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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. 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.

  3. Mentoring among scientists: Implications of interpersonal relationships within a formal mentoring program

    International Nuclear Information System (INIS)

    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-protege relationship significantly influences a protege's learning experience which carries repercussions into their career intentions. The mentor-protege 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. (authors)

  4. 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

  5. Mentors, networks, and resources for early career female atmospheric scientists

    Science.gov (United States)

    Hallar, A. G.; Avallone, L. M.; Edwards, L. M.; Thiry, H.; Ascent

    2011-12-01

    Atmospheric Science Collaborations and Enriching NeTworks (ASCENT) is a workshop series designed to bring together early career female scientists in the field of atmospheric science and related disciplines. ASCENT is a multi-faceted approach to retaining these junior scientists through the challenges in their research and teaching career paths. During the workshop, senior women scientists discuss their career and life paths. They also lead seminars on tools, resources and methods that can help early career scientists to be successful. Networking is a significant aspect of ASCENT, and many opportunities for both formal and informal interactions among the participants (of both personal and professional nature) are blended in the schedule. The workshops are held in Steamboat Springs, Colorado, home of a high-altitude atmospheric science laboratory - Storm Peak Laboratory, which also allows for nearby casual outings and a pleasant environment for participants. Near the conclusion of each workshop, junior and senior scientists are matched in mentee-mentor ratios of two junior scientists per senior scientist. An external evaluation of the three workshop cohorts concludes that the workshops have been successful in establishing and expanding personal and research-related networks, and that seminars have been useful in creating confidence and sharing resources for such things as preparing promotion and tenure packages, interviewing and negotiating job offers, and writing successful grant proposals.

  6. 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

    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 implementations of an electronic mentoring program. The frequency and structure of the interactions within each pair...... were examined to provide context: 542 messages were posted among the 20 mentors and 20 protégés. These messages were formed into 5-10 threads per pair, with 3-4 messages per thread, indicating a high level of interactivity (there were more responses posted than independent messages). Mentor......-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...

  7. Successful Latina Scientists and Engineers: Their Lived Mentoring Experiences and Career Development

    Science.gov (United States)

    San Miguel, Anitza M.; Kim, Mikyong Minsun

    2015-01-01

    Utilizing a phenomenological perspective and method, this study aimed to reveal the lived career mentoring experiences of Latinas in science and engineering and to understand how selected Latina scientists and engineers achieved high-level positions. Our in-depth interviews revealed that (a) it is important to have multiple mentors for Latinas'…

  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. 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...

  10. 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

  11. 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)

  12. 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

  13. Steps towards equal gender representation: TANDEMplusIDEA - an international mentoring and personal development scheme for female scientists

    Science.gov (United States)

    Schaefli, Bettina; Breuer, Elke

    2010-05-01

    TANDEMplusIDEA was a European mentoring programme conducted by the technical universities RWTH Aachen, Imperial College London, ETH Zurich and TU Delft between 2007 and 2010 to achieve more gender equality in science. Given the continuing underrepresentation of women in science and technology and the well-known structural and systematic disadvantages in male-dominated scientific cultures, the main goal of this programme was to promote excellent female scientists through a high-level professional and personal development programme. Based on the mentoring concept of the RWTH Aachen, TANDEMplusIDEA was the first mentoring programme for female scientists realized in international cooperation. As a pilot scheme funded by the 6th Framework Programme of the European Commission, the scientific evaluation was an essential part of the programme, in particular in view of the development of a best practice model for international mentoring. The participants of this programme were female scientists at an early stage of their academic career (postdoc or assistant professor) covering a wide range of science disciplines, including geosciences. This transdisciplinarity as well as the international dimension of the programme have been identified by the participants as one of the keys of success of the programme. In particular, the peer-mentoring across discipline boarders proved to have been an invaluable component of the development programme. This presentation will highlight some of the main findings of the scientific evaluation of the programme and focus on some additional personal insights from the participants.

  14. 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

  15. 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.

  16. Mentoring the next generation of physician-scientists in Japan: A cross-sectional survey of mentees in six academic medical centers Career choice, professional education and development

    OpenAIRE

    Sakushima, Ken; Mishina, Hiroki; Fukuhara, Shunichi; Sada, Kenei; Koizumi, Junji; Sugioka, Takashi; Kobayashi, Naoto; Nishimura, Masaharu; Mori, Junichiro; Makino,Hirofumi; Feldman, Mitchell D.

    2015-01-01

    Background: Physician-scientists play key roles in biomedical research across the globe, yet prior studies have found that it is increasingly difficult to recruit and retain physician-scientists in research careers. Access to quality research mentorship may help to ameliorate this problem in the U.S., but there is virtually no information on mentoring in academic medicine in Japan. We conducted a survey to determine the availability and quality of mentoring relationships for trainee physician...

  17. Mentoring the next generation of physician-scientists in Japan: a cross-sectional survey of mentees in six academic medical centers

    OpenAIRE

    Sakushima, Ken; Mishina, Hiroki; Fukuhara, Shunichi; Sada, Kenei; Koizumi, Junji; Sugioka, Takashi; Kobayashi, Naoto; Nishimura, Masaharu; Mori, Junichiro; Makino, Hirofumi; Feldman, Mitchell D.

    2015-01-01

    Background Physician-scientists play key roles in biomedical research across the globe, yet prior studies have found that it is increasingly difficult to recruit and retain physician-scientists in research careers. Access to quality research mentorship may help to ameliorate this problem in the U.S., but there is virtually no information on mentoring in academic medicine in Japan. We conducted a survey to determine the availability and quality of mentoring relationships for trainee physician-...

  18. Global Science Share: Connecting young scientists from developing countries with science writing mentors to strengthen and widen the international science community

    Science.gov (United States)

    Hasenkopf, