for teaching and training the next generation of researchers truly embodies the spirit of the Sulzman award. According to one nominator, "Heidi single-handedly pushed [her] department toward a more modern and integrated view of the biological sciences, revamping curricula in both majors' and non-majors' courses to include citizen science, cross-disciplinary investigation techniques, and thought-provoking forays into real-world/real-time problems." Another nominator commented that "Heidi has made an incredibly strong impact on the careers of countless students through both compassionate and enthusiastic mentoring, as well as leadership in institutional and programmatic efforts that foster student professional development and that provide research experiences. I think it is extraordinary that at this relatively early point in her career, she has already achieved a lasting legacy."

  1. Cherry Featured in NCI’s Spotlight on Scientists Video Series | Poster

    Science.gov (United States)

    James Cherry, Ph.D., learned at an early age that education is crucial to success. He credits his mentors, some of whom include his grandmother, Shepherd University professor Burton Lidgerding, Ph.D., David Munroe, Ph.D., Frederick National Lab, and Robert J. Hohman, Ph.D., National Institute of Allergy and Infectious Diseases, for guiding him to the career he has today. Cherry, scientific program director, Office of Scientific Operations (OSO), NCI at Frederick, is one of the scientists featured in NCI’s Spotlight on Scientists video series.

  2. 78 FR 853 - National Mentoring Month, 2013

    Science.gov (United States)

    2013-01-07

    ... bound together by caring individuals who make it their mission to serve others. During National... encourage all Americans to spend time as a mentor and help lift our next generation toward their hopes...

  3. A Mentor Program--Possibilities Unlimited.

    Science.gov (United States)

    Sweet, Helaine D.

    1980-01-01

    A mentor program designed to coordinate community experiences for gifted and talented students in 43 schools (grades K through 12) in Springfield (MA) is described and examples of program activities based on J. Renzulli's Enrichment Triad Model are cited. (CL)

  4. Competence Development among mentors: An Action Research

    DEFF Research Database (Denmark)

    Kragelund, Linda

    2014-01-01

    this framework. The analytical approach was qualitative content analysis. Results were not entirely as expected; they showed that when the tools were used as in the research design, mentors felt they benefitted and evidence indicated their competence would improve. Surprisingly, most mentors did not perform......Artiklen er blevet dobbelt blind reviewet og jeg er i gang med at rette den til. This article presents results about student nurse mentors' competence development in relation to exploiting learning opportunities in everyday life activities in hospital wards. They are from the Danish action research...... about them. The research used the concept of 'pseudo-everyday life activities' in which hitherto undiscovered learning opportunities in everyday situations can be exploited, alongside Lauvås and Handal's 'Mentoring loop'. The research sought to establish how mentors’ competence could be improved using...

  5. Analysis of Modern Techniques for Nuclear-test Yield Determination of NTS Events Using Data From the Leo Brady Seismic Network

    Science.gov (United States)

    Schramm, K. A.; Bilek, S. L.; Abbott, R. E.

    2007-12-01

    Nuclear test detection is a challenging, but important task for treaty verification. Many techniques have been developed to discriminate between an explosion and an earthquake and if an explosion is detected, to determine its yield. Sandia National Laboratories (SNL) has maintained the Leo Brady Seismic Network (LBSN) since 1960 to record nuclear tests at the Nevada Test Site (NTS), providing a unique data set for yield determination. The LBSN is comprised of five permanent stations surrounding the NTS at regional distances, and data (in digital from post 1983) exists for almost all tests. Modern seismic data processing techniques can be used with this data to apply new methods to better determine the seismic yield. Using mb(Lg) we found that, when compared to published yields, our estimates were low for events over 100 kilotons (kt) and near the published value for events under 40 kt. We are currently measuring seismic-phase amplitudes, examining body- and surface-wave spectra and using seismic waveform modeling techniques to determine the seismic yield of NTS explosions using the waveforms from the LBSN.

  6. The role of mentoring in youth development

    Directory of Open Access Journals (Sweden)

    Kordić Boris

    2012-01-01

    Full Text Available There is an opinion that natural youth mentoring has a favourable impact on psychosocial development and that it is correlated with better success later on life. This research purports to reveal which personality features of mentors and protégés figure as necessary conditions for development of youth mentoring process, which leads towards positive developmental outcomes. The questionnaire created specifically for the purposes of this study was administered to the convenient sample of primary and secondary school students (77 and university students from Belgrade (109. Respondents assessed the features of a significant person from their life through 17 sentences, the changes occurring due to experience with a significant person through 18 sentences, and one’s own features through 16 sentences. Factor analysis extracted two features of significant persons (labelled M-basic support and M-expert, two kinds of outcomes of experience with significant persons (P-self-improvement and P-self-distance and two types of features in respondents (Openness towards learning and Relying on others. Analyses indicate that establishment of a relationship of truth and exchange, providing the feeling of basic support to protégés, is a conditio sine qua non in mentoring, while competence and professionalism of the mentor figure as differentia specifica in mentoring. In order for such a relationship to be established, it is necessary for mentors to have personality features that are a precondition for establishing the basic support for protégés, and for protégés to be open towards learning and ready to find a support in mentors. [Projekat Ministarstva nauke Republike Srbije, br. 47017: Bezbednost i zaštita organizovanja i funkcionisanja vaspitno-obrazovnog sistema u Republici Srbiji (osnovna načela, principi, protokoli, procedure i sredstva i br. 47028: Unapređenje konkurentnosti Srbije u procesu pristupanja Evropskoj uniji

  7. Mentoring and coaching on an organizational level

    OpenAIRE

    2011-01-01

    This paper is aimed at suggesting a few of the advantages of mentoring and coachibng that could be equally beneficial to employees, managers and organizations. Organizational performance can be increased if people understand the sence of their development in connection to the development competencies that are so necessary to organizational performance. The nuances of coaching and mentoring activities emphasize two professions that, if well dosed, can provide satisfactions to both the indivi...

  8. Preparing Scientists to be Community Partners

    Science.gov (United States)

    Pandya, R. E.

    2012-12-01

    Many students, especially students from historically under-represented communities, leave science majors or avoid choosing them because scientific careers do not offer enough opportunity to contribute to their communities. Citizen science, or public participation in scientific research, may address these challenges. At its most collaborative, it means inviting communities to partner in every step of the scientific process from defining the research question to applying the results to community priorities. In addition to attracting and retaining students, this level of community engagement will help diversify science, ensure the use and usability of our science, help buttress public support of science, and encourage the application of scientific results to policy. It also offers opportunities to tackle scientific questions that can't be accomplished in other way and it is demonstrably effective at helping people learn scientific concepts and methods. In order to learn how to prepare scientists for this kind of intensive community collaboration, we examined several case studies, including a project on disease and public health in Africa and the professionally evaluated experience of two summer interns in Southern Louisiana. In these and other cases, we learned that scientific expertise in a discipline has to be accompanied by a reservoir of humility and respect for other ways of knowing, the ability to work collaboratively with a broad range of disciplines and people, patience and enough career stability to allow that patience, and a willingness to adapt research to a broader set of scientific and non-scientific priorities. To help students achieve this, we found that direct instruction in participatory methods, mentoring by community members and scientists with participatory experience, in-depth training on scientific ethics and communication, explicit articulation of the goal of working with communities, and ample opportunity for personal reflection were essential

  9. Data Processing for Scientists.

    Science.gov (United States)

    Heumann, K F

    1956-10-26

    This brief survey of integrated and electronic data processing has touched on such matters as the origin of the concepts, their use in business, machines that are available, indexing problems, and, finally, some scientific uses that surely foreshadow further development. The purpose of this has been to present for the consideration of scientists a point of view and some techniques which have had a phenomenal growth in the business world and to suggest that these are worth consideration in scientific data-handling problems (30). To close, let me quote from William Bamert on the experience of the C. and O. Railroad once more (8, p. 121): "Frankly, we have been asked whether we weren't planning for Utopia-the implication being that everyone except starry-eyed visionaries knows that Utopia is unattainable. Our answer is that of course we are! Has anyone yet discovered a better way to begin program planning of this nature? Our feeling is that compromise comes early enough in the normal order of things."

  10. Overlooked aspects in the education of science professionals: Mentoring, ethics, and professional responsibility

    Science.gov (United States)

    Bird, Stephanie J.

    1994-03-01

    Science as profession is generally defined narrowly as research. Science education as preparation for a profession in research is usually perceived as course work and laboratory training, even though the necessary knowledge and skills to pursue a research career are more extensive and diverse and are learned in one-on-one interaction with mentors. A complete education of science professionals includes the values, ethical standards and conventions of the discipline since they are fundamental to the profession. Mentoring and education in the responsible conduct and reporting of research and in the ethical dimensions of science are among the professional responsibilities of scientists and need to be discussed as part of science education. Moreover, science as an enterprise is much more than research and includes a number of other components, including science teaching, science journalism, and science policy. Each of these contributes to the nature of science and its role in society.

  11. Mentoring the Mentors of Underrepresented Racial/Ethnic Minorities Who are Conducting HIV Research: Beyond Cultural Competency.

    Science.gov (United States)

    Walters, Karina L; Simoni, Jane M; Evans-Campbell, Teresa Tessa; Udell, Wadiya; Johnson-Jennings, Michelle; Pearson, Cynthia R; MacDonald, Meg M; Duran, Bonnie

    2016-09-01

    The majority of literature on mentoring focuses on mentee training needs, with significantly less guidance for the mentors. Moreover, many mentoring the mentor models assume generic (i.e. White) mentees with little attention to the concerns of underrepresented racial/ethnic minorities (UREM). This has led to calls for increased attention to diversity in research training programs, especially in the field of HIV where racial/ethnic disparities are striking. Diversity training tends to address the mentees' cultural competency in conducting research with diverse populations, and often neglects the training needs of mentors in working with diverse mentees. In this article, we critique the framing of diversity as the problem (rather than the lack of mentor consciousness and skills), highlight the need to extend mentor training beyond aspirations of cultural competency toward cultural humility and cultural safety, and consider challenges to effective mentoring of UREM, both for White and UREM mentors.

  12. Are You Ready to be a Mentor? Preparing Teachers for Mentoring Pre-Service Teachers

    Science.gov (United States)

    Ambrosetti, Angelina

    2014-01-01

    The use of mentoring has nowadays become a predominant practice for the professional placement component of pre-service teacher education programs. Research however has identified that being an effective teacher does not make you an effective mentor. The present research investigated the role of professional development in the preparation of…

  13. Youth Risk Factors and Educational Outcomes of Mentored and Non-Mentored Youth

    Science.gov (United States)

    Castellanos-Brown, Karen

    2010-01-01

    As mentoring is receiving increasing attention as a method to improve youth educational outcomes, it is important to continue to examine the effects of mentoring on these youth outcomes. This study uses secondary data from Waves I and III of the National Longitudinal Study of Adolescent Health (Add Health) and transcript data from the Adolescent…

  14. Life on Both Sides of the Fence: Mentoring Versus Being Mentored

    CERN Document Server

    Porter, M A

    2006-01-01

    I have the rare experience of being on both sides of the mentor--undergraduate student relationship in the same program (Caltech's Summer Undergraduate Research Fellowship, or SURF, program). In this essay, I will discuss how this background, coupled with my interdisciplinary education, has fundamentally shaped my mentoring style.

  15. Protege--Mentor Agreement about the Provision of Psychosocial Support: The Mentoring Relationship, Personality, and Workload

    Science.gov (United States)

    Waters, Lea

    2004-01-01

    Protege--mentor agreement (PMA) about the provision of psychosocial support was examined in relation to job satisfaction, organizational commitment, and work self-esteem. One-hundred and sixty-six junior administrative and information technology (IT) staff at an Australian university and their matched mentors completed a questionnaire that…

  16. Mentoring outside the Line: The Importance of Authenticity, Transparency, and Vulnerability in Effective Mentoring Relationships

    Science.gov (United States)

    Fries-Britt, Sharon; Snider, Jeanette

    2015-01-01

    Informed by the literature and professional practice, this chapter examines the unique mentoring challenges facing women and underrepresented minorities in higher education. Findings indicate that traditional mentoring approaches fall short in fully supporting the needs of underrepresented populations in higher education.

  17. Developing a Latino Mentoring Program: Project MALES (Mentoring to Achieve Latino Educational Success)

    Science.gov (United States)

    Sáenz, Victor B.; Ponjuan, Luis; Segovia, Jorge, Jr.; Del Real Viramontes, José

    2015-01-01

    This chapter highlights the development of Project MALES (Mentoring to Achieve Latino Educational Success). At the center of Project MALES is a mentoring program that aims to cultivate an engaged support network for males of color at the University of Texas at Austin and across surrounding communities. Specifically, there is a discussion of the…

  18. Role Reversal within the Mentoring Dyad: Collaborative Mentoring on the Effective Instruction of English Language Learners

    Science.gov (United States)

    Spezzini, S.; Austin, J. S.; Abbott, G.; Littleton, R.

    2009-01-01

    Two purposes guided this mixed-methods investigation of the collaborative mentoring of teachers in a large school system in the south-eastern United States. The first was to examine collaborative mentoring as unstructured peer-to-peer coaching that emerged spontaneously as teachers shared experiences about effectively teaching English language…

  19. Mentoring. A quality assurance tool for dentists. Part 2: what are mentoring and coaching?

    Science.gov (United States)

    Holt, Vernon P; Ladwa, Russ

    2009-01-01

    In this paper, the traditional model of mentoring is briefly explained. A description of the current technique, which has developed from the traditional model, is then presented and a distinction made between mentoring and coaching, followed by a brief explanation of how mentoring, coaching and counselling make up a triad of helping activities. The authors then provide information on the use and impact of mentoring and coaching in some areas of human activity, other than dentistry, before outlining the application potential of these approaches in general dental practice. The paper concludes that the modern approach to mentoring and counselling offers a person-centred approach that is much more likely than traditional approaches to produce personal change, personal growth and personal development. Further aspects of this important and exciting subject will be explored in subsequent papers in this series.

  20. A Teacher-Scientist Partnership as a Vehicle to Incorporate Climate Data in Secondary Science Curriculum

    Science.gov (United States)

    Hatheway, B.

    2013-12-01

    After three years of running a climate science professional development program for secondary teachers, project staff from UCAR and UNC-Greeley have learned the benefits of ample time for interaction between teachers and scientists, informal educators, and their peers. This program gave us the opportunity to develop and refine strategies that leverage teacher-scientist partnerships to improve teachers' ability to teach climate change. First, we prepared both teachers and scientists to work together. Each cohort of teachers took an online course that emphasized climate change content and pedagogy and built a learning community. Scientists were recruited based on their enthusiasm for working with teachers and coached to present materials in an accessible way. Second, the teachers and scientists collaborated during a four-week summer workshop at UCAR. During the workshop, teachers met with a wide range of climate and atmospheric scientists to learn about research, selected a specific scientist's research they would like to adapt for their classrooms, and developed and refined activities based on that research. The program includes strong mentoring from a team of science educators, structured peer feedback, and ample opportunity to interact with the scientists by asking questions, accessing data, or checking resources. This new model of professional development fosters teacher-scientist partnerships. By the end of the four-week workshop, the teachers have built customized activities based on the cutting-edge research being conducted by participating scientists, developed plans to implement and assess those activities, and further strengthened the learning-community that they will rely on for support during the following academic year. This session will provide information about how this model, which differs from the more common model of engaging teachers in research under the direction of scientists, was successful and accomplished positive outcomes for both the

  1. Charles Wagley: mentor and colleague

    Directory of Open Access Journals (Sweden)

    Maxine L. Margolis

    Full Text Available Professor Charles Wagley was my mentor at Columbia University, my colleague at the University of Florida and a dear friend. His influence on me can be summarized in one word: Brazil. From the time I took his course, "Peoples of Brazil", as a first semester graduate student at Columbia I was captivated and most of my subsequent field research and publications have had Brazilian themes. Under Dr. Wagley's direction I did field research for my dissertation in the coffee region of northern Paraná and focused on the shift from coffee cultivation to cattle ranching and the social and economic consequences of that change. My subsequent research in the area involved the impact of frost on this shift in economic base as well as one of its results: the flight of poor Brazilians to Paraguay. Then starting in the late 1980s my research shifted and I began focusing on Brazilian immigrants in New York City. This was part of a growing movement of Brazilians arriving in New York, elsewhere in the United States and in Europe and Japan. Since then most of my subsequent research and publications have been on this new wave of international migrants

  2. Remote Mentoring Young Females in STEM through MAGIC

    CERN Document Server

    Khare, Ritu; Pramanick, Ira

    2013-01-01

    The limited representation of women in STEM workforce is a concerning national issue. It has been found that the gender stratification is not due to the lack of talent amongst young females, but due to the lack of access to female role models. To this end, "remote mentoring" is an effective way to offer nation-wide personalized STEM mentoring to young females from all segments of the society. In this paper, we introduce MAGIC, an organization dedicated to mentoring young females in STEM through remote methods. We conduct a retrospective study of MAGIC's formative years and present our experience in remotely establishing 23 highly tailored mentor-mentee pairs. We provide several key findings on STEM remote mentoring, such as popular communication tools, frequently sought STEM skills among girls, and projects that could be accomplished through remote mentoring. Furthermore, we present key challenges faced by mentors and mentees, notable outcomes, and lessons learnt about remote mentoring.

  3. Mentoring in Medicine | NIH MedlinePlus the Magazine

    Science.gov (United States)

    ... Issues / Summer 2013 Table of Contents Students in Hardin, Montana, got hands-on healthcare experience through Mentoring ... efforts to urban Washington, D.C., and rural Hardin, Montana. Mentoring in Medicine (MIM), Inc. is a ...

  4. Mentoring and Informal Learning as Continuing Professional Education

    Science.gov (United States)

    Hansman, Catherine A.

    2016-01-01

    This chapter examines the role of mentoring in continuing professional education from a critical perspective, addressing informal and formal mentoring relationships while highlighting their potential to encourage critical reflection, learning, and coconstruction of knowledge.

  5. A Social Capital Perspective on the Mentoring of Undergraduate Life Science Researchers: An Empirical Study of Undergraduate-Postgraduate-Faculty Triads.

    Science.gov (United States)

    Aikens, Melissa L; Sadselia, Sona; Watkins, Keiana; Evans, Mara; Eby, Lillian T; Dolan, Erin L

    2016-01-01

    Undergraduate researchers at research universities are often mentored by graduate students or postdoctoral researchers (referred to collectively as "postgraduates") and faculty, creating a mentoring triad structure. Triads differ based on whether the undergraduate, postgraduate, and faculty member interact with one another about the undergraduate's research. Using a social capital theory framework, we hypothesized that different triad structures provide undergraduates with varying resources (e.g., information, advice, psychosocial support) from the postgraduates and/or faculty, which would affect the undergraduates' research outcomes. To test this, we collected data from a national sample of undergraduate life science researchers about their mentoring triad structure and a range of outcomes associated with research experiences, such as perceived gains in their abilities to think and work like scientists, science identity, and intentions to enroll in a PhD program. Undergraduates mentored by postgraduates alone reported positive outcomes, indicating that postgraduates can be effective mentors. However, undergraduates who interacted directly with faculty realized greater outcomes, suggesting that faculty interaction is important for undergraduates to realize the full benefits of research. The "closed triad," in which undergraduates, postgraduates, and faculty all interact directly, appeared to be uniquely beneficial; these undergraduates reported the highest gains in thinking and working like a scientist.

  6. Frontier Scientists use Modern Media

    Science.gov (United States)

    O'connell, E. A.

    2013-12-01

    Engaging Americans and the international community in the excitement and value of Alaskan Arctic discovery is the goal of Frontier Scientists. With a changing climate, resources of polar regions are being eyed by many nations. Frontier Scientists brings the stories of field scientists in the Far North to the public. With a website, an app, short videos, and social media channels; FS is a model for making connections between the public and field scientists. FS will demonstrate how academia, web content, online communities, evaluation and marketing are brought together in a 21st century multi-media platform, how scientists can maintain their integrity while engaging in outreach, and how new forms of media such as short videos can entertain as well as inspire.

  7. Promoting Physical Understanding through Peer Mentoring

    Science.gov (United States)

    Nossal, S. M.; Huesmann, A.; Hooper, E.; Moore, C.; Watson, L.; Trestrail, A.; Weber, J.; Timbie, P.; Jacob, A.

    2015-12-01

    The Physics Learning Center at the University of Wisconsin-Madison provides a supportive learning community for students studying introductory physics, as well as teaching and leadership experience for undergraduate Peer Mentor Tutors who receive extensive training and supervision. Many of our Peer Tutors were former Physics Learning Center participants. A central goal of the Physics Learning Center is to address achievement/equity gaps (e.g. race, gender, socio-economic status, disability, age, transfer status, etc.) for undergraduate students pursuing majors and coursework in STEM fields. Students meet twice a week in small learning teams of 3-8 students, facilitated by a trained Peer Mentor Tutor or staff member. These active learning teams focus on discussing core physical concepts and practicing problem-solving. The weekly training of the tutors addresses both teaching and mentoring issues in science education such as helping students to build confidence, strategies for assessing student understanding, and fostering a growth mindset. A second weekly training meeting addresses common misconceptions and strategies for teaching specific physics topics. For non-science majors we have a small Peer Mentor Tutor program for Physics in the Arts. We will discuss the Physics Learning Center's approaches to promoting inclusion, understanding, and confidence for both our participants and Peer Mentor Tutors, as well as examples from the geosciences that can be used to illustrate introductory physics concepts.

  8. Youth mentoring: what is it and what do we know?

    Science.gov (United States)

    Stewart, Chris; Openshaw, Linda

    2014-01-01

    This article serves as a review of the mentoring literature. Specifically, it seeks to review discussions on the issues, particularly the difficulties of defining the term mentor. Next there is an examination of any empirical evidence of possible benefits resulting from mentoring relationships. Lastly, the article explores the mentoring relationship in an effort to determine which, if any, specific characteristics may impact any positive outcomes.

  9. Essential Elements for a Pharmacy Practice Mentoring Program

    OpenAIRE

    Metzger, Anne H.; Hardy, Yolanda M.; Jarvis, Courtney; Steven C Stoner; Pitlick, Matthew; Hilaire, Michelle L.; Hanes, Scott; Carey, Katherine; Burke, Jack; Lodise, Nicole M.

    2013-01-01

    Formal guidelines for mentoring faculty members in pharmacy practice divisions of colleges and schools of pharmacy do not exist in the literature. This paper addresses the background literature on mentoring programs, explores the current state of mentoring programs used in pharmacy practice departments, and provides guidelines for colleges and schools instituting formal mentoring programs. As the number of pharmacy colleges and schools has grown, the demand for quality pharmacy faculty member...

  10. Continuing Education for Mentors and a Mentoring Program for RN-to-BSN Students.

    Science.gov (United States)

    Cheek, Rita E; Walsh Dotson, Jo Ann; Ogilvie, LeAnn A

    2016-06-01

    Mentoring programs have been used effectively with graduate and undergraduate nursing students and newly licensed nurses. There are few publications about mentoring for the RN enrolled in a bachelor of science in nursing (RN-to-BSN) program. To address low graduation rates in the public RN-to-BSN nursing programs, the Montana Center to Advance Health Through Nursing designed a mentoring program to help these nurses achieve their BSN. This voluntary program was initiated at an RN-to-BSN program in a 4-year college with six RN students who were paired with a mentor. An interactive, continuing education workshop on mentoring also was developed to prepare experienced nurses for their role as a mentor. This workshop was held nine times across Montana, with a total of 156 attendees. Workshop evaluations were consistently positive. Participants identified time and personality issues as barriers to successful mentoring and recommended expansion of the workshop to a distance-learning format so more nurses could attend. J Contin Educ Nurs. 2016;47(6):272-277.

  11. Bridging the Gap Between Scientists and Classrooms: Scientist Engagement in the Expedition Earth and Beyond Program

    Science.gov (United States)

    Graff, P. V.; Stefanov, W. L.; Willis, K. J.; Runco, S.

    2012-01-01

    Teachers in today s classrooms need to find creative ways to connect students with science, technology, engineering, mathematics (STEM) experts. These STEM experts can serve as role models and help students think about potential future STEM careers. They can also help reinforce academic knowledge and skills. The cost of transportation restricts teachers ability to take students on field trips exposing them to outside experts and unique learning environments. Additionally, arranging to bring in guest speakers to the classroom seems to happen infrequently, especially in schools in rural areas. The Expedition Earth and Beyond (EEAB) Program [1], facilitated by the Astromaterials Research and Exploration Science (ARES) Directorate Education Program at the NASA Johnson Space Center has created a way to enable teachers to connect their students with STEM experts virtually. These virtual connections not only help engage students with role models, but are also designed to help teachers address concepts and content standards they are required to teach. Through EEAB, scientists are able to actively engage with students across the nation in multiple ways. They can work with student teams as mentors, participate in virtual student team science presentations, or connect with students through Classroom Connection Distance Learning (DL) Events.

  12. In memoriam Dieter Möhl his life as a scientist, mentor and friend

    CERN Document Server

    Caspers, Fritz

    2013-01-01

    The scientific life of Dieter Möhl can be split up into four major categories; namely accelerators where he made major contributions, theory and teaching, advice to the management and human relations including human rights. Regarding the first point it should be recalled that Dieter is one of the founding fathers of LEAR and in parallel worked a lot on ICE, the PS as well as the AAC until it became the AD. The list of other machines (not always built) which have profited from his contributions is very long and include the RCS, SuperLEAR, Tau-charm and neutrino factories and also various rings of FAIR. Dieter was one of leading theorists in accelerator physics making fundamental contributions to stochastic cooling, ordered beam issues, electron cooling, polarized beams and beam stability problems. He was very often called in for advice by the management, not only at CERN but in numerous advisory committees. His excellent human qualities are known worldwide and they are held in the highest esteem in particular...

  13. Encouraging Greater Student Inquiry Engagement in Science through Motivational Support by Online Scientist-Mentors

    Science.gov (United States)

    Scogin, Stephen C.; Stuessy, Carol L.

    2015-01-01

    Next Generation Science Standards (NGSS) call for integrating knowledge and practice in learning experiences in K-12 science education. "PlantingScience" (PS), an ideal curriculum for use as an NGSS model, is a computer-mediated collaborative learning environment intertwining scientific inquiry, classroom instruction, and online…

  14. Subject Specialist Mentors in the Lifelong Learning Sector: The Subject Specialist Mentor Model; is it working? A case study approach

    Directory of Open Access Journals (Sweden)

    Bailey, Wayne

    2011-01-01

    Full Text Available This short article explores whether using a mentoring model supports our Subject Specialist Mentors (SSMs with their role of mentoring trainees on Initial Teacher Training (ITT courses. Although there are many mentoring models to choose from, our model is based around mentoring within the Lifelong Learning Sector (LLS where trainees need support for their subject specialism as well as their generic teaching skills. The main focus is the use of coaching and mentoring skills taking into consideration guiding, supporting and challenging the trainee during the lifetime of the mentor/trainee relationship. The SSMs found that using our model as a tool helped to structure meetings and to ensure that the trainee had the necessary support to enable them to become proficient, competent subject specialist teachers. In conclusion, it was found that there is a need for the use of a model or a framework to help the Subject Specialist Mentor (SSM with such an important role.

  15. Near-peer mentoring to complement faculty mentoring of first-year medical students in India

    Directory of Open Access Journals (Sweden)

    Satendra Singh

    2014-06-01

    Full Text Available Purpose: The first year is stressful for new medical students who have to cope with curricular challenges, relocation issues, and separation from family. Mentoring reduces stress and facilitates adaptation. A program for faculty mentoring of first-semester students was initiated by the Medical Education Unit in 2009 at University College of Medical Sciences, Delhi. Feedback after the first year revealed that mentees were reluctant to meet their mentors, some of whom were senior faculty. In the following year, student mentors (near-peers were recruited to see if that would improve the rate and quality of contact between mentees and mentors. Methods: Volunteer faculty (n=52, near-peers (n=57, and new entrants (n=148 admitted in 2010 participated in the ratio of 1:1:3. The program aims were explained through an open house meeting, for reinforcement, and another meeting was conducted 5 months later. At year-end, a feedback questionnaire was administered (response rate: faculty, 28 [54%]; mentees, 74 [50%]. Results: Many respondent faculty (27, 96% and mentees (65, 88% believed that near-peer mentoring was useful. Compared to the preceding year, the proportion of meetings between faculty mentors and mentees increased from 4.0±5.2 to 7.4±8.8; mentees who reported benefit increased from 23/78 (33% to 34/74 (46%. Benefits resulted from mentors’ and near-peers’ demonstration of concern/support/interaction/counseling (35, 47.3% mentees; 23 mentees (82% wanted to become near-peers themselves. Conclusion: Near-peer mentoring supplements faculty mentoring of first-year medical students by increasing system effectiveness.

  16. Mentoring At-Risk Students in a Remedial Mathematics Course

    Science.gov (United States)

    Khazanov, Leonid

    2011-01-01

    A peer mentoring program has been implemented to support a group of at-risk students enrolled in two sections of an elementary algebra course at an urban community college. Peer mentors were recruited from advanced mathematics classes and trained to provide individualized tutoring and mentoring support to at-risk students. The results show that…

  17. What Is Meant by the Term "Group" Mentoring?

    Science.gov (United States)

    Kroll, Jonathan

    2016-01-01

    Much like traditional dyadic mentoring experiences, group mentorship has been practiced since time immemorial. Benjamin Franklin, for example, as a young entrepreneur created the Leather Apron Club, a group mentoring experience for a select group of Philadelphia tradesmen. Since the late 1990s, when group mentoring became a serious focus of…

  18. Mentoring: A Typology of Costs for Higher Education Faculty

    Science.gov (United States)

    Lunsford, Laura G.; Baker, Vicki; Griffin, Kimberly A.; Johnson, W. Brad

    2013-01-01

    In this theoretical paper, we apply a social exchange framework to understand mentors' negative experiences. We propose a typology of costs, categorized according to psychosocial and career mentoring functions. Our typology generates testable research propositions. Psychosocial costs of mentoring are burnout, anger, and grief or loss. Career…

  19. Peer Mentors in Undergraduates' Research Proposal Writing in Taiwan

    Science.gov (United States)

    Kuo, Ya-Hui

    2010-01-01

    To date, there has been little research in the existing literature exploring how peer mentors can assist college students' research proposal. This paper provides the background to the adoption of a peer mentoring program in a research writing class in Taiwan. The purpose of this study is to investigate the value of using peer mentors to assist…

  20. Early Career Academic Staff Support: Evaluating Mentoring Networks

    Science.gov (United States)

    Thomas, J. Denard; Lunsford, Laura Gail; Rodrigues, Helena A.

    2015-01-01

    Which academics benefit from participation in formal mentoring programmes? This study examined the needs and mentoring networks of new academics with evaluative data from a pilot mentoring programme. Themes from these data point towards re-envisioning initiatives for academic staff development. First, an examination of the expansion of mentoring…

  1. Investigating mentor teachers’ use and acquisition of supervisory skills:

    NARCIS (Netherlands)

    Crasborn, Frank; Hennissen, Paul; Korthagen, Fred; Brouwer, Niels

    2015-01-01

    The quality of mentoring in teacher education is an essential component of a powerful learning environment for teachers. There is no single approach to mentoring that will work in the same way for every teacher in each context. Nevertheless, most mentor teachers hardly vary their supervisory behavio

  2. An Evaluation of the Intensity of Mentoring: Child Outcomes

    Science.gov (United States)

    Lambert, Richard; Gallagher, Peggy A.; Abbott-Shim, Martha

    2015-01-01

    This study examines the intensity effect of a mentoring intervention for Head Start teachers, the Individualised Learning Intervention (ILI), as it impacts child social emotional outcomes. Pairs of Mentor and Protégé teachers across three sites in two states were randomly assigned to intervention and control groups. Mentors in the intervention…

  3. 48 CFR 1519.203 - Mentor-protege.

    Science.gov (United States)

    2010-10-01

    ... 48 Federal Acquisition Regulations System 6 2010-10-01 2010-10-01 true Mentor-protege. 1519.203... PROGRAMS SMALL BUSINESS PROGRAMS Policies 1519.203 Mentor-protege. (a) The Contracting officer shall insert the clause at 1552.219-70, Mentor-Protege Program, in all contracts under which the Contractor...

  4. Weaving Authenticity and Legitimacy: Latina Faculty Peer Mentoring

    Science.gov (United States)

    Núñez, Anne-Marie; Murakami, Elizabeth T.; Gonzales, Leslie D.

    2015-01-01

    As an alternative to typical top-down mentoring models, the authors advance a conception of peer mentoring that is based on research about collectivist strategies that Latina faculty employ to navigate the academy. The authors advance recommendations for institutional agents to support mentoring for faculty who are members of historically…

  5. Peer mentoring in doctor performance assessment: strategies, obstacles and benefits.

    NARCIS (Netherlands)

    Overeem, K.; Driessen, E.W.; Arah, O.A.; Lombarts, K.M.; Wollersheim, H.C.H.; Grol, R.P.T.M.

    2010-01-01

    CONTEXT: Mentors are increasingly involved in doctor performance assessments. Mentoring seems to be a key determinant in achieving the ultimate goal of those assessments, namely, improving doctor performance. Little is known, however, about how mentors perceive and fulfil this role. OBJECTIVE: The a

  6. Mentoring and Leadership: A Practical Application for One's Career Path

    Science.gov (United States)

    Laughlin, Kevin; Moore, Holly

    2012-01-01

    This paper explores mentoring and mentorship at the beginning and ending of one's career path and the role of mentoring in the process. It frames the mentoring and leadership discussion using the lens of a first year teacher in a LaSallian elementary school in Browning, Montana, on the Blackfeet Indian Reservation. Topics examined in this paper…

  7. Mentor and Protege Goal Orientations as Predictors of Newcomer Stress

    Science.gov (United States)

    Fullick, Julia M.; Smith-Jentsch, Kimberly A.; Yarbrough, Charyl Staci; Scielzo, Shannon A.

    2012-01-01

    Although many academic organizations offer formal mentoring programs, little is known about how individual characteristics of peer mentors and their proteges interact to reduce new-student stress. First-year college students participated in a peer-mentoring program designed to reduce stress. The results of this study demonstrated that proteges who…

  8. Cognitive Behavioral Principles within Group Mentoring: A Randomized Pilot Study

    Science.gov (United States)

    Jent, Jason F.; Niec, Larissa N.

    2009-01-01

    This study evaluated the effectiveness of a group mentoring program that included components of empirically supported mentoring and cognitive behavioral techniques for children served at a community mental health center. Eighty-six 8- to 12-year-old children were randomly assigned to either group mentoring or a wait-list control group. Group…

  9. Accessing Social Capital through the Academic Mentoring Process

    Science.gov (United States)

    Smith, Buffy

    2007-01-01

    This article explores how mentors and mentees create and maintain social capital during the mentoring process. I employ a sociological conceptual framework and rigorous qualitative analytical techniques to examine how students of color and first-generation college students access social capital through mentoring relationships. The findings…

  10. Peer mentoring in doctor performance assessment: strategies, obstacles and benefits

    NARCIS (Netherlands)

    K. Overeem; E.W. Driessen; O.A. Arah; K.M.J.M.H. Lombarts; H.C. Wollersheim; R.P.T.M. Grol

    2010-01-01

    CONTEXT: Mentors are increasingly involved in doctor performance assessments. Mentoring seems to be a key determinant in achieving the ultimate goal of those assessments, namely, improving doctor performance. Little is known, however, about how mentors perceive and fulfil this role. OBJECTIVE: The a

  11. Hands Off: Mentoring a Student-Led Robotics Team

    Science.gov (United States)

    Dolenc, Nathan R.; Mitchell, Claire E.; Tai, Robert H.

    2016-01-01

    Mentors play important roles in determining the working environment of out-of-school-time clubs. On robotics teams, they provide guidance in hopes that their protégés progress through an engineering process. This study examined how mentors on one robotics team who defined their mentoring style as "let the students do the work" navigated…

  12. Peer Mentoring in Higher Education: Issues of Power and Control

    Science.gov (United States)

    Christie, Hazel

    2014-01-01

    In response to widespread support for mentoring schemes in higher education this article calls for a more critical investigation of the dynamics of power and control, which are intrinsic to the mentoring process, and questions presumptions that mentoring brings only positive benefits to its participants. It provides this more critical appraisal by…

  13. Exploring Student Perceptions of Academic Mentoring and Coaching Experiences

    Science.gov (United States)

    Perez, Eduardo

    2014-01-01

    While there is an abundant amount of research relative to coaching and mentoring programs, there is little understanding about the interaction between coaches/mentors and students. The purpose of this qualitative study was to investigate student perceptions of their academic coaching and mentoring experiences at two Southern California community…

  14. A Conceptual Framework for Mentoring in a Learning Organization

    Science.gov (United States)

    Klinge, Carolyn M.

    2015-01-01

    The purpose of this article is to provide a conceptual framework for mentoring as an added component of a learning organization in the context of adult learning and development theories. Mentoring is traditionally a process in which an experienced person (the mentor) guides another person (the mentee or protégé) in the development of her or his…

  15. Relationships Between Emotional Stability, Psychosocial Mentoring Support and Career Resilience

    OpenAIRE

    Ridhi Arora; Santosh Rangnekar

    2015-01-01

    This study empirically investigates the mediating role of psychosocial mentoring support on emotional stability personality disposition and career resilience relationship. In addition, this research also focuses on estimating the interrelationship between emotional stability, psychosocial mentoring support and career resilience. The results show substantive direct relations between emotional stability and psychosocial mentoring as well as between emotional stability and career resilience. Psy...

  16. Experience in Teacher Training Through Mentoring

    Directory of Open Access Journals (Sweden)

    Purificación Sánchez Delgado

    2014-12-01

    Full Text Available This article presents the experience of the University of Valencia (UV in the training of new faculty members, beginning in the year 2000 with the course Introduction to University Teaching (CIDU—acronym in Spanish and continuing with the current certification program Diploma in Research, Management and University Teaching (DIGEU—acronym in Catalan. In particular, it posits mentoring, integrated into a broader training proposal, as a strategy for new faculty training; consequently, the mentor training program as well as the theoretical bases for its operation in the case of the University of Valencia, is presented. In addition, we include a report on the program’s evaluation plan, the aim of which is to provide quality information for the improvement of the program. Finally, we provide the results of two editions of said evaluation as evidence of the quality and dynamics of the reflection and the continuous improvement of the mentoring program.

  17. Besitzt Mentoring kultur- und strukturverändernde Potenziale? Does Mentoring have Cultural and Structural Changing Potential?

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    Astrid Franzke

    2006-11-01

    Full Text Available Während Mentoring bislang hinsichtlich seiner individuellen Effekte vor allem in theoretischen Arbeiten untersucht und in Evaluationsstudien empirisch ausgewertet worden ist, fragen die Herausgeberinnen nach den kultur- und strukturverändernden Potenzialen durch Mentoring im universitären Feld.Theoretical surveys have examined the individual effects of mentoring and evaluative studies have empirically analyzed these effects. However, the editors inquire into the cultural and structural changing potential of mentoring for the university field.

  18. Mentoring in general surgery in Switzerland

    Directory of Open Access Journals (Sweden)

    Reto M. Kaderli

    2015-03-01

    Full Text Available Background: Mentorship has been found as a key factor for a successful and satisfying career in academic medicine and surgery. The present study was conducted to describe the current situation of mentoring in the surgical community in Switzerland and to evaluate sex differences regarding the impact of mentoring on career success and professional satisfaction. Methods: The study was designed as an anonymous national survey to all members of the Swiss Surgical Society in 2011 (820 ordinary and 49 junior members. It was a 25-item questionnaire addressing mentor–mentee relationships and their impact on the professional front. Results: Of the 869 mailed surveys, 512 responses were received (response rate: 58.9%. Mentor–mentee relationships were reported by 344 respondents (68.1% and structured mentoring programs were noted in 23 respondents (6.7%. Compared to individuals without mentors, male mentees exhibited significantly higher subjective career advancement (5.4±1.2 vs. 5.0±1.3; p=0.03 and career development (3.3±1.9 vs. 2.5±1.7; p<0.01 scores, but the differences for female mentees were not statistically significant (4.7±1.1 vs. 4.3±1.2, p=0.16; 2.5±1.6 vs. 1.9±1.4, p=0.26; respectively. The pursuit of an academic career was not influenced by the presence of a mentor–mentee relationship for female (p=0.14 or male participants (p=0.22. Conclusions: Mentor–mentee relationships are important for the career advancement of male surgeons. The reason for the lack of an impact on the careers of female surgeons is difficult to ascertain. However, mentoring also provides lifelong learning and personal development. Thus, specific attention should be paid to the development of more structured mentoring programs for both sexes.

  19. What Is "Good" Mentoring? Understanding Mentoring Practices of Teacher Induction through Case Studies of Finland and Australia

    Science.gov (United States)

    Pennanen, Matti; Bristol, Laurette; Wilkinson, Jane; Heikkinen, Hannu L. T.

    2016-01-01

    Mentoring is a practice widely utilised to support new teachers. However, in locally formed systems, the practice of mentoring is conditioned by traditions and arrangements specific to the site. To understand "good" mentoring, these local arrangements cannot be ignored. In this article, the theory of practice architectures is employed to…

  20. Student Teachers' and Mentor Teachers' Perceptions and Expectations of a Mentoring Relationship: Do They Match or Clash?

    Science.gov (United States)

    Izadinia, Mahsa

    2016-01-01

    This study examines similarities and differences between mentor teachers' and student teachers' perceptions of the components of a positive mentoring relationship and its impact on the identity formation of student teachers. In addition to the interview data, the participants were asked to use metaphors to describe the mentoring relationship. The…

  1. Mentoring from Different Social Spheres: How Can Multiple Mentors Help in Doctoral Student Success in Ed.D Programs?

    Science.gov (United States)

    Terry, Tarae; Ghosh, Rajashi

    2015-01-01

    Doctoral students leave their programs early due to lack of mentoring relationships needed to support degree completion and success. However, how mentoring contributes to Ed.D degree completion is not widely studied. In this qualitative narrative study, we sought to explore how multiple mentoring relationships reduced attrition in an Ed.D program.…

  2. Spectrum Approach to Mentoring: An Evidence-Based Approach to Mentoring for Academics Working in Higher Education

    Science.gov (United States)

    Harvey, Marina; Ambler, Trudy; Cahir, Jayde

    2017-01-01

    Anecdotal and empirical evidence indicates that mentoring can be a successful strategy for supporting professional learning, yet limited literature exists on approaches to mentoring designed specifically for academics working in higher education. The aim of this study was to create an approach to mentoring tailored to the needs of academics and…

  3. A Motivation Perspective on Faculty Mentoring: The Notion of "Non-Intrusive" Mentoring Practices in Science and Engineering

    Science.gov (United States)

    Lechuga, Vicente M.

    2014-01-01

    Scholars have offered numerous approaches and best practices for mentoring faculty, many of which have provided valuable insight into the complex nature of the mentoring process. Yet, little attention has been paid to how faculty mentoring practices can influence a mentee's intrinsic motivation. Through a series of 15 interviews with faculty…

  4. Mentoring: A Grounded Theory Study Examining How the Relationship between the Mentor and Mentee Becomes Mutually Beneficial

    Science.gov (United States)

    Martin, David Richard

    2013-01-01

    This grounded theory qualitative study examined the mentee/mentor relationship between five first year teachers and their five assigned mentors in a school district in Central Florida. To generate a model that seeks to explain how and why a mentee/mentor relationship changes and evolves from that of a single directional stream of information to…

  5. SECONDARY SCHOOL MENTOR TRAINING IN SLOVAKIA

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    HOCKICKOVÁ, Beáta

    2015-09-01

    Full Text Available The aim of the research study was to design various methods in which to improve continuous professional training of teachers for the position of mentor. Accordingly, essential key competences referred to as representing teachers’ further professional development were identified in the current research study. Based on the results collected from the pilot seminars carried out through the course of the research as well as results collected from completed questionnaires for mentors, actual and potential problems and the needs of secondary school teachers in Slovakia were identified. The presented research results are a summary of the collected research data.

  6. SCIENCE, SCIENTISTS, AND POLICY ADVOCACY

    Science.gov (United States)

    Effectively resolving the typical ecological policy issue requires providing an array of scientific information to decision-makers. In my experience, the ability of scientists (and scientific information) to inform constructively ecological policy deliberations has been diminishe...

  7. The Impact of Peer Mentoring on Mentee Academic Performance: Is Any Mentoring Style Better than No Mentoring at All?

    Science.gov (United States)

    Leidenfrost, Birgit; Strassnig, Barbara; Schütz, Marlene; Carbon, Claus-Christian; Schabmann, Alfred

    2014-01-01

    Universities frequently offer support programs to assist first-year students with the transition from school to the university. The purpose of this study was to examine the effects of different mentoring styles on mentee academic performance after 1 year and 2 years of study. Participants consisted of 417 psychology students who started their…

  8. An Exploration Of Gender And Trust In Mentoring Relationships

    Directory of Open Access Journals (Sweden)

    Catherine Elliott

    2011-07-01

    Full Text Available To explore the role of gender and trust in mentoring, fifteen interviews with mentors were conducted. Eight mentors were male and seven were female; eight were involved in cross-gender mentoring. Subjects were asked to discuss the levels of trust they had developed in their relationships, and what had influenced its development. Interviews were conducted by telephone, transcribed, and analyzed independently by the two authors. This paper will present these findings and discuss future avenues of research. Practical implications to mentoring program designers are also discussed.

  9. A framework for mentor support in community-based placements.

    Science.gov (United States)

    McVeigh, Helen; Ford, Karen; O'Donnell, Alison; Rushby, Clive; Squance, Jenny

    This article explores the development and provision of a framework for supporting mentors working in community settings. A working group was set up to explore the provision of mentor support in community placements in Leicester, Leicestershire and Rutland, which was restructured to meet the demands of Nursing and Midwifery Council standards and to demonstrate a commitment to supporting mentors. This was done by providing regular mentoring update sessions, a regular newsletter, visiting lecturer contact and practice-held mentor resource packs. Evaluation of the update sessions was generally positive; the main criticism was the lack of pre-course information, which has since been addressed.

  10. [Scientists in cartoons: humanizing science].

    Science.gov (United States)

    Fioravanti, Carlos Henrique; Andrade, Rodrigo de Oliveira; Marques, Ivan da Costa

    2016-01-01

    Published daily from 1994 to 2002 in Correio Popular, a Campinas-based newspaper, Os cientistas (The scientists) comic strips produced by Brazilian researchers and journalists presented science critically and irreverently, exposing the insecurities and frustrations of scientists, as well as the conflicts between them and their communication difficulties with other groups, like journalists. This article shows the diversity of personalities, subjects, graphic styles, and potential meanings in a sample of comic strips published in the first four years.

  11. Benefits of Peer Mentoring to Mentors, Female Mentees and Higher Education Institutions

    DEFF Research Database (Denmark)

    Kalpazidou Schmidt, Evanthia; Faber, Stine Thidemann

    2016-01-01

    In this article, we discuss a study of a pilot mentoring program for early career female researchers at a university that addressed the under-representation of female researchers in senior academic positions. Embracing a grounded theory approach, we draw on a design comprising an ex-ante and an ex......-post evaluation. We disclose that development mentoring was at play. Benefits for the mentees consisted of guidance to career planning, competence awareness, establishment of networks, navigating in the research environment, and moral support. In our study we also show that the mentor–mentee relationship...... was reciprocal, as also mentors benefited. Benefits for the mentors comprised professional development, institutional recognition, and personal satisfaction. We conclude with an inventory of benefits, including for the institution in terms of a strengthened research environment....

  12. Responsibilities of nursing schools with regard to peer mentoring.

    Science.gov (United States)

    Botma, Yvonne; Hurter, Sarene; Kotze, Reneé

    2013-08-01

    This article reports on the postgraduate critical care students' mentoring of the third-year undergraduate nursing students during integrated work-based learning in the critical care units. The purpose of the research was to describe what the nursing school could do to improve this mentoring programme. A qualitative descriptive design was used. The nominal group technique was used to gather data from the mentors and mentees. Data from the groups were combined and qualitatively analysed into themes. Thereafter the themes were quantitatively ranked. The themes, ranking from the highest to the lowest, were orientation, organisation, mentoring process, characteristics of the mentor, and feedback to the mentor. Findings suggest that the nursing school does not always optimally support the mentoring programme. It is recommended that more than one communication medium be used to disperse information among role-players. Nursing schools should develop mentors, monitor their interactions with mentees and give them feedback on their mentoring skills. It is also the responsibility of the nursing school to select mentors that match the desired profile of mentors.

  13. The Lived Experiences of Mentoring Nurses in Malaysia

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    Noraini Binti Enrico

    2011-01-01

    Full Text Available Background: Being a nursing mentor is not an entirely new concept in nursing. However, it is a new phenomenon in the nursing profession in Malaysia. The nursing administration and the senior nurses in Malaysia have claimed that they have started a mentorship program by having senior nurses shadow new graduate nurses for the past two to three years ago. With no study found in Malaysia investigating the lived experiences of mentors mentoring new registered nurses, it led the researcher to develop this research that explores the real life experiences of these senior Malaysian nurses who mentor neophyte nurses.Objectives: This research explores and describes the lived experiences of nurses mentoring neophyte or new registered nurses at one of the major hospital in the Malaysia Borneo and how such experiences influence their daily routine as a nurse and also as a mentor. The research will also attaches meaning to these experiences and identifies both positive and negative experiences as a mentor to neophyte.Methods: The experiences of nurses mentoring the neophyte in the clinical area were captured using a qualitative approach to research and further viewed through methods informed by phenomenology, which used interpretive and descriptive semi-structured interviews. Hermeneutic interpretive phenomenology was used in the focus to analyze interview transcript into textual expression of the mentors. Three main themes emerge from this study are being unprepared and challenged, perceptions of mentees, mentor hope and desire.Key words: nursing mentor, phenomenon, neophyte, Malaysia.

  14. 7. Mentor update and support: what do mentors need from an update?

    Science.gov (United States)

    Phillips, Mari; Marshall, Joyce

    2015-04-01

    Mentorship is the 14th series of 'Midwifery basics' targeted at practising midwives. The aim of these articles is to provide information to raise awareness of the impact of the work of midwives on women's experience, and encourage midwives to seek further information through a series of activities relating to the topic. In this seventh article Mari Phillips and Joyce Marshall consider some of the key issues related to mentor update and support and consider what mentors need from their annual update.

  15. The learning experiences of mentees and mentors in a nursing school’s mentoring programme

    Directory of Open Access Journals (Sweden)

    Annemarie Joubert

    2015-02-01

    Full Text Available Background: A School of Nursing supports third-year undergraduate students (mentees by means of a mentoring programme in which critical-care nursing students (mentors are involved. However, the programme designers needed to find out what gaps were evident in the programme.Objectives: The objectives of the study were to explore and describe the learning experiences of the mentees and mentors and to obtain recommendations for improving the programme.Method: An action-research method was used to develop and to refine the student-mentoring programme and to identify student needs. However, for the purposes of this article a descriptive design was selected and data were gathered by means of a nominal-group technique. Fourteen mentees and five mentors participated in the research.Results: The findings indicated that attention should be paid to the allocation and orientation of both mentors and mentees. Amongst the positive experiences was the fact that the mentees were reassured by the mentor’s presence and that a relationship of trust developed between them. In consequence, the mentees developed critical thinking skills, were able to apply their knowledge and improved their ability to integrate theory and practice. Not only did the mentees gain respect for the mentors’ knowledge and competence, but they also lauded the mentoring programme as a memorable and vital experience.Conclusion: The findings indicated that several changes would be needed to improve the structure of the mentoring programme before a new group of mentees could be placed in critical-care units.

  16. Essential elements for a pharmacy practice mentoring program.

    Science.gov (United States)

    Metzger, Anne H; Hardy, Yolanda M; Jarvis, Courtney; Stoner, Steven C; Pitlick, Matthew; Hilaire, Michelle L; Hanes, Scott; Burke, Jack; Lodise, Nicole M

    2013-03-12

    Formal guidelines for mentoring faculty members in pharmacy practice divisions of colleges and schools of pharmacy do not exist in the literature. This paper addresses the background literature on mentoring programs, explores the current state of mentoring programs used in pharmacy practice departments, and provides guidelines for colleges and schools instituting formal mentoring programs. As the number of pharmacy colleges and schools has grown, the demand for quality pharmacy faculty members has dramatically increased. While some faculty members gain teaching experience during postgraduate residency training, new pharmacy practice faculty members often need professional development to meet the demands of their academic responsibilities. A mentoring program can be 1 means of improving faculty success and retention. Many US colleges and schools of pharmacy have developed formal mentoring programs, whereas several others have informal processes in place. This paper discusses those programs and the literature available, and makes recommendations on the structure of mentoring programs.

  17. Mentoring program design and implementation in new medical schools

    Science.gov (United States)

    Fornari, Alice; Murray, Thomas S.; Menzin, Andrew W.; Woo, Vivian A.; Clifton, Maurice; Lombardi, Marion; Shelov, Steven

    2014-01-01

    Purpose Mentoring is considered a valuable component of undergraduate medical education with a variety of programs at established medical schools. This study presents how new medical schools have set up mentoring programs as they have developed their curricula. Methods Administrators from 14 US medical schools established since 2006 were surveyed regarding the structure and implementation of their mentoring programs. Results The majority of new medical schools had mentoring programs that varied in structure and implementation. Although the programs were viewed as valuable at each institution, challenges when creating and implementing mentoring programs in new medical schools included time constraints for faculty and students, and lack of financial and professional incentives for faculty. Conclusions Similar to established medical schools, there was little uniformity among mentoring programs at new medical schools, likely reflecting differences in curriculum and program goals. Outcome measures are needed to determine whether a best practice for mentoring can be established. PMID:24962112

  18. Mentoring program design and implementation in new medical schools

    Directory of Open Access Journals (Sweden)

    Alice Fornari

    2014-06-01

    Full Text Available Purpose: Mentoring is considered a valuable component of undergraduate medical education with a variety of programs at established medical schools. This study presents how new medical schools have set up mentoring programs as they have developed their curricula. Methods: Administrators from 14 US medical schools established since 2006 were surveyed regarding the structure and implementation of their mentoring programs. Results: The majority of new medical schools had mentoring programs that varied in structure and implementation. Although the programs were viewed as valuable at each institution, challenges when creating and implementing mentoring programs in new medical schools included time constraints for faculty and students, and lack of financial and professional incentives for faculty. Conclusions: Similar to established medical schools, there was little uniformity among mentoring programs at new medical schools, likely reflecting differences in curriculum and program goals. Outcome measures are needed to determine whether a best practice for mentoring can be established.

  19. An Earth System Scientist Network for Student and Scientist Partnerships

    Science.gov (United States)

    Ledley, T. S.

    2001-05-01

    Successful student and scientist partnerships require that there is a mutual benefit from the partnership. This means that the scientist needs to be able to see the advantage of having students work on his/her project, and the students and teachers need to see that the students contribute to the project and develop the skills in inquiry and the content knowledge in the geosciences that are desired. Through the Earth System Scientist Network (ESSN) for Student and Scientist Partnerships project we are working toward developing scientific research projects for the participation of high school students. When these research projects are developed they will be posted on the ESSN web site that will appear in the Digital Library for Earth System Education (DLESE). In DLESE teachers and students who are interested in participating in a research program will be able to examine the criteria for each project and select the one that matches their needs and situation. In this paper we will report on how the various ESSN research projects are currently being developed to assure that both the scientist and the students benefit from the partnership. The ESSN scientists are working with a team of scientists and educators to 1) completely define the research question that the students will be addressing, 2) determine what role the students will have in the project, 3) identify the data that the students and teachers will work with, 4) map out the scientific protocols that the students will follow, and 5) determine the background and support materials needed to facilitate students successfully participating in the project. Other issues that the team is addressing include 1) identifying the selection criteria for the schools, 2) identifying rewards and recognition for the students and teacher by the scientist, and 3) identifying issues in Earth system science, relevant to the scientists data, that the students and teachers could use as a guide help develop students investigative

  20. Generational Mentorship: How to Be a Mentor

    Science.gov (United States)

    Altamirano, Ismari

    2016-01-01

    Ismari Altamirano has worked in higher education since 2009 and is currently the Associate Director in the registrar office. Here she describes her early mentee experience as learning by watching and listening rather than being an active participant in the relationship. Her mentor had her attend meetings where managers decided how to redistribute…

  1. Mentoring--Is It Failing Women?

    Science.gov (United States)

    Ghosh, Rajashi

    2015-01-01

    Mentoring programs are gaining traction as human resource development initiatives that can support women to advance in their careers in organizations. However, some of these programs are falling short of delivering on this promise due to particular inherent flaws. This case study considers the following three potential flaws of formal mentoring…

  2. Investing in the workforce through mentoring

    Science.gov (United States)

    The term mentor is often used synonymously with a faculty adviser in academic settings, but a mentorship is also a career development relationship in which more experienced senior colleagues share their knowledge and experience with mentees. Having the advice and guidance of an e...

  3. Do You Have a Bad Mentor?

    Science.gov (United States)

    Perlmutter, David D.

    2008-01-01

    In every assistant professor there seems to lurk a Karate Kid seeking a Mr. Miyagi who will train his acolyte to be a skilled warrior in the art of research, teaching, and service and impart pithy life lessons along the way. Such singular folks exist. But it's far more likely that one will find several mentors who, while not well-versed in all…

  4. Pharmacy Mentors' Views of Practical Training

    Science.gov (United States)

    Katajavuori, Nina; Lindblom-Ylanne, Sari; Hirvonen, Jouni

    2005-01-01

    Practical knowledge and skills are necessary components of expertise. Practical training in higher education has been shown to foster students' learning and understanding of theoretical backgrounds. The attitude and skill of mentors play a central role in enhancing the quality of students' practical learning. The aims of this study were to explore…

  5. Beginning Teachers' Perceptions of Effective Mentoring Techniques

    Science.gov (United States)

    Slabodnik-Rivas, Kathryn

    2010-01-01

    The purpose of this study was to examine the value of mentoring techniques as perceived by beginning teachers. One specific school district in Southern California using the Beginning Teacher Support and Assessment (BTSA) program was the focus of this study. There were 12 beginning teachers involved in their second year of the BTSA program. The…

  6. Identity Development and Mentoring in Doctoral Education

    Science.gov (United States)

    Hall, Leigh A.; Burns, Leslie D.

    2009-01-01

    In this essay, Leigh Hall and Leslie Burns use theories of identity to understand mentoring relationships between faculty members and doctoral students who are being prepared as educational researchers. They suggest that becoming a professional researcher requires students to negotiate new identities and reconceptualize themselves both as people…

  7. Addressing Psychosocial Factors with Library Mentoring

    Science.gov (United States)

    Farrell, Bridget; Alabi, Jaena; Whaley, Pambanisha; Jenda, Claudine

    2017-01-01

    The majority of articles on mentoring in the library and information science field address career development by emphasizing the orientation process for new librarians and building the requisite skills for a specific job. Few articles deal with the psychological and social challenges that many early-career and minority librarians face, which can…

  8. Setting up a structured laboratory mentoring programme

    Directory of Open Access Journals (Sweden)

    Talkmore Maruta

    2013-03-01

    Full Text Available Introduction: Laboratory mentoring programmes can be an important vehicle to establish and solidify quality management systems and help laboratories achieve accreditation goals. Different mentoring approaches have been used with varying levels of success. The authors provide a guide to implementing a structured laboratory mentorship programme based on their practical field experience.Method: The study is based on experience in Lesotho as well as subsequent roll out of a similar approach in the other African countries of Zimbabwe, Mozambique, Swaziland and Cameroon between 2009 and 2011.Summary: We highlight critical elements to consider when setting up a long-term, sustainable and well-structured mentorship programme. These elements include: well-defined goals; sufficient length of mentor engagement on site; standardised approach across laboratories; measurement of progress using standardised tools; well-structured reporting mechanisms; alignment of the programme with overall Ministry of Health plans; and selection and training of the mentors. These elements will differ in application, depending on countries’ needs and available resources. A structured approach allows for scalability, comparison across laboratories and countries and an easier approach to budgeting and planning for countries intending to set up similar programmes.

  9. Professional Ethics for Climate Scientists

    Science.gov (United States)

    Peacock, K.; Mann, M. E.

    2014-12-01

    Several authors have warned that climate scientists sometimes exhibit a tendency to "err on the side of least drama" in reporting the risks associated with fossil fuel emissions. Scientists are often reluctant to comment on the implications of their work for public policy, despite the fact that because of their expertise they may be among those best placed to make recommendations about such matters as mitigation and preparedness. Scientists often have little or no training in ethics or philosophy, and consequently they may feel that they lack clear guidelines for balancing the imperative to avoid error against the need to speak out when it may be ethically required to do so. This dilemma becomes acute in cases such as abrupt ice sheet collapse where it is easier to identify a risk than to assess its probability. We will argue that long-established codes of ethics in the learned professions such as medicine and engineering offer a model that can guide research scientists in cases like this, and we suggest that ethical training could be regularly incorporated into graduate curricula in fields such as climate science and geology. We recognize that there are disanalogies between professional and scientific ethics, the most important of which is that codes of ethics are typically written into the laws that govern licensed professions such as engineering. Presently, no one can legally compel a research scientist to be ethical, although legal precedent may evolve such that scientists are increasingly expected to communicate their knowledge of risks. We will show that the principles of professional ethics can be readily adapted to define an ethical code that could be voluntarily adopted by scientists who seek clearer guidelines in an era of rapid climate change.

  10. Developing Mentors: Adult participation, practices, and learning in an out-of-school time STEM program

    Science.gov (United States)

    Scipio, Deana Aeolani

    This dissertation examines learning within an out-of-school time (OST) Science, Technology, Engineering, and Mathematics (STEM) broadening participation program. The dissertation includes an introduction, three empirical chapters (written as individual articles), and a conclusion. The dissertation context is a chemical oceanography OST program for middle school students called Project COOL---Chemical Oceanography Outside the Lab. The program was a collaboration between middle school OST programming, a learning sciences research laboratory, and a chemical oceanography laboratory. Both labs were located at a research-based university in the Pacific Northwest of the United States. Participants include 34 youth, 12 undergraduates, and five professional scientists. The dissertation data corpus includes six years of ethnographic field notes across three field sites, 400 hours of video and audio recordings, 40 hours of semi-structured interviews, and more than 100 participant generated artifacts. Analysis methods include comparative case analysis, cognitive mapping, semiotic cluster analysis, video interaction analysis, and discourse analysis. The first empirical article focuses on synthesizing productive programmatic features from four years of design-based research.. The second article is a comparative case study of three STEM mentors from non-dominant communities in the 2011 COOL OST Program. The third article is a comparative case study of undergraduates learning to be mentors in the 2014 COOL OST Program. Findings introduce Deep Hanging as a theory of learning in practice. Deep Hanging entails authentic tasks in rich contexts, providing access, capitalizing on opportunity, and building interpersonal relationships. Taken together, these three chapters illuminate the process of designing a rich OST learning environment and the kinds of learning in practice that occurred for adult learners learning to be mentors through their participation in the COOL OST program. In

  11. The long arm of mentoring: a counterfactual analysis of natural youth mentoring and employment outcomes in early careers.

    Science.gov (United States)

    McDonald, Steve; Lambert, Joshua

    2014-12-01

    Young people often develop natural mentoring relationships with nonparental adults during adolescence and young adulthood. While much has been learned about the benefits of natural mentoring for more proximate outcomes such as mental health and education, relatively little is known about the causal impact of youth mentoring relationships on career opportunities. This study uses data from the National Longitudinal Study of Adolescent Health (Add Health) survey to explore the effects of different kinds of natural mentoring relationships on employment outcomes during the early career years (when workers are in their late twenties and early thirties). Whereas traditional methods of causal conditioning show a broad range of employment benefits from being mentored, results from counterfactual analysis using propensity score matching reveal that the benefits of mentoring are confined to intrinsic job rewards. The findings imply that mentors help steer youth toward intrinsically rewarding careers.

  12. Mentoring Undergraduate University Women Survivors of Childhood Abuse and Intimate Partner Violence

    Science.gov (United States)

    Reilly, Rosemary C.; D'Amico, Miranda

    2011-01-01

    This inquiry describes the role of mentoring for undergraduate women survivors of trauma. It employed a comparative case approach. Interviews elicited stories from participants reflecting the role mentors have played in their life course and educational experiences. Four major themes emerged: Fantasy mentors, mentor as mirror, mentor as nurturer…

  13. A Qualitative Investigation of Mentor Experiences in a Service Learning Course

    Science.gov (United States)

    Banks, Kira Hudson

    2010-01-01

    Mentoring is often considered a gift of time and resources that a mentor gives to a mentee. However, research suggests that mentoring has benefits specifically for the mentor. This study analyzes written reflections of twenty-five mentors who took part in a National Science Foundation-funded program that encouraged middle-school girls to engage in…

  14. Head Start Mentor Teachers Impact Child Outcomes in Protege Teachers' Classrooms

    Science.gov (United States)

    Gallagher, Peggy A.; Abbott-Shim, Martha; VandeWiele, Laura

    2011-01-01

    This study describes the results of an evaluation of the Individualized Learning Intervention, a mentoring program for early childhood educators. This mentoring program includes 3 components: Mentor Teacher Seminar, Mentor teachers supporting professional development of Protege teachers throughout the school year, and Mentor coordinator meetings…

  15. Mentoring Students with Mild Disabilities: The "Nuts and Bolts" of Program Development.

    Science.gov (United States)

    Campbell-Whatley, Gloria D.

    2001-01-01

    This article provides step-by-step guidelines for developing a mentoring program for students with disabilities. The benefits of mentoring, role of the mentor, mentor screening, and program development are discussed. Suggested mentor and student activities are outlined, including communication, reading, leisure, and academic activities. (Contains…

  16. Development of Teachers as Scientists in Research Experiences for Teachers Programs

    Science.gov (United States)

    Faber, Courtney; Hardin, Emily; Klein-Gardner, Stacy; Benson, Lisa

    2014-11-01

    This study examined the teachers' development as scientists for participants in three National Science Foundation Research Experiences for Teachers. Participants included secondary science and math teachers with varying levels of education and experience who were immersed in research environments related to engineering and science topics. Teachers' functionality as scientists was assessed in terms of independence, focus, relationships with mentors, structure, and ability to create new concepts. Hierarchies developed within these constructs allowed tracking of changes in functionality throughout the 6-week programs. Themes were further identified in teachers' weekly journal entries and exit interviews through inductive coding. Increases in functionality as scientists were observed for all teachers who completed both the program and exit interview ( n = 27). Seven of the 27 teachers reached high science functionality; however, three of the teachers did not reach high functionality in any of the constructs during the program. No differences were observed in demographics or teaching experience between those who did and did not reach high functionality levels. Inductive coding revealed themes such as teachers' interactions with mentors and connections made between research and teaching, which allowed for descriptions of experiences for teachers at high and low levels of functionality. Teachers at high functionality levels adjusted to open-ended environments, transitioned from a guided experience to freedom, felt useful in the laboratory, and were self-motivated. In contrast, teachers at low functionality levels did not have a true research project, primarily focused on teaching aspects of the program, and did not display a transition of responsibilities.

  17. Do scientists trace hot topics?

    Science.gov (United States)

    Wei, Tian; Li, Menghui; Wu, Chensheng; Yan, Xiao-Yong; Fan, Ying; Di, Zengru; Wu, Jinshan

    2013-01-01

    Do scientists follow hot topics in their scientific investigations? In this paper, by performing analysis to papers published in the American Physical Society (APS) Physical Review journals, it is found that papers are more likely to be attracted by hot fields, where the hotness of a field is measured by the number of papers belonging to the field. This indicates that scientists generally do follow hot topics. However, there are qualitative differences among scientists from various countries, among research works regarding different number of authors, different number of affiliations and different number of references. These observations could be valuable for policy makers when deciding research funding and also for individual researchers when searching for scientific projects.

  18. Mentoring for first year medical students: humanising medical education.

    Science.gov (United States)

    Bhatia, Arati; Singh, Navjeevan; Dhaliwal, Upreet

    2013-01-01

    New entrants are vulnerable to the challenges of the medical course; mentoring programmes are known to offer support. This paper evaluated the experiences of students and faculty enrolled in a new mentoring programme. After needs analysis of students and faculty, a small-group mentoring programme for new medical students was initiated. Fifty-five volunteer faculty mentors were allocated two-three students each. At year-end, feedback using an open-ended questionnaire, revealed that there was no contact in one-third of the cases; the commonest reasons cited were lack of mentee initiative, time and commitment. Supportive mentors were appreciated. Over 95% of respondents believed that mentoring was a good idea; many believed the mentee benefitted; mentors also reported improved communication and affective skills; 60 (77.0%) mentees wanted to mentor new students the following year. Thus, mentoring of first-year students by faculty was effective, when contact occurred, in making the mentee feel supported. Mentoring may be a means of honing the affective domain and humanitarian instincts of medical faculty and students.

  19. COMMUNICATION COMPONENT FORMATION OF TEACHERS’ COMPETENCE IN THE MENTORING PROCESS

    Directory of Open Access Journals (Sweden)

    Vera T. Sopegina

    2016-01-01

    Full Text Available The aim of this article is to present the integration process and special pedagogical competence in solving production and pedagogical challenges in the educational organizations and production enterprises engaged in the training of mentors.Methods. The methods involve the analysis of psycho-pedagogical and methodological literature on the issue; analysis of the Federal State Educational Standards and professional standards; modeling of processes.Results and scientific novelty. The problems of formation of communicative competence in the preparation of teachers are considered. The characteristic of the formation levels of mentoring such as «mentor-formal»; «mentor-theoretician», a «mentor-coach»; «mentor-adviser»; «mentor-professional» are given. The pedagogical potential of the phenomenon of «mentoring» is disclosed; an innovative way of mentoring within the competence approach is shown. The integrative activity of the teacher in solving production and pedagogical problems is analysed.Practical significance. The results can be used by trainers and mentors in the formation of communicative competence of students. The implementation of integration model of pedagogical and production tasks will provide the formation of communicative competence as part of vocational training. Using the obtained results can improve the effectiveness of vocational teacher education.

  20. The role and importance of mentoring in physiotherapy

    Directory of Open Access Journals (Sweden)

    N. Naidoo

    2006-02-01

    Full Text Available Numerous opportunities are afforded by mentoring for career development, new knowledge, stronger theoretical and practical foundations, as well as development of leadership and problem-solving skills. In physiotherapy, mentoring as relates to practice, education and research will help to ensure the growth and future of the profession. Mentoring can be utilised in many different instances in the teaching and learning cycle of physiotherapy students and physiotherapists and can contribute towards professional growth. The benefits derived by the mentor and mentee are immense if implemented in accordance with a deep understanding of the mentoring process. The mentoring process needs to be based on intelligent reading of situations and action by the mentor and mentee for a successful relationship. Each mentoring connection is unique, therefore each person enters the relationship and process with their own values and expectations. Mentoring practices are an effective way of supporting and fosteringdevelopment throughout the duration of the undergraduate physiotherapy programme, and professional and career development of physiotherapists. This article reviews the process of mentoring and its importance for implementation in physiotherapy, for undergraduate training and physiotherapy professional growth.

  1. A case study of mobile learning in teacher training - MENTOR ME (Mobile Enhanced Mentoring

    Directory of Open Access Journals (Sweden)

    Adele Cushing

    2011-06-01

    Full Text Available With announcements such as «more than half the world own a cell phone» (Lefkowitz, 2010 plus the convergence of multi-media elements in handsets, it is perhaps not surprising that education is calling for an increased use of mobile phones to support learning (Hartnell-Young & Heym, 2008. Phone use will contribute to cost efficiencies by subsidising IT budgets (Yorston, 2010 and support personalised learning and students’ underpinning knowledge. However, the reality is often ‹blanket bans› on mobiles in schools (Hartnell-Young & Heym, 2008 due to teaching staff who are nervous of possible disruption and uncertain of pedagogic application. MENTOR ME (Mobile Enhanced Mentoring was a pilot project with 20 teacher training students at Barnet College, North London. The limited time available to mentors and trainee teachers to engage in mentoring was solved by providing all students and mentors with email-activated mobile phones for ease of communication and support, facilitating situated learning (Naismith et al., 2004. Face-to-face meetings were partially replaced by capturing students’ formal and informal learning with mobile functionality. This was shared with peers, tutors, mentors and lesson observers to further improve the mentoring and teaching experience. Self-reflection, peer assessment, peer support and idea-sharing contributed to improving trainees’ practice and employability. In addition, teachers’ confidence and ability in using technology improved, particularly in supporting learning and underpinning knowledge. The success of this project has influenced the organisation to adopt mobile learning across the curriculum by facilitating student use of personal devices.

  2. Award Set for Future Scientists

    Institute of Scientific and Technical Information of China (English)

    2002-01-01

    Thirteen-year-old Zhou Licheng is a pupil at the Beijing Xicheng Experimental School, and recently won second prize in the "Future Scientist Award" for his invention - a device that prevents smoke from coming down the flue. He won a 10,000-yuan cash prize, and his school was also awarded 40,000 yuan. The "Future Scientist Award" was set up through the joint efforts of the Ministry of Education, the China Association for Science and Technology, and the Hong Kong H. S. Chau Foundation. Its aim is to reward

  3. The Local-Cosmopolitan Scientist

    Directory of Open Access Journals (Sweden)

    Barney G. Glaser, Ph.D., Hon. Ph.D.

    2011-12-01

    Full Text Available In contrast to previous discussions in the literature treating cosmopolitan and local as two distinct groups of scientists, this paperi demonstrates the notion of cosmopolitan and local as a dual orientation of highly motivated scientists. This dual orientation is derived from institutional motivation, which is a determinant of both high quality basic research and accomplishment of non-research organizational activities. The dual orientation arises in a context of similarity of the institutional goal of science with the goal of the organization; the distinction between groups of locals and cosmopolitans derives from a conflict between two goals.

  4. Developing future nurse educators through peer mentoring

    Directory of Open Access Journals (Sweden)

    Rosenau PA

    2015-01-01

    Full Text Available Patricia A Rosenau, Rita F Lisella, Tracey L Clancy, Lorelli S NowellFaculty of Nursing, University of Calgary, Calgary, AB, CanadaBackground: The nursing workforce and nursing education demographic trends reinforce the urgency to cultivate future nursing leaders, educators, and mentors. The changing realities of health care environments, involving crowded student placements, overtaxed clinical mentors and preceptors, and inexperienced staff, hamper student learning and professional development. Peer mentoring has been used successfully in nursing education to enhance student engagement and the quality of the student learning experience. Although various terms like peer mentor have been used to describe the role of senior students facilitating junior student learning, the literature is silent about how peer mentoring fosters the development of future nursing education leaders.Objectives: The aim of this study was to understand how peer mentorship fosters the development of nursing education leadership in senior undergraduate nursing students enrolled in an elective undergraduate peer-mentoring credit course, Introductory Concepts in Nursing Education and Leadership Through Peer-Led Learning.Design and method: This phenomenological study explored the development of nursing education leadership in senior undergraduate students through the analysis of critical reflections of individual senior students and online discussions between triads of senior students teaching/learning across diverse junior-level theory and practice courses.Participants: Seventeen senior undergraduate nursing students enrolled in the elective course participated in the study.Results: From the critical reflections and online discussions, four themes emerged: "developing teaching philosophies and pedagogies", "learning teaching strategies", "supportive peer relationship", and "benefits of the peer mentorship program".Conclusion: The creation and promotion of peer leadership

  5. Pieter Cullis: an outstanding lipid biophysicist, drug delivery scientist, educator, and entrepreneur.

    Science.gov (United States)

    Huang, Leaf; Miao, Lei

    2016-11-01

    There are much said about Pieter Cullis in this special volume honoring him. He was the pioneer to study the role of hexagonal HII phase in membrane fusion and the one who applied this concept for the design of lipid nanoparticles. He was also the first to utilize remote loading techniques for the delivery of amphipathic bases. At the same time, he is a tremendous entrepreneur and an excellent mentor. He is, without doubt, an exceptional scientist and set us an excellent model to follow.

  6. Introductory mathematics for earth scientists

    CERN Document Server

    Yang, Xin-She

    2009-01-01

    Any quantitative work in earth sciences requires mathematical analysis and mathematical methods are essential to the modelling and analysis of the geological, geophysical and environmental processes involved. This book provides an introduction to the fundamental mathematics that all earth scientists need.

  7. Issues in Training Family Scientists.

    Science.gov (United States)

    Ganong, Lawrence H.; And Others

    1995-01-01

    Issues related to graduate education in family science, especially at the doctoral level, are explored. Discusses competencies family scientists should have, as well as experiences necessary to help students acquire them. Proposes ideas for a core curriculum, identifies controversies and unresolved issues, and examines training for the future.…

  8. Comprehensive mathematics for computer scientists

    CERN Document Server

    Mazzola, Guerino; Weissmann, Jody

    2005-01-01

    This two-volume textbook Comprehensive Mathematics for the Working Computer Scientist is a self-contained comprehensive presentation of mathematics including sets, numbers, graphs, algebra, logic, grammars, machines, linear geometry, calculus, ODEs, and special themes such as neural networks, Fourier theory, wavelets, numerical.

  9. Science, Scientists, and Public Policy.

    Science.gov (United States)

    Schooler, Dean, Jr.

    The politically relevant behavior of scientists in the formulation of public policy by the United States government from 1945-68 is studied. The following types of policy issues are treated: science, space, weather, weapons, deterrence and defense, health, fiscal and monetary, pollution, conservation, antitrust, transportation safety, trade and…

  10. Scientists and the Selection Task.

    Science.gov (United States)

    Griggs, Richard A.; Ransdell, Sarah E.

    1986-01-01

    Presents findings of a study of scientists on the Wason four-card selection task, finding little understanding of the effect of disconfirmatory data in assessing conditionals. Found performance influenced by problem content. Explains performance as memory-cueing plus reasoning-by-analogy. (JM)

  11. Mentoring in nursing education: perceived characteristics of mentors and the consequences of mentorship.

    Science.gov (United States)

    Huybrecht, Sabine; Loeckx, Wim; Quaeyhaegens, Yvo; De Tobel, Danielle; Mistiaen, Wilhelm

    2011-04-01

    This paper presents the initial research results of mentorship in Flanders, Belgium. A validated questionnaire has been used as well as a semi-structured interview, to investigate perceived characteristics, advantages and drawbacks of mentorship, as well as practical aspects in mentoring education. The questionnaire has been validated for the Dutch language. The response rate of 62% has been rather high. The ability to give feedback, experience, availability of time and a positive attitude were the elements considered important for mentors. In spite of workload, lack of time and drawbacks such as adverse effects on the team work on the ward, transferring of enthusiasm onto students was still possible. Benefits for mentors were immaterial and included closer follow-up of new developments, teaching and sharing of experiences. The benefits outweighed the drawbacks. Support by mentoring courses, additional study and especially of link lecturers proved to be beneficial. Especially the help of link lecturers proved to be necessary in problems and in evaluation of "unsafe" students. In the latter case, the link lecturer helps to solve the inherent conflict of interest by being mentor and assessor at the same time.

  12. Defining Attributes and Metrics of Effective Research Mentoring Relationships.

    Science.gov (United States)

    Pfund, Christine; Byars-Winston, Angela; Branchaw, Janet; Hurtado, Sylvia; Eagan, Kevin

    2016-09-01

    Despite evidence of mentoring's importance in training researchers, studies to date have not yet determined which mentoring relationships have the most impact and what specific factors in those mentoring relationships contribute to key outcomes, such as the commitment to and persistence in research career paths for emerging researchers from diverse populations. Efforts to broaden participation and persistence in biomedical research careers require an understanding of why and how mentoring relationships work and their impact, not only to research training but also to promoting career advancement. This paper proposes core attributes of effective mentoring relationships, as supported by the literature and suggested by theoretical models of academic persistence. In addition, both existing and developing metrics for measuring the effectiveness of these attributes within mentoring relationships across diverse groups are presented, as well as preliminary data on these metrics from the authors' work.

  13. Mentoring and Community: Inquiry as stance and science as inquiry

    Science.gov (United States)

    Melville, Wayne; Bartley, Anthony

    2010-04-01

    In this article, we investigate how mentoring relationships founded on inquiry as stance can work to emphasize the conditions that promote the development of teachers of science as inquiry. Drawing on data collected through semi-structured interviews, we have developed two narrative case studies based on the two mentoring relationships that exist between three teachers: Will, Dan, and Cathy. Will entered the teaching profession in 1966, and has acted as a mentor for Dan since he commenced teaching in 1982. Similarly, Dan has mentored Cathy since she commenced teaching in 1999. By following two generations of mentoring relationships, we have gained insights into the potential for inquiry as stance to assist the promotion of the professional development standards of the National Science Education Standards. Our data and analysis clearly point to the need for mentoring relationships to exist within larger inquiry-based communities if they are to produce rapid and sustained changes to teacher practice.

  14. The Mentor Program of Aalborg University

    DEFF Research Database (Denmark)

    Nielsen, Kirsten Mølgaard; Hansen, S.L.

    1999-01-01

    Aalborg University is situated in the northern part of Jutland, Denmark. The faculty of Engineering and Science holds around 5000 students. At the university the curriculum for the education in engineering as well as in natural science is project organized studies. The projects can be design......-oriented problems, which can be solved by theories and knowledge from lectures or it can be problem-oriented work dealing with unsolved problems in science and industry. In many ways the project work reflects the work process in an industrial company. A project-group consists of 4 to 6 students. Within...... for these students was established during the summer of 1998. This paper is based on the experiences we have obtained during the first pilot mentor program at Aalborg University. In the paper we will at first present the mentor program which is inspired from the Aalborg University tradition of group work...

  15. Recipe for an Eclectic Life as Research Scientist and Mom

    Science.gov (United States)

    Harden, J. W.

    2012-12-01

    Recipe for an Eclectic Life as Research Scientist and Mom Fresh ingredients: curiosity, conviction, who knows what else Spices: equal parts ambition, humility, risk Staples: Boundless energy! This recipe requires a lot of prep time. It makes a great first meal but also "keeps on giving" as leftovers for many meals. It can be set aside and rekindled at various stages but requires frequent touch-ups to stay fresh. This recipe is especially great for large gatherings, eclectic palettes, and it includes a mix of cultural opportunities (AGU council member for example!). First, shop for a graduate department as you might for a farmers' market that has a good feel and good mix of "customers" (grad students) who share your attitude and interests. Then seek out professors and later, career mentors, who not only have great methods and recipes but whose lifestyles seem like good examples. I like my mentors and advisees alike to be approachable, supportive, and dedicated to both problem solving and whole-life choices. For the cooking part of the recipe, you'll certainly need a great partner who is hungry for science and appreciative of those pairings between new discoveries and long-awaited accomplishments. My own husband is a geologist. My professors were in their "late career" stages (one had retired 25 years before; another retired within a year of my degree) and this seemed to foster a philosophical perspective rather than a competitive one. Advice? The keys to my child-rearing recipe were efficiency and concentration: I try to organize and sequence and to save the multi-tasking for cleanups and paperwork. Don't take yourself too seriously: we all think of ourselves as frauds and know-nothings; we all are stretched between worry and guilt when it comes to child rearing. Don't give up: who is to say whether your quest for science isn't as fundamental to your goodness as your maternal drive?

  16. Combating isolation: Building mutual mentoring networks

    Science.gov (United States)

    Cox, Anne J.

    2015-12-01

    Women physicists can often feel isolated at work. Support from a grant through the ADVANCE program of the National Science Foundation (U.S. government funding) created mutual mentoring networks aimed at combating isolation specifically for women faculty at undergraduate-only institutions. This paper will discuss the organization of one such network, what contributed to its success, some of the outcomes, and how it might be implemented in other contexts.

  17. Mentor Graphics最新Capital工具

    Institute of Scientific and Technical Information of China (English)

    2011-01-01

    2011年6月2日,Mentor Graphics公司宣布旗下的Capital。产品套装有三款新产品加入,可以同时将流程向上游(产品规划和架构设计)和下游(产品维修维护)扩展。

  18. Mentoring: nurturing the critical care nurse.

    Science.gov (United States)

    Caine, R M

    1990-12-01

    Mentoring is an active process that is currently receiving widespread attention in education, in the corporate world, and increasingly in health care. Job satisfaction of the critical care nurse may be related to the fulfillment of personal needs and goals. The attainment of these needs and goals ultimately will lead to increased job productivity, which in turn will promote cost-effectiveness, an outcome cherished by management. Therefore, recognizing the worth of job satisfaction to the institution and the possibility that mentoring may have an effect on it among the professional staff may be a key to the future of improved health care and cost reduction in an increasingly specialized and technologic health care environment. Certainly, the nursing shortage is no longer news to the lay public or those of us engaged in the practice of nursing. In critical care that shortage is acutely apparent. Attrition of qualified critical care nurses is increasing and various solutions to the shortage have been proposed, some being met with more enthusiasm than others. A more basic solution might be to answer the question, "How can we maintain a high quality of patient care while promoting job satisfaction and instilling a sense of self-worth within the critical care nurse?" Critical care nurses need to play a pivotal role in nurturing and developing other critical care nurses as a means to retain those individuals. How can they do that effectively? Mentoring is one answer.

  19. E-mentoring in public health nursing practice.

    Science.gov (United States)

    Miller, Louise C; Devaney, Susan W; Kelly, Glenda L; Kuehn, Alice F

    2008-09-01

    Attrition in the public health nursing work force combined with a lack of faculty to teach public health prompted development of a "long-distance" learning project. Practicing associate degree nurses enrolled in an online course in population-based practice worked with experienced public health nurse "e-mentors." Student-mentor pairs worked through course assignments, shared public health nursing experiences, and problem-solved real-time public health issues. Nursing faculty served as coordinators for student learning and mentor support. Over 3 years, 38 student-mentor pairs participated in the project. Students reported they valued the expertise and guidance of their mentors. Likewise, mentors gained confidence in their practice and abilities to mentor. Issues related to distance learning and e-mentoring centered around use of technology and adequate time to communicate with one another. E-mentoring is a viable strategy to connect nurses to a learning, sharing environment while crossing the barriers of distance, agency isolation, and busy schedules.

  20. Early Career Support Program: Telecommunication Mentoring for Rural Teachers.

    Science.gov (United States)

    Thoresen, Carol

    1997-01-01

    Describes the Early Career Support Program (STEP) which uses the Montana Educational Telecommunication Network (METNET) to connect early career teachers in Montana with mentors. Contains 20 references. (DDR)

  1. Mentoring in biomedical science graduate programs: a student's perspective.

    Science.gov (United States)

    Dockter, J L

    1998-10-01

    The traditional model for the mentoring of graduate students has been for the student to receive all formal mentoring from the thesis advisor, the laboratory principal investigator (PI). While this continues to be a successful model for some students, other students find that they need or desire additional mentors during their graduate career. Graduate programs have a responsibility to provide their students with increased mentoring opportunities. Three means that graduate programs could use to serve the diverse needs of students are discussed as well as the potential benefits to the program and the students.

  2. Working with "rookies": A case study of science teachers mentors

    Science.gov (United States)

    Meagher, Thomas Francis

    To gain insight into the world of mentoring new science teachers it is imperative to examine how a veteran science teacher is influenced through his or her work mentoring a new teacher. The impacts of mentoring new teachers have been extensively researched within the literature, documenting many of the factors that may enhance the teaching abilities of new teachers (Hobson, Ashby, Malderez & Tomlinson, 2008; Ingersoll & Kralik, 2004; Wang & Odell, 2002). A thorough search of the literature reveals an unbalanced representation of research focusing on the many influences mentoring may bring to a new teacher while ignoring the impact on the mentor. It is when the activity of mentoring a new teacher is examined within the theoretical frame work of social cognitive learning, it is apparent that not only are two individuals participating in working together, but also that research needs to investigate both sides of the relationship. Also, since the mentoring relationship is situated within a community of practice, it becomes important to utilize a situated learning theoretical framework in tandem with social cognitive learning to provide the clearest picture of this dynamic social relationship. This case study seeks to share the impacts experienced by mentors through their work with new teachers and provide balance to the other side of research into the social partnership of mentoring. Five science teachers mentoring new teachers online, through the University of Minnesota's Science Engineering, Math Mentoring Program (STEMMP) and Science Teacher Induction Network (TIN), participated in this study that explores their experiences through a phenomenographic lens and follows an interpretive research approach. Four main themes emerged that identified how science teacher mentors were impacted from mentoring which included: (1) impacts to their teaching practice, (2) perceptions influenced from feedback, (3) enhanced reflection, and (4) enhancement of self-efficacy. The

  3. Becoming a Mentor: The Impact of Training and the Experience of Mentoring University Students on the Autism Spectrum.

    Science.gov (United States)

    Hamilton, Josette; Stevens, Gillian; Girdler, Sonya

    2016-01-01

    While it is widely recognised that the number of young adults diagnosed with Autism Spectrum Disoders (ASD) is increasing, there is currently limited understanding of effective support for the transition to adulthood. One approach gaining increasing attention in the university sector is specialised peer mentoring. The aim of this inductive study was to understand the impact of peer mentor training on seven student mentors working with university students with an ASD. Kirkpatrick's model framed a mixed methods evaluation of the mentors' training and description of their experience. Overall, the training was well received by the mentors, who reported on average a 29% increase in their ASD knowledge following the training. Results from the semi-structured interviews conducted three months after the training, found that mentors felt that the general ASD knowledge they gained as part of their training had been essential to their role. The mentors described how their overall experience had been positive and reported that the training and support provided to them was pivotal to their ability to succeed in as peer mentors to students with ASD. This study provides feedback in support of specialist peer-mentoring programs for university students and can inform recommendations for future programs and research.

  4. Mathematics for engineers and scientists

    CERN Document Server

    Jeffrey, Alan

    2004-01-01

    Although designed as a textbook with problem sets in each chapter and selected answers at the end of the book, Mathematics for Engineers and Scientists, Sixth Edition serves equally well as a supplemental text and for self-study. The author strongly encourages readers to make use of computer algebra software, to experiment with it, and to learn more about mathematical functions and the operations that it can perform.

  5. The Scientist as Sentinel (Invited)

    Science.gov (United States)

    Oreskes, N.

    2013-12-01

    Scientists have been warning the world for some time about the risks of anthropogenic interference in the climate system. But we struggle with how, exactly, to express that warning. The norms of scientific behavior enjoin us from the communication strategies normally associated with warnings. If a scientist sounds excited or emotional, for example, it is often assumed that he has lost his capac¬ity to assess data calmly and therefore his conclusions are suspect. If the scientist is a woman, the problem is that much worse. In a recently published article my colleagues and I have shown that scientists have systematically underestimated the threat of climate change (Brysse et al., 2012). We suggested that this occurs for norma¬tive reasons: The scientific values of rationality, dispassion, and self-restraint lead us to demand greater levels of evidence in support of surprising, dramatic, or alarming conclusions than in support of less alarming conclusions. We call this tendency 'err¬ing on the side of least drama.' However, the problem is not only that we err on the side of least drama in our assessment of evidence, it's also that we speak without drama, even when our conclusions are dramatic. We speak without the emotional cadence that people expect to hear when the speaker is worried. Even when we are worried, we don't sound as if we are. In short, we are trying to act as sentinels, but we lack the register with which to do so. Until we find those registers, or partner with colleagues who are able to speak in the cadences that communicating dangers requires, our warnings about climate change will likely continue to go substantially unheeded.

  6. Participation of African social scientists in malaria control: identifying enabling and constraining factors

    Directory of Open Access Journals (Sweden)

    Nyamongo Isaac

    2004-12-01

    Full Text Available Abstract Objective To examine the enabling and constraining factors that influence African social scientists involvement in malaria control. Methods Convenience and snowball sampling was used to identify participants. Data collection was conducted in two phases: a mailed survey was followed by in-depth phone interviews with selected individuals chosen from the survey. Findings Most participants did not necessarily seek malaria as a career path. Having a mentor who provided research and training opportunities, and developing strong technical skills in malaria control and grant or proposal writing facilitated career opportunities in malaria. A paucity of jobs and funding and inadequate technical skills in malaria limited the type and number of opportunities available to social scientists in malaria control. Conclusion Understanding the factors that influence job satisfaction, recruitment and retention in malaria control is necessary for better integration of social scientists into malaria control. However, given the wide array of skills that social scientists have and the variety of deadly diseases competing for attention in Sub Saharan Africa, it might be more cost effective to employ social scientists to work broadly on issues common to communicable diseases in general rather than solely on malaria.

  7. Pavlov as a psychophysiological scientist.

    Science.gov (United States)

    Paré, W P

    1990-05-01

    It is suggested that Pavlov was not only a famous physiologist, but due to his work on the conditional reflex, he could be considered a behavioral scientist. In addition his work on experimental neurosis gives him the distinction of being a pioneer investigator in the area of psychological stress. Pavlov's research is viewed against a background of primitive research tools and unproductive subjective theories. Nineteenth century scientists who influenced Pavlov included Darwin, Botkin, Heidenhain, Gaskell and Bernard. Pavlov's research on the digestive system emphasized the role of the nervous system, launched the field of gastroenterology, and emphasized the concept of the conditional reflex. Pavlov's conditional reflex formulations were based on the theoretical formulations of Sechenov, and possibly the work of David Hartley. The discovery of secretin, by Bayliss and Starling, and its influence on the stomach led Pavlov to diminish his work on the digestive system and to focus his research on the conditional reflex phenomenon. Arguments which suggest that Pavlov worked as a behavioral scientist include his conceptual formulations, his research on traditional psychological topics and his investigation of psychiatric disorders. His conditioning research emphasized the individual differences of his animal subjects which led to his research on typology and experimental neurosis which formed the basis for his work on environmental stressors and psychopathology.

  8. An Aphasia Mentoring Program: Perspectives of Speech-Language Pathology Students and of Mentors with Aphasia

    Science.gov (United States)

    Purves, Barbara A.; Petersen, Jill; Puurveen, Gloria

    2013-01-01

    Purpose: In contrast to clinician-as-expert models, social models of clinical practice typically acknowledge people with aphasia as equal partners in intervention. Given this, there may be a place within speech-language pathology education for programs situating people with aphasia as experts. This paper describes an aphasia mentoring program that…

  9. Marginal Mentoring in the Contact Space: Diversified Mentoring Relationships at a Midsized Midwestern State University (MMSU)

    Science.gov (United States)

    Meyer, Marcy; Warren-Gordon, Kiesha

    2013-01-01

    This study is a collaborative investigation that melds traditional qualitative social scientific and contemporary autoethnographic methods to examine diversified mentoring relationships at a midsized midwestern state university (MMSU). The first author conducted 21 semi-structured interviews with MMSU faculty members and professional personnel who…

  10. Benefits of Peer Mentoring to Mentors, Female Mentees and Higher Education Institutions

    DEFF Research Database (Denmark)

    Kalpazidou Schmidt, Evanthia; Faber, Stine Thidemann

    2016-01-01

    In this article, we discuss a study of a pilot mentoring program for early career female researchers at a university that addressed the under-representation of female researchers in senior academic positions. Embracing a grounded theory approach, we draw on a design comprising an ex-ante and an ex...

  11. Faculty-Graduate Student Mentoring Relationships: Mentors' Perceived Roles and Responsibilities

    Science.gov (United States)

    Lechuga, Vicente M.

    2011-01-01

    Scholars have demonstrated that one of the most important factors that graduate students use to ascertain the quality of their educational experience is their relationship with faculty. Research on faculty-graduate student mentoring relationships has provided valuable insights about effective practices that foster the success of graduate students.…

  12. Mentoring and Coaching in Academia: Reflections on a Mentoring/Coaching Relationship

    Science.gov (United States)

    Carmel, Roofe G.; Paul, Miller W.

    2015-01-01

    The changing landscape in Higher Education has made it more difficult for less experienced academics to find persons willing and able to invest in, and support their professional development. Mentoring and coaching provide psychosocial assistance in the work space, which assists mentees to deal more effectively with role ambiguity, role conflict…

  13. Mentoring in Gerontology Doctoral Education: The Role of Elders in Mentoring Gerontologists

    Science.gov (United States)

    Wangmo, Tenzin; Ewen, Heidi H.; Webb, Alicia K.; Teaster, Pamela B.; Russell Hatch, Laurie

    2009-01-01

    This study examined elder mentors' and students' roles, functions, and satisfaction with the Elder Mentorship program at the Graduate Center for Gerontology, University of Kentucky. The Elder Mentorship program matches gerontology doctoral students with older adults in the community. Parallel surveys were constructed to evaluate the program from…

  14. Formal and Informal Mentoring: Complementary, Compensatory, or Consistent?

    Science.gov (United States)

    Desimone, Laura M.; Hochberg, Eric D.; Porter, Andrew C.; Polikoff, Morgan S.; Schwartz, Robert; Johnson, L. Joy

    2014-01-01

    Informal mentors likely play a substantial role in novice teacher learning, yet we know little about them, especially in relation to formal mentoring, which is the cornerstone to most induction programs. This study analyzes survey and interview data from 57 first-year mathematics teachers from 11 districts to investigate differences in the…

  15. Best Practices in Mentoring in NOAA Scholarship Programs

    Science.gov (United States)

    Kaplan, M.; Sarvis, S.; Dancy, V.

    2015-12-01

    Through established scholarship programs, NOAA hosts 125 - 175 undergraduate students each summer to participate in internship opportunities at agency facilities. In order to host a scholar, NOAA labs and offices must designate a mentor who develops a project and oversees activities of the student throughout the summer. NOAA implements best practices in mentoring in the following ways: mentor and intern responsibilities are clearly defined in a manual; mentors are required to take an online mentor training class; mentors and scholars are matched through an online system and scholars conduct a site visit prior to beginning the internship; proposed internship projects are reviewed by scholarship program managers to assure they are sufficiently analytical and will advance the student in their future academic and career goals; and mentors are surveyed at the midpoint, allowing scholarship program managers to identify problems and intervene if possible. These practices have resulted in strong results. Students identify the mentor relationship, hands-on experience and networking with professionals as the three most important outcomes of the internship experience.

  16. Mentoring Nurses in Political Skill to Navigate Organizational Politics

    Science.gov (United States)

    2016-01-01

    Objective. The aim of this study was to describe and analyze the correlations between mentoring functions and political skill development among nurses who have earned or are candidates for a Ph.D. or doctorate of nursing practice (DNP) degree. Background. The healthcare system is in flux; future generations of Ph.D. and DNP nurse leaders will be required to demonstrate political acumen. Political skill to navigate organizational politics has had limited research within nursing. Methods. A cross-sectional research design using a web-based survey of 222 nurses who have earned or are candidates for a Ph.D. or DNP. This study utilized two validated tools to measure mentoring functions and political skill. Results. The response rate was 52% (n = 115) of which 86 were Ph.D. and 29 were DNPs. An informal mentoring relationship was described by 62% of the respondents and formal mentoring by 35% of the protégés; only 25% (n = 74) established a mentoring contract. Mentoring score showed significance for total political skill and moderate effect on the networking ability. The mentoring functions of advocacy, career development facilitation, learning facilitation, and friendship were found to correlate significantly with total political skill scores. Conclusions. This study established a benefit for nurses who have earned or are candidates for a Ph.D. or DNP from mentoring to support political skill development. PMID:27777798

  17. Mentors and Proteges: A Critical Review of the Literature.

    Science.gov (United States)

    Merriam, Sharan

    1983-01-01

    This review divides the literature on mentoring into three sections: mentoring in adult growth and development, in the business world, and in academic settings. Although the literature is biased in favor of the phenomenon, the concept needs clarification and more rigorous research and evaluation. (SK)

  18. John Swales as Mentor: The View from the Doctoral Group.

    Science.gov (United States)

    Luebs, Margaret; Fredrickson, Kirstin M.; Hyon, Sunny; Samraj, Betty

    1998-01-01

    Four of linguist John Swales's former doctoral students narrate their experiences with his mentoring style. Four important areas for mentoring are discussed: beginning the research process; analysis and writing; preparation for academic career; and the relationship between advisor and student. Narratives reveal both the complexity of the graduate…

  19. Best practices in academic mentoring: a model for excellence.

    Science.gov (United States)

    Nick, Jan M; Delahoyde, Theresa M; Del Prato, Darlene; Mitchell, Claudia; Ortiz, Jennifer; Ottley, Clarise; Young, Patricia; Cannon, Sharon B; Lasater, Kathie; Reising, Deanna; Siktberg, Linda

    2012-01-01

    Mentoring is important for the recruitment and retention of qualified nurse faculty, their ongoing career development, and leadership development. However, what are current best practices of mentoring? The purpose of this paper is to provide an overview of a model for excellence in establishing a formal mentoring program for academic nurse educators. Six themes for establishing a formal mentoring program are presented, highlighting best practices in mentoring as culled from experience and the literature. Themes reflect aims to achieve appropriately matched dyads, establish clear mentorship purpose and goals, solidify the dyad relationship, advocate for and guide the protégé, integrate the protégé into the academic culture, and mobilize institutional resources for mentoring support. Attending to the six themes will help mentors achieve important protégé outcomes, such as orientation to the educator role, integration into the academic community, development of teaching, scholarship, and service skills, as well as leadership development. The model is intended to be generalizable for faculty teaching in a variety of academic nursing institution types and sizes. Mentoring that integrates the six themes assists faculty members to better navigate the academic environment and more easily transition to new roles and responsibilities.

  20. Besitzt Mentoring kultur- und strukturverändernde Potenziale?

    Directory of Open Access Journals (Sweden)

    Astrid Franzke

    2006-11-01

    Full Text Available Während Mentoring bislang hinsichtlich seiner individuellen Effekte vor allem in theoretischen Arbeiten untersucht und in Evaluationsstudien empirisch ausgewertet worden ist, fragen die Herausgeberinnen nach den kultur- und strukturverändernden Potenzialen durch Mentoring im universitären Feld.

  1. Anchoring a Mentoring Network in a New Faculty Development Program

    Science.gov (United States)

    Beane-Katner, Linda

    2014-01-01

    Intentional mentoring of the next generation of faculty is critical if they are to be successful teacher-scholars. The traditional model of one-on-one mentoring is insufficient given the changing demographics of next-generation faculty members, their particular expectations, the limited professional training they receive in graduate school, and…

  2. Mentoring: A Review of Early Career Researcher Studies

    Science.gov (United States)

    Boeren, Ellen; Lokhtina-Antoniou, Irina; Sakurai, Yusuke; Herman, Chaya; McAlpine, Lynn

    2015-01-01

    This paper reviews 23 journal articles on "mentoring" in the context of Early Career Researchers, defined as those in academia with less than 10 years of experience from the start of their PhD. Achieving a better understanding of mentoring is important since within the higher education context new dynamics have created expectations…

  3. Enhancing Undergraduate Education through Mentored Research and Practical Writing Experiences

    Science.gov (United States)

    Stephens, Denise C.; Hintz, Eric G.; Joner, Michael D.; Moody, J. Ward

    2015-01-01

    Twenty years ago I attended my very first AAS meeting as a 21-year old undergraduate physics major. At that meeting I presented the light curve of a variable star I had studied as part of a mentored research program at BYU. That opportunity to do mentored research, and to attend a professional meeting of astronomers, helped to set the foundation for my success today as an associate professor of physics and astronomy. Twenty years ago I was the student, now I am the mentor! I have eight undergraduate students whom I currently supervise in active research, four of which are presenting their senior projects at the 225th meeting of the AAS.My experience has shown me that the full impact of mentored research cannot be measured by yearly numbers or statistics. When we mentor a student, we influence their career path and choices for years to come. Where feasible, every undergraduate should have the opportunity to do research if they so choose. It is a sacrifice of our time and our effort that cannot be easily measured through numbers or results, and is only visible many years down the road as these students become the future leaders in astronomy and policy. In this poster, I will discuss the benefits of mentored research, the growth we have seen at BYU over the past twenty years with the introduction of a mentored research program, and ideas for implementing mentored research and writing into course curricula to enhance the undergraduate educational experience.

  4. Protege Anxiety Attachment and Feedback in Mentoring Relationships

    Science.gov (United States)

    Allen, Tammy D.; Shockley, Kristen M.; Poteat, Laura

    2010-01-01

    A model focused on protege anxious attachment and feedback in mentoring relationships was tested with a sample of matched doctoral student proteges and their faculty mentors. Results show that protege anxious attachment was associated with less feedback seeking and less feedback acceptance. Protege feedback acceptance was associated with both the…

  5. 48 CFR 919.7005 - Eligibility to be a Mentor.

    Science.gov (United States)

    2010-10-01

    ... 48 Federal Acquisition Regulations System 5 2010-10-01 2010-10-01 false Eligibility to be a Mentor. 919.7005 Section 919.7005 Federal Acquisition Regulations System DEPARTMENT OF ENERGY SOCIOECONOMIC PROGRAMS SMALL BUSINESS PROGRAMS The Department of Energy Mentor-Protege Program 919.7005 Eligibility to...

  6. Perceptions of Workplace Mentoring Behaviors for Lifelong Career Development

    Science.gov (United States)

    Key, Lynne A.

    2013-01-01

    This study's purpose was to investigate the importance of mentoring functions and behaviors for lifelong career development as perceived by protégés. The population included individuals in middle to late adulthood (age 40 years and older) who reported they had been a protege in at least one mentoring association perceived as beneficial to their…

  7. Impact of the ATEC Mentor Program on DAWIA Certification

    Science.gov (United States)

    2011-05-01

    knowledge capture-and-transfer is the protege -mentor relationship. Defense Acquisition workforce Initiatives Given the current environment of BRAC...program is protege -driven and designed to help facilitate growth by allowing proteges to be assigned or select a mentor volunteer to assist in

  8. Characteristics, Responsibilities, and Qualities of Urban School Mentors.

    Science.gov (United States)

    Guyton, Edith; Hidalgo, Francisco

    1995-01-01

    Teacher mentors in urban schools need particular characteristics to promote development in beginning teachers because the urban school is a unique environment. Urban mentor teachers need to be able to articulate their beliefs and practices, and they need well-developed coaching skills. (SLD)

  9. Mentors: Making a Difference in Our Public Schools.

    Science.gov (United States)

    Evans, Thomas W.

    This book describes the success of mentor programs and of individuals such as Hillary Clinton, Barbara Bush, Bill Cosby, and Arnold Schwarzenegger among many others, who have worked as mentors in public schools. The first section describes the work of Eugene Lang and his "I Have a Dream" program. The second section describes the work of…

  10. Jordanian Preservice Primary Teachers' Perceptions of Mentoring in Science Teaching

    Science.gov (United States)

    Abed, Osama H.; Abd-El-Khalick, Fouad

    2015-01-01

    Quality mentoring is fundamental to preservice teacher education because of its potential to help student and novice teachers develop the academic and pedagogical knowledge and skills germane to successful induction into the profession. This study focused on Jordanian preservice primary teachers' perceptions of their mentoring experiences as these…

  11. Mentoring in Higher Education: Does It Enhance Mentees' Research Productivity?

    Science.gov (United States)

    Muschallik, Julia; Pull, Kerstin

    2016-01-01

    Mentoring programs are increasingly widespread in academia. Still, comparatively little is known about their effects. With the help of a self-collected dataset of 368 researchers in two different fields and accounting for self-selection via matching techniques, we find mentees in formal mentoring programs to be more productive than comparable…

  12. Using Blackboard and Skype for Mentoring Beginning Teachers

    Science.gov (United States)

    Suk Hwang, Young; Vrongistinos, Konstantinos

    2012-01-01

    The purpose of this article is to examine the nature of the Blackboard and Skype-based electronic mentoring system for beginning teachers. The Quality Teachers for Quality Students project developed an electronic mentoring system between beginning teachers and experienced teachers to support beginning teachers' instructional and classroom…

  13. Mentoring portfolio use in undergraduate and postgraduate medical education

    NARCIS (Netherlands)

    Dekker, Hanke; Driessen, Erik; Ter Braak, Edith; Scheele, Fedde; Slaets, Joris; Van Der Molen, Thys; Cohen-Schotanus, Janke

    2009-01-01

    Aim: Mentoring is widely acknowledged as being crucial for portfolio learning. The aim of this study is to examine how mentoring portfolio use has been implemented in undergraduate and postgraduate settings. Method: The results of interviews with six key persons involved in setting up portfolio use

  14. Doctoral Cohort Mentoring: Interdependence, Collaborative Learning, and Cultural Change

    Science.gov (United States)

    Mullen, Carol A.; Tuten, Elizabeth M.

    2010-01-01

    This article explores the value of cohort mentoring for facilitating as well as structuring mentoring relationships involving students and faculty. A narrative case study is provided of a doctoral cohort, with focus on the experienced teacher's development as scholar-practitioner leader. While informal and semiformal cohorts have a viable presence…

  15. Peer Mentoring in a High School Jazz Ensemble

    Science.gov (United States)

    Goodrich, Andrew

    2007-01-01

    The use of peer mentoring in a successful high school jazz band was explored during one academic year of instruction using ethnographic techniques. Participants included primary informants (student jazz band members, director, assistant director, adult mentors) and secondary informants (guidance counselor, principal, parents, non-jazz band member…

  16. Best Practices in Academic Mentoring: A Model for Excellence

    Directory of Open Access Journals (Sweden)

    Jan M. Nick

    2012-01-01

    Full Text Available Mentoring is important for the recruitment and retention of qualified nurse faculty, their ongoing career development, and leadership development. However, what are current best practices of mentoring? The purpose of this paper is to provide an overview of a model for excellence in establishing a formal mentoring program for academic nurse educators. Six themes for establishing a formal mentoring program are presented, highlighting best practices in mentoring as culled from experience and the literature. Themes reflect aims to achieve appropriately matched dyads, establish clear mentorship purpose and goals, solidify the dyad relationship, advocate for and guide the protégé, integrate the protégé into the academic culture, and mobilize institutional resources for mentoring support. Attending to the six themes will help mentors achieve important protégé outcomes, such as orientation to the educator role, integration into the academic community, development of teaching, scholarship, and service skills, as well as leadership development. The model is intended to be generalizable for faculty teaching in a variety of academic nursing institution types and sizes. Mentoring that integrates the six themes assists faculty members to better navigate the academic environment and more easily transition to new roles and responsibilities.

  17. The Role of Interpersonal Comfort in Mentoring Relationships

    Science.gov (United States)

    Allen, Tammy D.; Day, Rachel; Lentz, Elizabeth

    2005-01-01

    This research examined interpersonal comfort as a potential mediating mechanism in mentoring relationships. Results indicated that interpersonal comfort mediated the relationship between gender similarity and protege reports of career and psychosocial mentoring. Contrary to prediction, interpersonal comfort did not mediate relationships involving…

  18. Natural Mentoring Relationships among Adolescent Mothers: A Study of Resilience

    Science.gov (United States)

    Hurd, Noelle M.; Zimmerman, Marc A.

    2010-01-01

    This study focused on natural mentoring relationships between nonparental adults and African American adolescent mothers. Data were collected from 93 adolescent mothers over 5 time points, starting in the adolescent mothers' senior year of high school and ending 5 years after high school. We found that having a natural mentor was related to fewer…

  19. Ethical Issues in Mentoring Doctoral Students in Clinical Psychology

    Science.gov (United States)

    Rosenberg, Anna; Heimberg, Richard G.

    2009-01-01

    Ethical issues abound in any relationship that is defined by differences between the parties in rank, status, and power. Such is the case in the relationship between a doctoral student in clinical psychology and his or her mentor. In this article, we examine several potential areas of ethical concern within the mentor-student relationship. We…

  20. Developing Leaders through Mentoring: A Brief Literature Review

    Science.gov (United States)

    Leavitt, Carol C.

    2011-01-01

    Our rapidly-changing, ambiguous, global business arena demands a unique and evolving set of insights and capabilities by which leaders may effectively navigate this new terrain. Mentoring can accomplish exactly that, as its processes orient, train, and advance the skills, knowledge, and experiences of aspiring leaders. Best utilized, mentoring is…

  1. An Administrator's Guide to Better Teacher Mentoring. Second Edition

    Science.gov (United States)

    Fibkins, William L.

    2011-01-01

    This book address a major gap in the current mentoring programs at the secondary level. Staff development resources are often concentrated on helping new teachers be successful in their early school experience. Yes, a good idea, but a limited vision. Meanwhile many veteran teachers go without the mentoring assistance they need to be effective…

  2. Mentoring in Sports Coaching: A Review of the Literature

    Science.gov (United States)

    Jones, Robyn L.; Harris, Richard; Miles, Andrew

    2009-01-01

    Background: Despite criticism of its positive claims being largely unfounded and ill-clarified, the concept of mentoring has come into common use within sports coaching. Purpose: In an attempt to address these concerns, the purpose of this paper is to take better account of the researched evidence on mentoring in general before providing some…

  3. A Constructivist Model of Mentoring, Coaching, and Facilitating Online Discussions

    Science.gov (United States)

    Murphy, Karen L.; Mahoney, Sue E.; Chen, Chun-Ying; Mendoza-Diaz, Noemi V.; Yang, Xiaobing

    2005-01-01

    This case study of an online graduate course determines the message characteristics of the instructor, volunteer teaching assistants, and students in online discussions, and proposes a mentoring, coaching, and facilitating model for online discussions. The researchers developed a coding system based on the literature of mentoring, coaching, and…

  4. Informal Mentoring for Lesbian, Gay, Bisexual, and Transgender Students

    Science.gov (United States)

    Mulcahy, Molly; Dalton, Sarah; Kolbert, Jered; Crothers, Laura

    2016-01-01

    The authors identified the process that 10 lesbian, gay, bisexual, and transgender (LGBT) high school students used to establish an informal adult-mentor relationship with a school personnel member. Five major themes emerged: (a) how LGBT students determined whether this person would be a safe mentor, (b) a listing of the important qualities of…

  5. Conceptualizing the Roles of Mentor Teachers during Student Teaching

    Science.gov (United States)

    Butler, Brandon M.; Cuenca, Alexander

    2012-01-01

    The field-based mentoring of student teachers is often an idiosyncratic and nuanced practice in which mentors' conceptualizations of their interactions with student teachers are generated through personal experiences with teacher education. If teacher educators and programs are to strengthen the tie between campus and field-based teacher…

  6. Benchmarking Mentoring Practices: A Case Study in Turkey

    Science.gov (United States)

    Hudson, Peter; Usak, Muhammet; Savran-Gencer, Ayse

    2010-01-01

    Throughout the world standards have been developed for teaching in particular key learning areas. These standards also present benchmarks that can assist to measure and compare results from one year to the next. There appears to be no benchmarks for mentoring. An instrument devised to measure mentees' perceptions of their mentoring in primary…

  7. A Mentoring Program Drills down on the Common Core

    Science.gov (United States)

    Davis, Emily; Sinclair, Steve; Gschwend, Laura

    2015-01-01

    The Santa Cruz/Silicon Valley New Teacher Project--under the aegis of the New Teacher Center--devised a program to train teacher mentors to help new teachers incorporate the Common Core standards into their teaching. The three-year program yielded five critical lessons: Mentors need ongoing support to develop their readiness and willingness to…

  8. Closing the Gap: The Mentoring of Generation X.

    Science.gov (United States)

    Bova, Breda; Kroth, Michael

    1999-01-01

    Focus groups with 50 managers and interviews with 14 adults in "Generation X" (aged 24 to 32) elicited three themes: the work environment must support continuing learning, mentors and leaders should lead by example, and this age cohort places major importance on multidimensional lives. Mentor relationships in the workplace were valued. (SK)

  9. Cheerleading and Cynicism of Effective Mentoring in Current Empirical Research

    Science.gov (United States)

    Crutcher, Paul A.; Naseem, Samina

    2016-01-01

    This article presents the results of a review of current empirical research of effective practices in teacher mentoring. Compiling literature published since 2000 in peer-reviewed journals, we examine arguments for mentoring practices to improve teacher candidate and novice teacher experiences and skills. The emergent "effective"…

  10. On-the-job, real-time professional development for graduate students and early career scientists at the University of Hawaii

    Science.gov (United States)

    Bruno, B. C.; Guannel, M.; Wood-Charlson, E.; Choy, A.; Wren, J.; Chang, C.; Alegado, R.; Leon Soon, S.; Needham, H.; Wiener, C.

    2015-12-01

    Here we present an overview of inter-related programs designed to promote leadership and professional development among graduate students and early career scientists. In a very short time, these young scientists have developed into an impressive cohort of leaders. Proposal Writing. The EDventures model combines proposal-writing training with the incentive of seed money. Rather than providing training a priori, the EDventures model encourages students and post-docs to write a proposal based on guidelines provided. Training occurs during a two-stage review stage: proposers respond to panel reviews and resubmit their proposal within a single review cycle. EDventures alumni self-report statistically significant confidence gains on all questions posed. Their subsequent proposal success is envious: of the 12 proposals submitted by program alumni to NSF, 50% were funded. (Wood Charlson & Bruno, in press; cmore.soest.hawaii.edu/education/edventures.htm)Mentoring. The C-MORE Scholars and SOEST Maile Mentoring Bridgeprograms give graduate students the opportunity to serve as research mentors and non-research mentors, respectively, to undergraduates. Both programs aim to develop a "majority-minority" scientist network, where Native Hawaiians and other underrepresented students receive professional development training and personal support through one-on-one mentoring relationships (Gibson and Bruno, 2012; http://cmore.soest.hawaii.edu/scholars; http://maile.soest.hawaii.edu).Outreach & Science Communication. Ocean FEST (Families Exploring Science Together), Ocean TECH (Technology Explores Career Horizons) and the Kapiolani Community College summer bridge program provide opportunities for graduate students and post-docs to design and deliver outreach activities, lead field trips, communicate their research, and organize events (Wiener et al, 2011, Bruno & Wren, 2014; http://oceanfest.soest.hawaii.edu; http://oceantech.soest.hawaii.edu)Professional Development Course. In this

  11. Modeling for Fidelity: virtual mentorship by scientists fosters teacher self-efficacy and promotes implementation of novel high school biomedical curricula.

    Directory of Open Access Journals (Sweden)

    Katherine Malanson

    Full Text Available This small-scale comparison case study evaluates the impact of an innovative approach to teacher professional development designed to promote implementation of a novel cutting edge high school neurological disorders curriculum. 'Modeling for Fidelity' (MFF centers on an extended mentor relationship between teachers and biomedical scientists carried out in a virtual format in conjunction with extensive online educative materials. Four teachers from different diverse high schools in Massachusetts and Ohio who experienced MFF contextualized to a 6-week Neurological Disorders curriculum with the same science mentor were compared to a teacher who had experienced an intensive in-person professional development contextualized to the same curriculum with the same mentor. Fidelity of implementation was measured directly using an established metric and indirectly via student performance. The results show that teachers valued MFF, particularly the mentor relationship and were able to use it effectively to ensure critical components of the learning objectives were preserved. Moreover their students performed equivalently to those whose teacher had experienced intensive in-person professional development. Participants in all school settings demonstrated large (Cohen's d>2.0 and significant (p1.5, p<0.0001 pre-post. The data demonstrates that the virtual mentorship format in conjunction with extensive online educative materials is an effective method of developing extended interactions between biomedical scientists and teachers that are scalable and not geographically constrained, facilitating teacher implementation of novel cutting-edge curricula.

  12. Effectiveness of the new NMC mentor preparation course.

    Science.gov (United States)

    Veeramah, Ven

    This study aimed to determine whether the mentor preparation course introduced in 2006 by the Nursing and Midwifery Council (NMC) and based on NMC mentor standards is meeting the needs of mentors to support preregistration students in practice. A cross-sectional survey was carried out, involving 346 mentors who successfully completed the new course. A self-administered postal questionnaire was used to collect data between December 2010 and February 2011, with a response rate of 57.5%. Overall, respondents felt adequately prepared for their role as mentors and were more confident in their ability to support preregistration students in practice. However, a significant number of respondents received little protected time away from clinical duties to complete the theoretical and practical components of the course and many indicated the need for more input on the practice assessment document used for assessing preregistration nursing and midwifery students.

  13. THE IMPORTANCE OF MENTORING IN THE KNOWLEDGE BASED ORGANIZATIONS’ MANAGEMENT

    Directory of Open Access Journals (Sweden)

    Alexandra Teodora RUGINOSU

    2014-11-01

    Full Text Available Knowledgebased organizations means continuous learning, performance and networking. People’s development depends on their lifelong learning. Mentoring combines the need of development and performance of individuals with the organizational ones. Organizations nowadays face difficulties in recruiting and retaining qualified employees. The work force migration is a phenomenon they have to fight constantly. Employees are being faithful to companies that give them an environment suitable for development: supportive, safe, non-judgmental and comfortable. Teamwork and trust in the co-workers enables employees to show their true potential and trial with no fear. This kind of environment can be created through a mentoring program. This paper highlights the importance of mentoring in the knowledge based organizations management. Mentoring helps staff insertion, development and succession planning, increases employee’s motivation and talent retention and promotes organizational culture. This study presents the benefits and drawbacks that mentoring brings to organizations and employees.

  14. A scientist at the seashore

    CERN Document Server

    Trefil, James S

    2005-01-01

    ""A marvelous excursion from the beach to the ends of the solar system . . . captivating.""-The New York Times""So easy to understand yet so dense with knowledge that you'll never look at waves on a beach the same way again.""-San Francisco Chronicle""One of the best popular science books.""-The Kansas City Star""Perfect for the weekend scientist.""-The Richmond News-LeaderA noted physicist and popular science writer heads for the beach to answer common and uncommon questions about the ocean. James S. Trefil, author of Dover Publications' The Moment of Creation: Big Bang Physics from Before th

  15. Excel for Scientists and Engineers

    CERN Document Server

    Verschuuren, Dr Gerard

    2005-01-01

    For scientists and engineers tired of trying to learn Excel with examples from accounting, this self-paced tutorial is loaded with informative samples from the world of science and engineering. Techniques covered include creating a multifactorial or polynomial trendline, generating random samples with various characteristics, and tips on when to use PEARSON instead of CORREL. Other science- and engineering-related Excel features such as making columns touch each other for a histogram, unlinking a chart from its data, and pivoting tables to create frequency distributions are also covered.

  16. Scientists Debunk the '5-Second Rule'

    Science.gov (United States)

    ... page: https://medlineplus.gov/news/fullstory_160990.html Scientists Debunk the '5-Second Rule' Germs can transfer ... he said in a Rutgers news release. The scientists dropped foods of different textures, such as watermelon, ...

  17. Ask a Scientist: What is Color Blindness?

    Science.gov (United States)

    ... Stuff Cool Eye Tricks Links to More Information Optical Illusions Printables Ask a Scientist Video Series Why can’ ... a scientist? Click to Watch What is an optical illusion? Click to Watch What is color blindness? Click ...

  18. A Mentor Training Program Improves Mentoring Competency for Researchers Working with Early-Career Investigators from Underrepresented Backgrounds

    Science.gov (United States)

    Johnson, Mallory O.; Gandhi, Monica

    2015-01-01

    Mentoring is increasingly recognized as a critical element in supporting successful careers in academic research in medicine and related disciplines, particularly for trainees and early career investigators from underrepresented backgrounds. Mentoring is often executed ad hoc; there are limited programs to train faculty to become more effective…

  19. Are Bad Experiences Stronger than Good Ones in Mentoring Relationships? Evidence from the Protege and Mentor Perspective

    Science.gov (United States)

    Eby, Lillian T.; Butts, Marcus M.; Durley, Jaime; Ragins, Belle Rose

    2010-01-01

    Two studies examined the relative importance of good versus bad mentoring experiences in predicting subjective states associated with the mentoring relationship. Study 1 examined the protege perspective and found general support for the proposition that, on average, bad is stronger than good in predicting protege outcomes. Study 2 adopted the…

  20. Mentoring from the Outside: The Role of a Peer Mentoring Community in the Development of Early Career Education Faculty

    Science.gov (United States)

    Bottoms, SueAnn; Pegg, Jerine; Adams, Anne; Wu, Ke; Smith Risser, H.; Kern, Anne L.

    2013-01-01

    Developing an identity as a researcher and negotiating the expectations and responsibilities of academic life are challenges that many beginning education faculty face. Mentoring can provide support for this transition; however, traditional forms of mentoring may be unavailable, limited, or lack the specific components that individual mentees…

  1. Young Engineers and Sciences (YES) - Mentoring High School Students

    Science.gov (United States)

    Boice, Daniel C.; Asbell, E.; Reiff, P. H.

    2008-09-01

    Young Engineers and Scientists (YES) is a community partnership between Southwest Research Institute (SwRI), and local high schools in San Antonio, Texas (USA) during the past 16 years. The YES program provides talented high school juniors and seniors a bridge between classroom instruction and real world, research experiences in physical sciences (including space science) and engineering. YES consists of two parts: 1) an intensive three-week summer workshop held at SwRI where students experience the research environment first-hand; develop skills and acquire tools for solving scientific problems, attend mini-courses and seminars on electronics, computers and the Internet, careers, science ethics, and other topics; and select individual research projects to be completed during the academic year; and 2) a collegial mentorship where students complete individual research projects under the guidance of their mentors during the academic year and earn honors credit. At the end of the school year, students publicly present and display their work, acknowledging their accomplishments and spreading career awareness to other students and teachers. During these years, YES has developed a website for topics in space science from the perspective of high school students, including NASA's Magnetospheric Multiscale Mission (MMS) (http://yesserver.space.swri.edu). High school science teachers participate in the workshop and develop space-related lessons for classroom presentation in the academic year. Student evaluations indicate the effectiveness of YES on their academic preparation and choice of college majors. Over the past 16 years, all YES graduates have entered college, several have worked for SwRI, one business has started, and three scientific publications have resulted. Acknowledgements. We acknowledge funding and support from the NASA MMS Mission, Texas Space Grant Consortium, Northside Independent School District, SwRI, and several local charitable foundations.

  2. Students work as scientists for the summer

    DEFF Research Database (Denmark)

    Ryde, Marianne Vang

    2006-01-01

    Each year, Risø offers its PhD students a course to challenge the natural scientists of the future and to provide them with a more balanced view of their own role as scientists in society.......Each year, Risø offers its PhD students a course to challenge the natural scientists of the future and to provide them with a more balanced view of their own role as scientists in society....

  3. Young scientists in the making

    CERN Multimedia

    Corinne Pralavorio

    2011-01-01

    Some 700 local primary-school children will be trying out the scientific method for themselves from February to June. After "Draw me a physicist", the latest project "Dans la peau d’un chercheur" ("Be a scientist for a day") is designed to give children a taste of what it's like to be a scientist. Both schemes are the fruit of a partnership between CERN, "PhysiScope" (University of Geneva) and the local education authorities in the Pays de Gex and the Canton of Geneva.   Juliette Davenne (left) and Marie Bugnon (centre) from CERN's Communication Group prepare the mystery boxes for primary schools with Olivier Gaumer (right) of PhysiScope. Imagine a white box that rattles and gives off a strange smell when you shake it… How would you go about finding out what's inside it without opening it? Thirty primary-school teachers from the Pays de Gex and the Canton of Geneva tried out this exercise on Wednesday 26 ...

  4. Scientists Discover Sugar in Space

    Science.gov (United States)

    2000-06-01

    The prospects for life in the Universe just got sweeter, with the first discovery of a simple sugar molecule in space. The discovery of the sugar molecule glycolaldehyde in a giant cloud of gas and dust near the center of our own Milky Way Galaxy was made by scientists using the National Science Foundation's 12 Meter Telescope, a radio telescope on Kitt Peak, Arizona. "The discovery of this sugar molecule in a cloud from which new stars are forming means it is increasingly likely that the chemical precursors to life are formed in such clouds long before planets develop around the stars," said Jan M. Hollis of the NASA Goddard Space Flight Center in Greenbelt, MD. Hollis worked with Frank J. Lovas of the University of Illinois and Philip R. Jewell of the National Radio Astronomy Observatory (NRAO) in Green Bank, WV, on the observations, made in May. The scientists have submitted their results to the Astrophysical Journal Letters. "This discovery may be an important key to understanding the formation of life on the early Earth," said Jewell. Conditions in interstellar clouds may, in some cases, mimic the conditions on the early Earth, so studying the chemistry of interstellar clouds may help scientists understand how bio-molecules formed early in our planet's history. In addition, some scientists have suggested that Earth could have been "seeded" with complex molecules by passing comets, made of material from the interstellar cloud that condensed to form the Solar System. Glycolaldehyde, an 8-atom molecule composed of carbon, oxygen and hydrogen, can combine with other molecules to form the more-complex sugars Ribose and Glucose. Ribose is a building block of nucleic acids such as RNA and DNA, which carry the genetic code of living organisms. Glucose is the sugar found in fruits. Glycolaldehyde contains exactly the same atoms, though in a different molecular structure, as methyl formate and acetic acid, both of which were detected previously in interstellar clouds

  5. The impact of volunteer mentoring schemes on carers of people with dementia and volunteer mentors: a systematic review.

    Science.gov (United States)

    Smith, Raymond; Greenwood, Nan

    2014-02-01

    This systematic review aims to examine the differences and similarities between the various types of volunteer mentoring (befriending, mentoring and peer support) and to identify the benefits for carers and volunteers. Literature searching was performed using 8 electronic databases, gray literature, and reference list searching of relevant systematic reviews. Searches were carried out in January 2013. Four studies fitted the inclusion criteria, with 3 investigating peer support and 1 befriending for carers. Quantitative findings highlighted a weak but statistically significant (P =.04) reduction in depression after 6 months of befriending. Qualitative findings highlighted the value carers placed on the volunteer mentors' experiential similarity. Matching was not essential for the development of successful volunteer mentoring relationships. In conclusion, the lack of need for matching and the importance of experiential similarity deserve further investigation. However, this review highlights a lack of demonstrated efficacy of volunteer mentoring for carers of people with dementia.

  6. Scientists Talking to Students through Videos

    Science.gov (United States)

    Chen, Junjun; Cowie, Bronwen

    2014-01-01

    The benefits of connecting school students with scientists are well documented. This paper reports how New Zealand teachers brought scientists into the classrooms through the use of videos of New Zealand scientists talking about themselves and their research. Two researchers observed lessons in 9 different classrooms in which 23 educational videos…

  7. Helping Young People Engage with Scientists

    Science.gov (United States)

    Leggett, Maggie; Sykes, Kathy

    2014-01-01

    There can be multiple benefits of scientists engaging with young people, including motivation and inspiration for all involved. But there are risks, particularly if scientists do not consider the interests and needs of young people or listen to what they have to say. We argue that "dialogue" between scientists, young people and teachers…

  8. Still Persistent Global Problem of Scientists' Image

    Science.gov (United States)

    Türkmen, Hakan

    2015-01-01

    Pre-service teachers' views of science and scientists have been widely studied. The purpose of this study is to identify whether there is problem of image of scientists and determine where they receive about scientist image. Three hundred thirty five (105 from Turkey, 162 from Europe, 68 from US) elementary pre-service teachers participated in…

  9. Bangladesh women scientists' association honours ICDDR,B scientist.

    Science.gov (United States)

    1984-01-01

    Dr. Ayesha Molla, an ICDDR,B biochemist-nutritionist, was awarded a gold medal by the Bangladesh Women Scientists' Association and named Best Woman Scientist of the Year. She was honored for outstanding achievements in diarrhea/nutrition research especially in her classic studies on nutrient absorption during diarrhea. Her recent work has focused on the diarrhea/malnutrition mechanism in children. Her findings indicate that eating during acute diarrhea should be encouraged to reduce post-diarrhea malnutriton in vulnerable developing country children. In another study in collaboration with her husband, a pediatrician and gastroenterologist, it was found that diarrhea has a negligible effect on secretion of digestive enzymes which partially explains why significant digestion and absorption continue during diarrhea. Dr. Molla was also honored for related studies on the vitamin A/diarrhea/malnutrition mechanism. This is of immense importance in developing countries since repeated diarrheal infections in children aggravate malnutrition and lead to vitamin A deficiency blindness. Most blindness seems to be associated with or preceded by recurrent diarrheal infections. Dr. Molla found that water-soluble vitamin A administrated orally was associated with rapid improvement of deteriorating eye conditions. A brief outline of her background is given and her current work discussed. She is presently involved in seeking the best possible diet for children suffering from severe protein energy malnutrition (PEM). This problem results in coincident lack of varying proportions of protein and energy. Dr. Molla is attempting to determine the fastest, most tolerable, low cost, readily available and culturally acceptable diet. Maternal training in feeding practices will be provided. In collaboration with her husband, Dr. Molla is also studying the 2nd generation Oral Rehydration Solution (ORS). They are working to substitute rice or other staples for the traditional sugar in ORS.

  10. Toward a Conceptual Model of Mentoring Research: Integration with Self-Regulated Learning

    Science.gov (United States)

    Schunk, Dale H.; Mullen, Carol A.

    2013-01-01

    In this article, we present a model for academic mentoring research that incorporates theory and research on self-regulated learning. Academic mentoring research has increased in recent years, and researchers have linked mentoring with positive outcomes for protégés and mentors. This research, however, has not investigated the process whereby…

  11. The Effect of Faculty Mentoring on Career Success and Career Satisfaction

    Science.gov (United States)

    Anafarta, Ayse; Apaydin, Çigdem

    2016-01-01

    Mentoring has received considerable attention from scholars, and in the relevant literature, a number of studies give reference to the mentoring programs developed at universities and to the mentoring relations in higher education. Yet, most of these studies either only have a theoretical basis or deal with the mentoring relationships between…

  12. Reciprocal Love: Mentoring Black and Latino Males through an Ethos of Care

    Science.gov (United States)

    Jackson, Iesha; Sealey-Ruiz, Yolanda; Watson, Wanda

    2014-01-01

    Although mentoring programs can produce positive outcomes for youth, more research is needed that offers an account of how Black and Latino male mentors and mentees experience mentoring. This phenomenological study highlights the voices of a mentor and 14 Black and Latino males who are part of the Umoja Network for Young Men (UMOJA) an all-male,…

  13. Mentoring Support and Relational Uncertainty in the Advisor-Advisee Relationship

    Science.gov (United States)

    Mansson, Daniel H.; Myers, Scott A.

    2013-01-01

    We examine the extent to which career mentoring and psychosocial mentoring received from their advisors relates to advisee perceptions of advisor-advisee relational uncertainty. Doctoral students (N = 378) completed the "Academic Mentoring Behaviors Scale" (Schrodt, Cawyer, & Sanders, 2003), the "Mentoring and Communication…

  14. Beyond a Definition: Toward a Framework for Designing and Specifying Mentoring Models

    Science.gov (United States)

    Dawson, Phillip

    2014-01-01

    More than three decades of mentoring research has yet to converge on a unifying definition of mentoring; this is unsurprising given the diversity of relationships classified as mentoring. This article advances beyond a definition toward a common framework for specifying mentoring models. Sixteen design elements were identified from the literature…

  15. Towards Mentoring as Feminist Praxis in Early Childhood Education and Care in England

    Science.gov (United States)

    Hammond, Sue; Powell, Sacha; Smith, Kate

    2015-01-01

    Following our contribution to a study of mentoring in seven European countries, we explored epistemological and ontological inconsistencies within mainstream mentoring systems and their regulated practice in England. We considered how feminist mentoring praxis can unsettle conceptualisations of mentoring relationships and challenge inequity in the…

  16. The Role of Interpersonal Comfort, Attributional Confidence, and Communication Quality in Academic Mentoring Relationships

    Science.gov (United States)

    Yim, Laetitia; Waters, Lea

    2013-01-01

    The aim of this study was to explore mentoring between supervisors and their postgraduate students by (a) investigating types of mentoring functions offered in academic mentoring relationships, (b) exploring perceptions of supervisors and their postgraduate students about provisions for mentoring support, and (c) examining how interpersonal…

  17. 48 CFR 919.7010 - Contents of Mentor-Protege Agreement.

    Science.gov (United States)

    2010-10-01

    ... 48 Federal Acquisition Regulations System 5 2010-10-01 2010-10-01 false Contents of Mentor-Protege... SOCIOECONOMIC PROGRAMS SMALL BUSINESS PROGRAMS The Department of Energy Mentor-Protege Program 919.7010 Contents of Mentor-Protege Agreement. The proposed Mentor-Protege Agreement must contain: (a) Names,...

  18. Building National Capacity for Research Mentor Training: An Evidence-Based Approach to Training the Trainers

    Science.gov (United States)

    Pfund, Christine; Spencer, Kimberly C.; Asquith, Pamela; House, Stephanie C.; Miller, Sarah; Sorkness, Christine A.

    2015-01-01

    Research mentor training (RMT), based on the published "Entering Mentoring" curricula series, has been shown to improve the knowledge and skills of research mentors across career stages, as self-reported by both the mentors engaged in training and their mentees. To promote widespread dissemination and empower others to implement this…

  19. Novice Teachers' Perspectives on Mentoring: The Case of the Estonian Induction Year

    Science.gov (United States)

    Lofstrom, Erika; Eisenschmidt, Eve

    2009-01-01

    This study explores Estonian novice teachers' perspectives on relationships with mentors and experiences of mentoring and mentors' tasks during their first year of teaching. The induction year with mentoring as one of the support structures was introduced into Estonian teacher education a few years ago. Experiences indicate that this is a valuable…

  20. Meeting the Graduating Teacher Standards: The Added Benefits for Undergraduate University Students Who Mentor Youth

    Science.gov (United States)

    Bullen, Pat; Farruggia, Susan P.; Gomez, Claudia Rozas; Hebaishi, Ghada Hasan Kamal; Mahmood, Mohamed

    2010-01-01

    Although research has clearly demonstrated the benefits of mentoring for mentees, much less is known about how mentoring impacts mentors and, in particular, their professional development. Using a mixed-methods design, this study investigated the impact that mentoring youth had on the professional development of first- and second-year university…

  1. Peer Mentors in a Postsecondary Education Program for Students with Intellectual Disabilities

    Science.gov (United States)

    Farley, Justina A.; Gibbons, Melinda M.; Cihak, David F.

    2014-01-01

    Few researchers have examined peer mentors in a postsecondary program for students with intellectual disabilities. Peer mentors (N=39) were surveyed regarding their TypeFocus personality type and how the experience of mentoring affected them. The mentoring experience was assessed qualitatively and results are reported. Results indicated a strong…

  2. Same-Sex and Cross-Sex Mentoring of Female Proteges: A Comparative Analysis.

    Science.gov (United States)

    Gaskill, LuAnn Ricketts

    1991-01-01

    Studied mentoring relationships for 205 female retail proteges in cross- and same-sex mentoring relationships. Found no significant differences between groups on mentor and protege age differences, protege career level at relationship onset, company affiliation, mentor characteristics, benefits derived, problems reported, duration of relationship,…

  3. A program to recruit and mentor future academic dentists: successes and challenges.

    Science.gov (United States)

    Gironda, Melanie W; Bibb, Carol A; Lefever, Karen; Law, Clarice; Messadi, Diana

    2013-03-01

    There is a continuing shortage of academic dentists due to myriad factors. However, each graduating class of dental students includes a select group who choose to explore academic positions. It is this group of potential academic dentists that a four-year R25 initiative, funded by the National Institute of Dental and Craniofacial Research, has targeted with the intent of increasing their numbers and mentoring them for success in a future faculty position. The aims of the program at the School of Dentistry, University of California, Los Angeles, are to target and recruit potential clinician-scientists and to design and implement an Academic Track (AT) that complements existing clinical and research training with the comprehensive skill set of pedagogical, organizational, and personal strategies necessary to be successful in an academic career. Recruitment to the AT targeted candidates from a variety of sources including those enrolled in the dual D.D.S./M.S. and D.D.S./Ph.D. programs, dental residents, Ph.D. candidates in other disciplines, and predental students. Through a variety of professional development activities in the AT, selected students receive teaching, leadership, and mentoring experiences. Outcomes and lessons learned related to specific activities and lessons learned are presented in this article, and a model that recognizes the diverse paths to an academic career in dentistry is recommended.

  4. Giuseppe Levi: mentor of three Nobel laureates.

    Science.gov (United States)

    Bentivoglio, Marina; Vercelli, Alessandro; Filogamo, Guido

    2006-12-01

    Giuseppe Levi (1872-1965), Professor of Anatomy at the University of Turin, had broad research interests and was a pioneer of in vitro studies on cultured cells. He provided a number of contributions on the nervous system, especially on the plasticity of sensory ganglion cells. An influential and magnetic teacher and mentor, he gathered around him a large group of brilliant students. He has the peculiar primate to count among his students three Nobel laureates in Physiology or Medicine: Salvador Luria, Renato Dulbecco, and Rita Levi-Montalcini. For all three of them, the internship in Levi's laboratory provided an exceptional initial stimulus. They remained in close contact with each other and with Levi even after the 1940s when they migrated to the United States for political and racial reasons, engaging in different fields of research. Rita Levi-Montalcini, who was awarded the Nobel Prize (1986) for the discovery of Nerve Growth Factor, was stimulated and assisted in her work by Giuseppe Levi during the difficult years of World War II. With Giuseppe Levi, she pursued early studies on the relationships between neural centers and their peripheral target of innervation, and she has witnessed in her writings the enthusiasm of her mentor.

  5. The characteristics of unsuccessful e-mentoring relationships for youth with disabilities.

    Science.gov (United States)

    Shpigelman, Carmit-Noa; Gill, Carol J

    2013-04-01

    Recently, researchers have focused on the benefits of e-mentoring for young people with disabilities, such as greater access to sources of information and support. Relatively few researchers have explored the problem of unsuccessful e-mentoring relationships, i.e., mentors and mentored individuals who withdraw from an e-mentoring program before completion. Our findings promote understanding of the dynamics of unsuccessful vs. successful e-mentoring relationships for youth with disabilities. Using qualitative methods, we focused primarily on negative online experiences. We compared the e-mentoring process of six "unsuccessful" pairs of mentors and mentored students who withdrew from an e-mentoring program with three exemplary "successful" pairs who fully completed the program. Our findings revealed different communication patterns in the two groups. Whereas the unsuccessful pairs used a more formal style and distant tone, the successful pairs used an informal and supportive style. We discuss these differences, including the components that are essential to success.

  6. Exploring Change Processes in School-Based Mentoring for Bullied Children.

    Science.gov (United States)

    Craig, James T; Gregus, Samantha J; Burton, Ally; Hernandez Rodriguez, Juventino; Blue, Mallory; Faith, Melissa A; Cavell, Timothy A

    2016-02-01

    We examined change processes associated with the school-based, lunchtime mentoring of bullied children. We used data from a one-semester open trial of Lunch Buddy (LB) mentoring (N = 24) to examine changes in bullied children's lunchtime peer relationships. We also tested whether these changes predicted key outcomes (i.e., peer victimization, social preference) post-mentoring. Results provided partial support that bullied children paired with LB mentors experienced improved lunchtime peer relationships and that gains in lunchtime relationships predicted post-mentoring levels of social preference and peer victimization. Neither child nor mentors' ratings of the mentoring relationship predicted post-mentoring outcomes; however, child-rated mentor support and conflict predicted improvements in lunchtime peer relationships. We discuss implications for future research on school-based mentoring as a form of selective intervention for bullied children.

  7. LHCb Early Career Scientist Awards

    CERN Multimedia

    Patrick Koppenburg for the LHCb Collaboration

    2016-01-01

    On 15 September 2016, the LHCb collaboration awarded the first set of prizes for outstanding contributions of early career scientists.   From left to right: Guy Wilkinson (LHCb spokesperson), Sascha Stahl, Kevin Dungs, Tim Head, Roel Aaij, Conor Fitzpatrick, Claire Prouvé, Patrick Koppenburg (chair of committee) and Sean Benson. Twenty-five nominations were submitted and considered by the committee, and 5 prizes were awarded to teams or individuals for works that had a significant impact within the last year. The awardees are: Roel Aaij, Sean Benson, Conor Fitzpatrick, Rosen Matev and Sascha Stahl for having implemented and commissioned the revolutionary changes to the LHC Run-2 high-level-trigger, including the first widespread deployment of real-time analysis techniques in High Energy Physics;   Kevin Dungs and Tim Head for having launched the Starterkit initiative, a new style of software tutorials based on modern programming methods. “Starterkit is a group of ph...

  8. Is evaluation of scientist's objective

    CERN Document Server

    Wold, A

    2000-01-01

    There is ample data demonstrating that female scientists advance at a far slower rate than their male colleagues. The low numbers of female professors in European and North American universities is, thus, not solely an effect of few women in the recruitment pool but also to obstacles specific to the female gender. Together with her colleague Christine Wennerås, Agnes Wold conducted a study of the evaluation process at the Swedish Medical Research Council. Evaluators judged the "scientific competence", "research proposal" and "methodology" of applicants for post-doctoral positions in 1995. By relating the scores for "scientific competence" to the applicants' scientific productivity and other factors using multiple regression, Wennerås and Wold demonstrated that the applicant's sex exerted a strong influence on the "competence" score so that male applicants were perceived as being more competent than female applicants of equal productivity. The study was published in Nature (vol 387, p 341-3, 1997) and inspir...

  9. Special Functions for Applied Scientists

    CERN Document Server

    Mathai, A M

    2008-01-01

    Special Functions for Applied Scientists provides the required mathematical tools for researchers active in the physical sciences. The book presents a full suit of elementary functions for scholars at the PhD level and covers a wide-array of topics and begins by introducing elementary classical special functions. From there, differential equations and some applications into statistical distribution theory are examined. The fractional calculus chapter covers fractional integrals and fractional derivatives as well as their applications to reaction-diffusion problems in physics, input-output analysis, Mittag-Leffler stochastic processes and related topics. The authors then cover q-hypergeometric functions, Ramanujan's work and Lie groups. The latter half of this volume presents applications into stochastic processes, random variables, Mittag-Leffler processes, density estimation, order statistics, and problems in astrophysics. Professor Dr. A.M. Mathai is Emeritus Professor of Mathematics and Statistics, McGill ...

  10. Broadening Participation: Mentoring Community College Students in a Geoscience REU

    Science.gov (United States)

    Smith, M.; Osborn, J.

    2015-12-01

    Increasingly, REUs are recruiting from community colleges as a means of broadening participation of underrepresented minorities, women, and low-income students in STEM. As inclusion of community college students becomes normalized, defining the role of science faculty and preparing them to serve as mentors to community college students is a key component of well-designed programs. This session will present empirical research regarding faculty mentoring in the first two years of an NSF-REU grant to support community college students in a university's earth and environmental science labs. Given the documented benefits of undergraduate research on students' integration into the scientific community and their career trajectory in STEM, the focus of the investigation has been on the processes and impact of mentoring community college STEM researchers at a university serving a more traditionally privileged population; the degree to which the mentoring relationships have addressed community college students needs including their emotional, cultural and resource needs; and gaps in mentor training and the mentoring relationship identified by mentors and students.

  11. Mentoring program for students newly enrolled in an Engineering Degree

    Directory of Open Access Journals (Sweden)

    Juan Pedro Peña-Martín

    2016-10-01

    Full Text Available This work presents a mentoring program for first year engineering students in the Telecommunications Engineering College (ETSIT at the University of Malaga (UMA. Actors involved in the program are professors from staff, veterans mentoring students and, of course, freshmen. All of them has been organized trough the Moodle based Virtual Learning Environment Platform of the UMA. The program has gone through several phases over three years. This paper shows the main objectives of this mentoring program, the initial design to get them where professors played mentor role, and successive changes made to try to improve the results, including the assumption of the mentor role by senior students (peer mentoring. The tools used for program evaluation are shown too. Despite the low participation, it has been a framework for the development of various educational and socializing activities (for mentors and mentees focused on developing generic competences. Furthermore, it has been a research tool to get a better understanding of problems affecting students newly enrolled.

  12. Identifying and aligning expectations in a mentoring relationship.

    Science.gov (United States)

    Huskins, W Charles; Silet, Karin; Weber-Main, Anne Marie; Begg, Melissa D; Fowler, Vance G; Hamilton, John; Fleming, Michael

    2011-12-01

    The mentoring relationship between a scholar and their primary mentor is a core feature of research training. Anecdotal evidence suggests this relationship is adversely affected when scholar and mentor expectations are not aligned. We examined three questions: (1) What is the value in assuring that the expectations of scholars and mentors are mutually identified and aligned? (2) What types of programmatic interventions facilitate this process? (3) What types of expectations are important to identify and align? We addressed these questions through a systematic literature review, focus group interviews of mentors and scholars, a survey of Clinical and Translational Science Award (CTSA) KL2 program directors, and review of formal programmatic mechanisms used by KL2 programs. We found broad support for the importance of identifying and aligning the expectations of scholars and mentors and evidence that mentoring contracts, agreements, and training programs facilitate this process. These tools focus on aligning expectations with respect to the scholar's research, education, professional development and career advancement as well as support, communication, and personal conduct and interpersonal relations. Research is needed to assess test the efficacy of formal alignment activities.

  13. The Concerns of Competent Novices during a Mentoring Year

    Directory of Open Access Journals (Sweden)

    Susan Lennox

    2012-01-01

    Full Text Available In an innovative group mentoring approach, four experienced midwives mentored four new graduates during their first year of practice. The new graduates were in practice as case-loading registered midwives having completed a three year Bachelor of Midwifery degree. Detailed data about the new graduates’ concerns were collected throughout the year of the mentoring project. A range of practice areas—administrative, working environment, professional culture, clinical issues and the mentor group itself—were prominent issues. New graduates were concerned about their own professional development and about relationships with others particularly relationships within the hospital. Technical questions focussed more on craft knowledge that develops through experience than on clinical skills or knowledge. Identifying these concerns provides a foundation for mentors, preceptors and those designing professional development support programmes for the first year of practice. It may be that new graduate midwives educated in a profession with a narrowly defined scope of practice have a different range of concerns to new graduates who have wider scopes of practice. The use of a group model of mentoring for supporting new graduate midwives proved stimulating for mentors and highly supportive of new graduates.

  14. Being a mentor: what's in it for me?

    Science.gov (United States)

    Coates, Wendy C

    2012-01-01

    The benefits of mentorship for the protégé are well established and include increased career satisfaction, advancement, and income. Mentors can derive satisfaction from personal and professional networks within their institutions and specialties. However, the advantages of being a mentor are underreported in the medical literature. The purpose of this review is to investigate the effect of the mentoring relationship on the mentors and institutions in disciplines that have studied it widely and to draw parallels to academic medicine. Literature in the fields of business, organizational psychology, and kindergarten through high school (K-12) education describe benefits of serving as a mentor to the individual, organization, and discipline. Potential mentors are intensely self-motivated and derive satisfaction from developing junior colleagues and improving their institutions. Business mentors take pride in junior colleagues' achievements and enjoy improved recognition by superiors, favorable perception within the organization, increased job satisfaction, accelerated promotion rates, higher salaries, development of managerial skills, and improved technical expertise. Organizations enjoy worker longevity from both members of the partnership and benefit from the formation of networks. In the K-12 education model, master teachers who train novices are more likely to remain in the classroom or advance to an administrative role. Application of the principles from these disciplines to academic medicine is likely to produce similarly positive outcomes of personal satisfaction, collaboration, and academic and institutional advancement.

  15. Implementing a leadership course and mentor model for students in the National Student Nurses' Association.

    Science.gov (United States)

    Gardner, Elaine A; Schmidt, Cheryl K

    2007-01-01

    To help student development as responsible and accountable leaders, a mentor model was incorporated into an established voluntary leadership course offered each semester. The student joins the National Student Nurses' Association, completes leadership projects, and contracts for the course grade. The mentor model is a leadership option that pairs senior students wanting to mentor with junior students wishing to be mentored. The authors describe the outcomes of the leadership-mentor experience.

  16. Student Mentors' benefits in the Higher European Education: Academic Orientation

    Science.gov (United States)

    Medina-Rojas, S.; Gónzlez-Tirados, R. M.; Sánchez, M. E.; Paz-Ferreiro, J.; Saa-Requejo, A.; Gascó, G.; Moratiel, R.; Fabregat, J.; Antón, J. M.; Andina, D.; Tarquis, A. M.

    2012-04-01

    For several years the Spanish University has been experiencing changes that affect not only the educational area but also innovation and investigation in the classroom. In this sense, we carried out a first step in a senior student mentor project in order to facilitate adaptation of the new students, providing information, advice and guidance on different academic and social aspects. Here, we understand mentoring (including e-mentoring) as a relationship between a more senior student (mentor) and a few junior lesser experienced students (mentees). Mentoring is intended to develop and grow the skills, knowledge, confidence, and cultural understanding of the mentees aiming to help them succeed. Consequently, this work arises from our concern about studentś need. A test has been designed to assess studentś interest in the three fundamental aspects of mentoring: academic, social and administrative orientation. The test involved 16 questions related to these three different aspects on mentoring, evaluating each question from 1 (none) to 4 (totally). Surveys have been conducted on this topic at the Universidad Politécnica de Madrid (UPM) with students on different levels and modules of degrees in Agricultural Engineering. The same activity has been applied to the new degrees that have started last course (2010-11) in the Bologna Plan's requirements and will replace the precedents progressively. We have analyzed the answers considering sex, age, course and attitude to participate in the mentoring project. Several discussions are presented based on these results. Acknowledgements Funding provided by CEIGRAM (Research Centre for the Management of Agricultural and Environmental Risks) and Universidad Politécnica de Madrid (UPM) through Educational Innovation Project is greatly appreciated. Educational Innovation Project: "Training of senior students as mentors in different subjects of undergraduate and graduate degrees at ETSI Agrónomos"

  17. Strategies for developing a culture of mentoring in postdoctoral periodontology.

    Science.gov (United States)

    Hempton, Timothy J; Drakos, Dimitrios; Likhari, Vikram; Hanley, James B; Johnson, Lonnie; Levi, Paul; Griffin, Terrence J

    2008-05-01

    Dental education in the United States and Canada is currently experiencing a crisis with respect to faculty recruitment and retention. The major reasons for the status of dental and specialty education are lower salaries and lack of interest. To make up for this deficit in the specialty of periodontology, our current educators need to utilize strategies targeted towards an existing potential teaching resource: the postdoctoral students in periodontology. The intent of this article is to review the current crisis in dental faculty recruitment and retention, show how it affects the specialty of periodontics, and describe how creating a culture of mentoring may facilitate more engagement of periodontal residents in the teaching process during their postdoctoral training. The strategies utilized to develop a culture of mentoring in the Department of Periodontology at Tufts University are presented. They include methodologies to develop and enhance residents' mentoring skills, thereby helping to compensate for the shortage of periodontists involved in academics. Measurement of the mentoring strategy is presented from data obtained from an online survey of third-year predoctoral students' perceptions of their interaction with residents as their clinical instructors. Moreover, the numbers of program alumni engaged in teaching prior to and after the mentoring program was initiated are also presented as an outcome of the mentoring program. Developing a culture of mentoring in postdoctoral periodontology programs can be an important tool to enable individuals to become more involved in the process of teaching and mentoring during their postdoctoral training. This outcome could ameliorate the deficit of periodontists engaged as formal educators. Moreover, development and expansion of a culture of mentoring in a periodontolgy program may encourage recent graduates to become more involved in teaching subsequent to graduation.

  18. PREFACE: FAIRNESS 2014: FAIR Next Generation ScientistS 2014

    Science.gov (United States)

    2015-04-01

    FAIRNESS 2014 was the third edition in a series of workshops designed to bring together excellent international young scientists with research interests focused on physics at FAIR (Facility for Antiproton and Ion Research) and was held on September 22-27 2014 in Vietri sul Mare, Italy. The topics of the workshops cover a wide range of aspects in both theoretical developments and current experimental status, concentrated around the four scientific pillars of FAIR. FAIR is a new accelerator complex with brand new experimental facilities, that is currently being built next to the existing GSI Helmholtzzentrum for Schwerionenforschung close to Darmstadt, Germany. The spirit of the conference is to bring together young scientists, e.g. advanced PhD students and postdocs and young researchers without permanent position to present their work, to foster active informal discussions and build up of networks. Every participant in the meeting with the exception of the organizers gives an oral presentation, and all sessions are followed by an hour long discussion period. During the talks, questions are anonymously collected in a box to stimulate discussions. The broad physics program at FAIR is reflected in the wide range of topics covered by the workshop: • Physics of hot and dense nuclear matter, QCD phase transitions and critical point • Nuclear structure, astrophysics and reactions • Hadron Spectroscopy, Hadrons in matter and Hypernuclei • New developments in atomic and plasma physics • Special emphasis is put on the experiments CBM, HADES, PANDA, NUSTAR, APPA and related experiments For each of these different areas one invited speaker was selected to give a longer introductory presentation. The write-ups of the talks presented at FAIRNESS 2014 are the content of this issue of Journal of Physics: Conference Series and have been refereed according to the IOP standard for peer review. This issue constitutes therefore a collection of the forefront of research that

  19. Alliance for NanoHealth (ANH) Training Program for the development of future generations of interdisciplinary scientists and collaborative research focused upon the advancement of nanomedicine

    Energy Technology Data Exchange (ETDEWEB)

    Gorenstein, David [Univ. of Texas Health Science Center, Houston, TX (United States)

    2013-12-23

    The objectives of this program are to promote the mission of the Department of Energy (DOE) Science, Technology, Engineering, Math (STEM) Program by recruiting students to science and engineering disciplines with the intent of mentoring and supporting the next generation of scientists; to foster interdisciplinary and collaborative research under the sponsorship of ANH for the discovery and design of nano-based materials and devices with novel structures, functions, and properties; and to prepare a diverse work force of scientists, engineers, and clinicians by utilizing the unique intellectual and physical resources to develop novel nanotechnology paradigms for clinical application.

  20. The learning environment and learning styles: a guide for mentors.

    Science.gov (United States)

    Vinales, James Jude

    The learning environment provides crucial exposure for the pre-registration nursing student. It is during this time that the student nurse develops his or her repertoire of skills, knowledge, attitudes and behaviour in order to meet competencies and gain registration with the Nursing and Midwifery Council. The role of the mentor is vital within the learning environment for aspiring nurses. The learning environment is a fundamental platform for student learning, with mentors key to identifying what is conducive to learning. This article will consider the learning environment and learning styles, and how these two essential elements guide the mentor in making sure they are conducive to learning.

  1. Mentor in Nursing {--} Evaluation and Innovation of the Course.

    OpenAIRE

    2010-01-01

    The Diploma thesis is focused on evaluation and innovation of a mentor course. Based on the analysis of 11 educational programmes in certificated courses we found out that the courses are not unified. We chose one of the analysed mentor courses called ``Supervisor of clinical practice`` at the Faculty of Health Care Studies of the University of West Bohemia in Pilsen. The main goals of our research were: 1. to find out the opinions of the mentor course gradutes on the course, 2. to identify p...

  2. LGBT Roundtable Discussion: Meet-up and Mentoring Discussion

    Science.gov (United States)

    2014-03-01

    The LGBT+ Physicists group welcomes those who identify as gender sexual minorities, as LGBTQQIAAP+, or as allies to participate in a round-table discussion on mentoring physicists. The session will provide an opportunity to learn and discuss successful mentoring strategies at different career stages for physicists in all environments, including academia, industry, etc. Attendees are encouraged to attend a social event to follow the panel to continue to network. Allies are especially welcome at this event to learn how to support and mentor LGBT+ physicists.

  3. Mentoring: A Useful Concept for Leader Development in the Army

    Science.gov (United States)

    1990-04-11

    distribucion is unlitnited. 17. DISTRIBUTION STATEMENT (at ill. AIJ.II.cZ .Insta*4 ill tijlaaA 20, It JII1ea.tI i h~am Rusat) go. SUPPLEMENTARY’NOTI!S 19. K(EY...programs within the federal government. He identified major roles and responsibilities of the mentor, which he placed in five areas : career strategy...of other researchers in the area of mentoring. 3 Kram contends the mentoring functions are the essential characteristics that differentiate

  4. Development of a student-mentored research program between a complementary and alternative medicine university and a traditional, research-intensive university.

    Science.gov (United States)

    Sullivan, Barbara M; Furner, Sylvia E; Cramer, Gregory D

    2014-09-01

    The global need to develop clinician-scientists capable of using research in clinical practice, translating research knowledge into practice, and carrying out research that affects the quality, efficacy, and efficiency of health care is well documented. The complementary and alternative medicine (CAM) professions embrace the call to develop physician-researchers to carry out translational and applied research for CAM modalities. CAM universities face unique challenges when implementing research training compared with traditional, research-intensive (TRI) universities and medical centers where the majority of medical research is carried out.The authors present the development and outcomes of a mentored research program (MRP) between a CAM and a TRI institution, the National University of Health Sciences and the University of Illinois at Chicago School of Public Health, between 2006 and 2012. CAM predoctoral students engaged in a full-immersion semester at the TRI, including didactic courses and active research with a TRI faculty research mentor. Half of the participating doctor of chiropractic (DC) students continued on to PhD programs, and half established integrative medicine, primary care clinical careers.Establishing rigorous criteria for mentors and mentees, communicating expectations, developing solid relationships between the mentor, mentee, and home school advisor, responding quickly to impediments, and providing adequate support from CAM and TRI investigators were key to the MRP's success. To sustain research opportunities, coordinated degree programs for the DC and master of public health and master of clinical and translational research were established.

  5. What Keeps People in Mentoring Relationships when Bad Things Happen? A Field Study from the Protege's Perspective

    Science.gov (United States)

    Burk, Hannah G.; Eby, Lillian T.

    2010-01-01

    This study examines the association between negative mentoring experiences and protege intentions to leave the mentoring relationship. The role of perceived mentoring alternatives and fear of mentor retaliation was also examined as moderators of the relationship between negative mentoring experiences and intentions to leave. Results indicate that…

  6. Young Engineers & Scientists (YES) - Engaging Teachers in Space Research

    Science.gov (United States)

    Boice, D. C.; Reiff, P. H.

    2011-12-01

    The Young Engineers and Scientists (YES) Program is a community partnership between Southwest Research Institute (SwRI) and local high schools in San Antonio. It provides talented high school juniors and seniors a bridge between classroom instruction and real world, research experiences in physical sciences, information sciences, and engineering. YES consists of two parts: 1) An intensive three-week summer workshop held at SwRI where students experience the research environment first-hand; develop skills and acquire tools for solving scientific problems, attend mini-courses and seminars on electronics, C++ programming, the Internet, careers, science ethics, social impact of technology, and other topics; and select their individual research project with their mentor (SwRI staff member) to be completed during the academic year; and 2) A collegial mentorship where students complete individual research projects under the guidance of their mentors and teachers during the academic year and earn honors credit. At the end of the school year, students publicly present and display their work, acknowledging their accomplishments and spreading career awareness to other students and teachers. YES has been highly successful during the past nineteen (19) years. A total of 258 students have completed or are currently enrolled in YES. Of these students, 38% are females and 57% are ethnic minorities, reflecting the local diversity of the San Antonio area. All YES graduates have entered college, several work or have worked for SwRI, two businesses have formed, and three scientific publications have resulted. Sixteen (16) teacher participants have attended the YES workshop and have developed classroom materials based on their experiences in research at SwRI in the past three (3) years. In recognition of its excellence, YES received the Celebrate Success in 1996 and the Outstanding Campus Partner-of-the-Year Award in 2005, both from Northside Independent School District (San Antonio

  7. Empowering Muslim Women Though Executive Coaching & Mentoring

    Directory of Open Access Journals (Sweden)

    Fadila Grine

    2014-06-01

    Full Text Available This paper examines the role and effect of executive coaching and mentoring on the empowerment of Muslim women and enhancing their levels of contribution. It further substantiates the manner in which executive coaching can accommodate both the nature and needs of Muslim women while further unleashing her respective talents, creativity and skills. The study further highlights the role and significance of coaching in spheres relevant to family, as well as social and career development. This study highlights the use of the strategic technique for personal and leadership development set to explore talents, leaders and implicit abilities. Moreover, it exhibits the flexibility of self-coaching and its appropriateness for Muslim women, especially concerning self-development, which in turn influences social and institutional development. This inquiry highlights a number of practical results which emphasizes the viability and efficacy of executive coaching on personal and institutional levels as far as the making of better world for Muslim women is concerned.

  8. Mentoring Activities in a Summer School

    Directory of Open Access Journals (Sweden)

    José Couto Marques

    2013-02-01

    Full Text Available Universidade Júnior is a very large educational program for the promotion of knowledge among pre-university children and teenagers launched in 2005 by U.Porto. This extremely popular initiative is currently attracting around 5000 students per year for a variety of learning activities and small research projects offered by the 14 Faculties of U.Porto during July and September. Besides providing a foretaste of university life and vocational orientation, they also give the youngsters a strong incentive to continue their studies into higher education and a knowledge-based career. A key element to the success of this process is the mentoring activity that is developed at two levels: between faculty and the junior tutors and between these and the young students.

  9. Walter sutton: physician, scientist, inventor.

    Science.gov (United States)

    Ramirez, Gregory J; Hulston, Nancy J; Kovac, Anthony L

    2015-01-01

    Walter S. Sutton (1877-1916) was a physician, scientist, and inventor. Most of the work on Sutton has focused on his recognition that chromosomes carry genetic material and are the basis for Mendelian inheritance. Perhaps less well known is his work on rectal administration of ether. After Sutton's work on genetics, he completed his medical degree in 1907 and began a 2-year surgical fellowship at Roosevelt Hospital, New York City, NY, where he was introduced to the technique of rectal administration of ether. Sutton modified the work of others and documented 100 cases that were reported in his 1910 landmark paper "Anaesthesia by Colonic Absorption of Ether". Sutton had several deaths in his study, but he did not blame the rectal method. He felt that his use of rectal anesthesia was safe when administered appropriately and believed that it offered a distinct advantage over traditional pulmonary ether administration. His indications for its use included (1) head and neck surgery; (2) operations when ether absorption must be minimized due to heart, lung, or kidney problems; and (3) preoperative pulmonary complications. His contraindications included (1) cases involving alimentary tract or weakened colon; (2) laparotomies, except when the peritoneal cavity was not opened; (3) incompetent sphincter or anal fistula; (4) orthopnea; and (5) emergency cases. Sutton wrote the chapter on "Rectal Anesthesia" in one of the first comprehensive textbooks in anesthesia, James Tayloe Gwathmey's Anesthesia. Walter Sutton died of a ruptured appendix in 1916 at age 39.

  10. O processo de desenvolvimento profissional visto pelos professores mentores El proceso de desarrrollo profesional analizado por los profesores mentores The professional development process as perceived by teachers' mentors

    Directory of Open Access Journals (Sweden)

    Maria do Céu Roldão

    2012-09-01

    Full Text Available Neste artigo apresentam-se e discutem-se os resultados da análise de 74 reflexões realizadas pelos mentores relativamente à oficina de formação em que participaram. Os resultados permitem concluir que os professores mentores consideraram que a formação contribuiu para o seu desenvolvimento profissional e, através deles, para o desenvolvimento profissional dos professores em período probatório que supervisionavam. No entanto, os professores mentores referem-se consideravelmente menos ao contributo da formação para o desenvolvimento organizacional das escolas e preveem escassas repercussões a esse nível. Quanto ao processo de formação, consideram-no útil e de qualidade, valorizando essencialmente os documentos trabalhados nas sessões e as estratégias utilizadas.En este artículo se presentan los resultados del análisis realizado sobre 74 reflexiones hechas por los mentores sobre el taller de formación en el que participaron. Los resultados concluyen que los profesores mentores consideraron que la formación contribuyó para su desarrollo profesional, y a través de ello, para el desarrollo profesional de los profesores en periodo probatorio que supervisaban. Los profesores mentores se refieren poco a la contribución de la formación para el desarrollo organizacional de las escuelas y consideran que habrá escasa repercusión a ese nivel. En cuanto al proceso de formación, lo consideran útil y de calidad, valorando esencialmente los documentos elaborados en las sesiones y las estrategias utilizadas.In this paper we present and discuss the results of 74 reflections made by mentors regarding the training workshops in which they took part. The results show that teachers mentors consider that the training contributed to their professional development and, through them, to the professional development of teachers who they supervised during the probation period. However teachers mentors refer considerably less to the contribution

  11. Book Review: Mentoring and coaching: Tools and techniques for implementation

    Directory of Open Access Journals (Sweden)

    Fiona Donald

    2007-01-01

    Full Text Available Mentoring and coaching: Tools and techniques for implementation. Meyer, M., & Fourie, L. (2004. Randburg: Knowres Publishing. This book is aimed at providing practical guidelines for people involved in mentoring and coaching. Given the need for skills development, employee involvement and change management in South Africa, mentoring and coaching offer a method of transforming the way in which organisations train their employees, manage performance and accelerate employee career development. Further, it can be used to transfer knowledge from people with the most experience to those with less knowledge. As a result it can be a useful tool in achieving employment equity. Written by South African authors, the book is tailored to organisations in this environment where issues such as diversity place additional challenges for mentoring and coaching processes. The book is easy to read and includes a number of issues to consider as well as check lists in each of its ten chapters.

  12. A Community Mentoring Model for STEM Undergraduate Research Experiences

    Science.gov (United States)

    Kobulnicky, Henry A.; Dale, Daniel A.

    2016-01-01

    This article describes a community mentoring model for UREs that avoids some of the common pitfalls of the traditional paradigm while harnessing the power of learning communities to provide young scholars a stimulating collaborative STEM research experience.

  13. Development of an instrument: Mentoring for effective primary science teaching

    Science.gov (United States)

    Hudson, Peter; Skamp, Keith; Brooks, Lyndon

    2005-07-01

    Perceptions of mentors' practices related to primary science teaching from nine Australian universities (N = 331 final-year preservice teachers) were gathered through a literature-based instrument. Five factors that characterize effective mentoring practices in primary science teaching were supported by confirmatory factory analysis. These factors, namely, personal attributes, system requirements, pedagogical knowledge, modeling, and feedback, had Cronbach alpha coefficients of internal consistency reliability of .93, .76, .94, .95, and .92, respectively. Final model fit indexes were 2 = 1335, df = 513, CMIDF = 2.60, IFI = .922, CFI = .921, RMR = .066, RMSEA = .070 (p<.001). Specific mentoring interventions for improving primary science teaching practices may be implemented by measuring preservice teachers' perceptions of their mentoring with a valid and reliable instrument.

  14. Mentor ja ülikool / Ülle Sihver

    Index Scriptorium Estoniae

    Sihver, Ülle, 1968-

    2008-01-01

    Tartu Ülikooli Talveakadeemia seminaril "Õppejõust saab mentor" selgitas Leedsi Ülikooli õpetajakoolituse dotsent Angi Malderez koos Eesti kõrgkoolide õppejõududega õpetamise ja õppimise fenomeni

  15. Establishing a Professional Identity via Mentoring in Design Programmes

    DEFF Research Database (Denmark)

    Bennyson, René; Hansen, Birgitte Kjølner; Blond, Malene

    2016-01-01

    the student’s job entry in the industry as opposed to professional mentoring within the industry where professionals mentor professionals for career development In conclusion this article is seeking to present an example of how a student becomes aware of a professional identity by being a legitimate......The use of a mentor mentee relation in the course of a not well known design programme in Bachelor of Applied Science will strengthen the establishment of the student’s professional identity, with the overall purpose of the student positioning themselves as a professional. The relation...... to the establishment of a professional identity for the student. The mentor mentee meetings is facilitated through a series of activities throughout the educational programme. The Activities arising from categories of practice, social relation and professional environment, which encapsulate the creation...

  16. Mentoring in Higher Education Should Be the Norm to Assure Success: Lessons Learned from the Faculty Mentoring Program, West Chester University, 2008-2011

    Science.gov (United States)

    Bean, Nadine M.; Lucas, Lisa; Hyers, Lauri L.

    2014-01-01

    Despite a wealth of qualitative and quantitative data regarding the positive effects of higher education mentoring programs on faculty satisfaction, retention, tenure, and promotion, mentoring programs are not widespread. The authors examine evaluative data from the first four years of the Faculty Mentoring Program at West Chester University. Of…

  17. Job Characteristics and Mentoring in Pre-Schools: Mentoring Relationships among the Educational Staff When Challenged by Problem-Solving Tasks

    Science.gov (United States)

    Waaland, Torbjorn

    2013-01-01

    Purpose: The purpose of this paper is to study the influence of problem-solving tasks on mentoring received, peer mentoring and mentoring provided. Design/methodology/approach: This cross-sectional survey was based on a questionnaire that was sent to a total of 435 employees from 29 pre-schools in Norway. A total of 284 responses were returned, a…

  18. Exploring Scientists' Working Timetable: A Global Survey

    CERN Document Server

    Wang, Xianwen; Zhang, Chunbo; Xu, Shenmeng; Wang, Zhi; Wang, Chuanli; Wang, Xianbing

    2013-01-01

    In our previous study (Wang et al., 2012), we analyzed scientists' working timetable of 3 countries, using realtime downloading data of scientific literatures. In this paper, we make a through analysis about global scientists' working habits. Top 30 countries/territories from Europe, Asia, Australia, North America, Latin America and Africa are selected as representatives and analyzed in detail. Regional differences for scientists' working habits exists in different countries. Besides different working cultures, social factors could affect scientists' research activities and working patterns. Nevertheless, a common conclusion is that scientists today are often working overtime. Although scientists may feel engaged and fulfilled about their hard working, working too much still warns us to reconsider the work - life balance.

  19. Gender-sensitive Mentoring Programme in Academia: A Design Process

    OpenAIRE

    Shaik, Farah; Adams, Helène; Vincke, Caroline

    2016-01-01

    This is a toolkit on self-tailored gendered sensitive mentoring program that should support preventive actions in order to lower the gendered gaps in academia. We used the framework of transformative mentoring, with the aim at transforming the person on the one hand (socialization through a process of adaptation to the structural functioning of an organization) and of the organization on the other hand, in view of a system that is more adapted to the rhythm of the researchers, whatever may be...

  20. Innovations in coaching and mentoring: implications for nurse leadership development.

    Science.gov (United States)

    Fielden, Sandra L; Davidson, Marilyn J; Sutherland, Valerie J

    2009-05-01

    This longitudinal study sought to examine ways in which coaching and mentoring relationships impact on the professional development of nurses in terms of career and leadership behaviours, and evaluating the differences and similarities between those coaching and mentoring relationships. According to the UK government, leadership in nursing is essential to the improvement of service delivery, and the development and training of all nurses is vital in achieving effective change. A coaching and mentoring programme was used to explore the comparative advantages of these two approaches for the leadership development of nurses in acute, primary care and mental health settings. A longitudinal in-depth study was conducted to measure differences and similarities between the mentoring and coaching process as a result of a six-month coaching/mentoring programme. Five nurses from six UK Health Care Trusts were allocated to a coaching group (n = 15) or a mentoring group (n = 15), these were coached or mentored by a member of the senior directorate from their own Trust. Qualitative and quantitative data were collected at three time points (T1 = baseline, T2 = 4 months and T3 = 9 months) using semi-structured interviews and questionnaires. While mentoring was perceived to be 'support' and coaching was described as 'action', descriptions of the actual process and content were quite similar. However, while both groups reported significant development in terms of career development, leadership skills and capabilities, mentees reported the highest level of development with significantly higher scores in eight areas of leadership and management and in three areas of career impact. Implications for nurses and health services are discussed.

  1. A Mentee and his Mentor Speak their Minds

    Science.gov (United States)

    Bank, C. G.; Papadimitrios, K. S.

    2015-12-01

    An academic mentoring relationship can develop organically from joint experiences as a student-teacher team involved in undergraduate research projects. The mentor rarely has been trained for this role, and the mentee may not have actively searched for a mentor at first. Once the relationship is recognized the mentor may struggle with conflicting roles, aspects of fairness to other students, recognizing what is best for the mentee (and allowing them to figure something out on their own rather than imposing a viewpoint), and questioning the value of advice because of differences in age, culture, and own career path. The mentee does not want to disappoint, can feel ashamed to ask questions (sometimes more than once), may not want to share their own opinion - let alone challenge their mentor! - and may also be afraid that they rely to much on their mentor rather than searching for answers on their own. Both parties thus face similar challenges but from different perspectives. In our opinion a good mentoring relationship is built on honesty and respect as well as mutual trust where we can point out strengths or weaknesses in one another and recognize our vulnerabilities. Our conversations have touched on many aspects of our lives (including academic, home, soft skills, and personal development). We have asked questions neither of us could answer at first but which challenged each other for further learning. Our experience has resulted in a two-way support, revealed new points of view, and allowed for development of leadership skills for both. In this presentation we will report on our journey so far, assumptions we brought along, expectations we shared, and challenges we have faced individually or together. By sharing the perceptions of both parties in our unique mentorship relationship we want to help define best mentoring practices.

  2. Mentoring in Clinical-Translational Research: A Study of Participants in Master's Degree Programs.

    Science.gov (United States)

    McGinn, Aileen P; Lee, Linda S; Baez, Adriana; Zwanziger, Jack; Anderson, Karl E; Seely, Ellen W; Schoenbaum, Ellie

    2015-12-01

    Research projects in translational science are increasingly complex and require interdisciplinary collaborations. In the context of training translational researchers, this suggests that multiple mentors may be needed in different content areas. This study explored mentoring structure as it relates to perceived mentoring effectiveness and other characteristics of master's-level trainees in clinical-translational research training programs. A cross-sectional online survey of recent graduates of clinical research master's program was conducted. Of 73 surveys distributed, 56.2% (n = 41) complete responses were analyzed. Trainees were overwhelmingly positive about participation in their master's programs and the impact it had on their professional development. Overall the majority (≥75%) of trainees perceived they had effective mentoring in terms of developing skills needed for conducting clinical-translational research. Fewer trainees perceived effective mentoring in career development and work-life balance. In all 15 areas of mentoring effectiveness assessed, higher rates of perceived mentor effectiveness was seen among trainees with ≥2 mentors compared to those with solo mentoring (SM). In addition, trainees with ≥2 mentors perceived having effective mentoring in more mentoring aspects (median: 14.0; IQR: 12.0-15.0) than trainees with SM (median: 10.5; IQR: 8.0-14.5). Results from this survey suggest having ≥2 mentors may be beneficial in fulfilling trainee expectations for mentoring in clinical-translational training.

  3. Jordanian Preservice Primary Teachers' Perceptions of Mentoring in Science Teaching

    Science.gov (United States)

    Abed, Osama H.; Abd-El-Khalick, Fouad

    2015-03-01

    Quality mentoring is fundamental to preservice teacher education because of its potential to help student and novice teachers develop the academic and pedagogical knowledge and skills germane to successful induction into the profession. This study focused on Jordanian preservice primary teachers' perceptions of their mentoring experiences as these pertain to science teaching. The Mentoring for Effective Primary Science Teaching instrument was administered to 147 senior preservice primary teachers in a university in Jordan. The results indicated that the greater majority of participants did not experience effective mentoring toward creating a supportive and reflexive environment that would bolster their confidence in teaching science; further their understanding of primary science curriculum, and associated aims and school policies; help with developing their pedagogical knowledge; and/or furnish them with specific and targeted feedback and guidance to help improve their science teaching. Substantially more participants indicated that their mentors modeled what they perceived to be effective science teaching. The study argues for the need for science-specific mentoring for preservice primary teachers, and suggests a possible pathway for achieving such a model starting with those in-service primary teachers-much like those identified by participants in the present study-who are already effective in their science teaching.

  4. How men can excel as mentors of women.

    Science.gov (United States)

    Bickel, Janet

    2014-08-01

    Most male professionals have more experience mentoring men than they do mentoring women, and their male mentees progress further than their female mentees. Yet, in academic medicine, men have few forums in which to discuss the gender-related issues that they encounter. To address the gender-related questions that commonly arise, the author of this commentary offers perspectives and recommendations, consolidated from over 25 years of experience leading career and talent development programs, to assist men in successfully mentoring women. Her recommendations are organized around three questions: (1) How do women's and men's experiences in mentoring relationships tend to differ? (2) What interferes with the accurate evaluation of women's skills? and (3) Is the current generation of female trainees still at a gender-related disadvantage? She argues that men's ability to effectively mentor women depends to a great extent on their understanding of the challenges that women disproportionately face in developing their careers. Mentors who are skilled in adapting to the gender-related needs of mentees will contribute to women's retention and development in academic medicine, enhance the leadership capacity of their organizations and the profession, and extend their own legacies.

  5. Difficult issues in mentoring: recommendations on making the "undiscussable" discussable.

    Science.gov (United States)

    Bickel, Janet; Rosenthal, Susan L

    2011-10-01

    Many mentoring relationships do not reach fruition because the individuals fail to bridge a critical difference. When a difference prevents a learning partnership from achieving its potential, the loss is multidimensional for the individuals and the institution--wasting opportunities for the fostering of current and future talent. Insights into when such impasses are likely to arise may help both mentors and mentees address what feels "undiscussable." The authors offer numerous examples of how differences related to ethnicity, language, gender, and generation may interfere with the development of mentoring relationships. Next, the authors offer recommendations on preparing for and handling difficult conversations, including creating safety, noticing assumptions and emotions, and raising sensitive issues. Virtually all faculty can become more effective at communicating across differences and addressing difficulties that prevent mentoring relationships from achieving their potential. The pay-offs for these efforts are indisputable: increased effect in the limited time available for mentoring, an expanded legacy of positive influence, and enhanced communication and leadership skills. The honing of these relational skills enhances the colleagueship and teamwork on which virtually all research, clinical, and educational enterprises depend. Academic health centers that systematically support mentoring enhance institutional stability, talent development, and leadership capacity.

  6. The talent process of successful academic women scientists at elite research universities in New York state

    Science.gov (United States)

    Kaenzig, Lisa M.

    women scientists at elite research universities in New York. A criterion sample (n=94) was selected resulting in forty-one successful academic women scientists as the study participants, representing a response rate of 43.6%. Findings include the important roles of parents, teachers, mentors and collaborators on the talent development process of the participants. The perception of the study participants was that there were multiple facilitators to their talent development process, while few barriers were acknowledged. The most important barriers cited by participants were perceptions of institutional culture and sexism. Implications for practice in both gifted and higher education are suggested, based on the findings of the study. For gifted education, these suggestions include the need to provide parental education programs emphasizing the importance of intellectual engagement at home, providing dedicated time for science in primary education, and fostering science and mathematics opportunities, particularly for girls and young women. Stressing the importance of hard work, persistence and intelligent risk-taking are also important for encouraging girls in science. For higher education, the study provides models of success of academic women scientists, outlines the importance of mentors and collaborators, and emphasizes the critical role that institutions and departments play in facilitating or impeding women's career development as academics. The current study suggests several areas for further research to continue the exploration of the talent development influences on academic women scientists. Based on the findings of this study, recommended studies include examining the differences of generational cohorts; probing the roles of collaborators/mentor colleagues; exploring differences for women from various ethnic and racial backgrounds; replicating the current study with larger populations of women scientists; investigating the role of facilitative school environments

  7. Ask a Scientist: What is Color Blindness?

    Medline Plus

    Full Text Available ... Ask a Scientist Video Series Glossary The Visual System Your Eyes’ Natural Defenses Eye Health and Safety First Aid Tips Healthy Vision Tips Protective Eyewear Sports and Your Eyes Fun Stuff Cool Eye Tricks Links to More Information Optical Illusions Printables Ask a Scientist Video Series ...

  8. Response: Training Doctoral Students to Be Scientists

    Science.gov (United States)

    Pollio, David E.

    2012-01-01

    The purpose of this article is to begin framing doctoral training for a science of social work. This process starts by examining two seemingly simple questions: "What is a social work scientist?" and "How do we train social work scientists?" In answering the first question, some basic assumptions and concepts about what constitutes a "social work…

  9. Chinese, US scientists find new particle

    CERN Multimedia

    2003-01-01

    "Chinese and US scientists have discovered a new particle at the Beijing Electron Position Collider, which is hard to be explained with any known particles, according to scientists from the Institute of High Energy Physics under the Chinese Academy of Sciences Wednesday" (1/2 page).

  10. How Scientists Develop Competence in Visual Communication

    Science.gov (United States)

    Ostergren, Marilyn

    2013-01-01

    Visuals (maps, charts, diagrams and illustrations) are an important tool for communication in most scientific disciplines, which means that scientists benefit from having strong visual communication skills. This dissertation examines the nature of competence in visual communication and the means by which scientists acquire this competence. This…

  11. How Middle Schoolers Draw Engineers and Scientists

    Science.gov (United States)

    Fralick, Bethany; Kearn, Jennifer; Thompson, Stephen; Lyons, Jed

    2009-01-01

    The perceptions young students have of engineers and scientists are often populated with misconceptions and stereotypes. Although the perceptions that young people have of engineers and of scientists have been investigated separately, they have not been systematically compared. The research reported in this paper explores the question "How are…

  12. Tens of Romanian scientists work at CERN

    CERN Multimedia

    Silian, Sidonia

    2007-01-01

    "The figures regarding the actual number of Romanian scientists working at the European Center for Nuclear Research, or CERN, differ. The CERN data base lists some 30 Romanians on its payroll, while the scientists with the Nuclear Center at Magurele, Romania, say they should be around 50." (1 page)

  13. Predicting scientists' participation in public life.

    Science.gov (United States)

    Besley, John C; Oh, Sang Hwa; Nisbet, Matthew

    2013-11-01

    This research provides secondary data analysis of two large-scale scientist surveys. These include a 2009 survey of American Association for the Advancement of Science (AAAS) members and a 2006 survey of university scientists by the United Kingdom's Royal Society. Multivariate models are applied to better understand the motivations, beliefs, and conditions that promote scientists' involvement in communication with the public and the news media. In terms of demographics, scientists who have reached mid-career status are more likely than their peers to engage in outreach, though even after controlling for career stage, chemists are less likely than other scientists to do so. In terms of perceptions and motivations, a deficit model view that a lack of public knowledge is harmful, a personal commitment to the public good, and feelings of personal efficacy and professional obligation are among the strongest predictors of seeing outreach as important and in participating in engagement activities.

  14. Competencias del Maestro Mentor de Prácticas

    Directory of Open Access Journals (Sweden)

    Carmen MEGIA CUELLIGA

    2015-12-01

    Full Text Available Este artículo es el resultado de un proceso de investigación centrado en la figura del maestro mentor de prácticas. La finalidad del artículo persigue determinar e identificar las competencias profesionales clave que deben tener asumidas y adquiridas y que contribuyen a la formación de los futuros maestros, cuando éstos realizan el periodo de prácticas de magisterio. Por otra parte, queremos explorar cómo se sienten de preparados y formados los maestros mentores para el ejercicio de su labor de mentor. Los objetivos específicos se centran en:Determinar cuáles son las competencias que deben tener asumidas y adquiridas para formar al futuro maestro. Contribuir a la formación de los maestros mentores para el desempeño de sus funciones. En el estudio se ha utilizado una metodología de carácter cuantitativo. Se ha elaborado un cuestionario con escala tipo Likert que se ha aplicado a los maestros mentores de colegios de toda la Comunidad de Madrid con el fin de recoger la mayor información posible sobre las competencias específicas desempeñadas por los mentores durante el periodo de prácticas de enseñanza de los futuros maestros. Participaron 105 colegios durante el curso 2012-2013. La muestra real participante de maestros mentores está constituida por 674. La fiabilidad del cuestionario se obtuvo mediante el alpha de Cronbach con fiabilidad del 0,859, en los bloques: el mentor y el centro escolar, por una parte, y, por otra, el mentor y el desarrollo de competencias específicas docentes del alumno en prácticas. Se utilizó para el análisis de resultados el programa estadístico SPSS 20.0, la prueba de contraste mediante ANOVA y para el análisis de segmentación se utilizó el método de crecimiento CHAID para identificar el nivel de satisfacción de los mentores con respecto a su formación y capacidad para ejercer su función de mentor. Entre los hallazgos encontrados destacamos la importancia de la relación entre el

  15. Perceptions of mentoring of full-time occupational therapy faculty in the United States.

    Science.gov (United States)

    Falzarano, Mary; Zipp, Genevieve Pinto

    2012-09-01

    The purpose of this study was to describe the occurrence, nature and perception of the influence of mentoring for full-time occupational therapy faculty members who are on the tenure track or eligible for re-appointment in the United States. An online survey was sent during 2010 September, the beginning of the academic year, to all 818 potential participants in the United States entry-level and doctoral programmes. Fifty six of 107 participants who met the criteria reported being in a mentoring relationship and positively rated their perception of the influence of mentoring on academic success and academic socialization. The response of all participants to open-ended questions describes preferred mentoring characteristics (providing information, support), benefits (having someone to go to, easing the stress) and challenges (not enough time, mentoring not valued). Findings inform current and potential faculty of the current state of mentoring. Administrators can use this information when designing mentoring opportunities, educating mentors and mentees about the mentoring process, arranging mentors/mentees release time for engaging in the mentoring process and finally, managing the mentor/mentee needs. The cross-sectional survey of the United States occupational therapy faculty limits generalizability yet paves the way for future studies to explore retention and recruitment of mentored faculty across countries.

  16. Modeling for Fidelity: virtual mentorship by scientists fosters teacher self-efficacy and promotes implementation of novel high school biomedical curricula.

    Science.gov (United States)

    Malanson, Katherine; Jacque, Berri; Faux, Russell; Meiri, Karina F

    2014-01-01

    This small-scale comparison case study evaluates the impact of an innovative approach to teacher professional development designed to promote implementation of a novel cutting edge high school neurological disorders curriculum. 'Modeling for Fidelity' (MFF) centers on an extended mentor relationship between teachers and biomedical scientists carried out in a virtual format in conjunction with extensive online educative materials. Four teachers from different diverse high schools in Massachusetts and Ohio who experienced MFF contextualized to a 6-week Neurological Disorders curriculum with the same science mentor were compared to a teacher who had experienced an intensive in-person professional development contextualized to the same curriculum with the same mentor. Fidelity of implementation was measured directly using an established metric and indirectly via student performance. The results show that teachers valued MFF, particularly the mentor relationship and were able to use it effectively to ensure critical components of the learning objectives were preserved. Moreover their students performed equivalently to those whose teacher had experienced intensive in-person professional development. Participants in all school settings demonstrated large (Cohen's d>2.0) and significant (plearning about neurological disorders (Cohen's d>1.5, pteachers that are scalable and not geographically constrained, facilitating teacher implementation of novel cutting-edge curricula.

  17. Analyzing Prospective Teachers' Images of Scientists Using Positive, Negative and Stereotypical Images of Scientists

    Science.gov (United States)

    Subramaniam, Karthigeyan; Harrell, Pamela Esprivalo; Wojnowski, David

    2013-01-01

    Background and purpose: This study details the use of a conceptual framework to analyze prospective teachers' images of scientists to reveal their context-specific conceptions of scientists. The conceptual framework consists of context-specific conceptions related to positive, stereotypical and negative images of scientists as detailed in the…

  18. Young engineers and scientists - a mentorship program emphasizing space education

    Science.gov (United States)

    Boice, Daniel; Asbell, Elaine; Reiff, Patricia

    Young Engineers and Scientists (YES) is a community partnership between Southwest Research Institute (SwRI), and local high schools in San Antonio, Texas (USA) during the past 16 years. The YES program provides talented high school juniors and seniors a bridge between classroom instruction and real world, research experiences in physical sciences (including space science) and engineering. The first component of YES is an intensive three-week summer workshop held at SwRI where students experience the research environment first-hand; develop skills and acquire tools for solving scientific problems, attend mini-courses and seminars on electronics, computers and the Internet, careers, science ethics, and other topics; and select individual research projects to be completed during the academic year. Afterwards, students complete individual research projects under the guidance of their mentors during the academic year and earn honors credit. At the end of the school year, students publicly present and display their work, acknowledging their accomplishments and spreading career awareness to other students and teachers. During these years, YES has developed a website for topics in space science from the perspective of high school students, including NASA's Magnetospheric Multiscale Mission (MMS) (http://yesserver.space.swri.edu). High school science teachers participate in the workshop and develop space-related lessons for classroom presentation in the academic year. Student evaluations indicate the effectiveness of YES on their academic preparation and choice of college majors. Over the past 16 years, all YES graduates have entered college, several have worked for SwRI, one business has started, and three scientific publications have resulted. Acknowledgements. We acknowledge funding and support from the NASA MMS Mission, Texas Space Grant Consortium, Northside Independent School District, SwRI, and several local charitable foundations.

  19. Engaging Students in Space Research: Young Engineers and Scientists 2008

    Science.gov (United States)

    Boice, D. C.; Asbell, H. E.; Reiff, P. H.

    2008-12-01

    Young Engineers and Scientists (YES) is a community partnership between Southwest Research Institute (SwRI), and local high schools in San Antonio, Texas (USA) during the past 16 years. The YES program provides talented high school juniors and seniors a bridge between classroom instruction and real world, research experiences in physical sciences (including space science) and engineering. YES consists of an intensive three-week summer workshop held at SwRI and a collegial mentorship where students complete individual research projects under the guidance of their professional mentors during the academic year. During the summer workshop, students experience the research environment first-hand; develop skills and acquire tools for solving scientific problems, attend mini-courses and seminars on electronics, computers and the Internet, careers, science ethics, and other topics; and select individual research projects to be completed during the academic year. At the end of the school year, students publicly present and display their work, acknowledging their accomplishments and spreading career awareness to other students and teachers. YES has developed a website for topics in space science from the perspective of high school students, including NASA's Magnetospheric Multiscale Mission (MMS) (http://yesserver.space.swri.edu). Student evaluations indicate the effectiveness of YES on their academic preparation and choice of college majors. Over the past 16 years, all YES graduates have entered college, several have worked for SwRI, one business has started, and three scientific publications have resulted. Acknowledgements. We acknowledge funding and support from the NASA MMS Mission, Texas Space Grant Consortium, Northside Independent School District, SwRI, and several local charitable foundations.

  20. Sigma XI and U.S. Army scientists: An innovative partnership for science education

    Energy Technology Data Exchange (ETDEWEB)

    Cardello, A.V. [Army Natick Research, Development, and Engineering Center, Kansas, MA (United States)

    1994-12-31

    The Natick Chapter of Sigma Xi, the U.S. Army Natick R,D&E Center and the U.S. Army Research Institute for Environmental Medicine have established a multifaceted program of science education and outreach to local schools. This program provides support to state, regional and local science fairs; mentoring of students; class lectures and demonstrations; science minicourses; teacher-for-a-day programs; technical tours and laboratory research opportunities. These activities are facilitated by partnership agreements with school systems and by several U.S. Army-sponsored programs to foster science, mathematics and engineering education. Processes have been developed to engender interests of scientists, to encourage school and student participation, to build partnerships, and to coordinate outreach activities. This program is one of several U.S. Department of Defense programs designed to augment national science, mathematics, and engineering education.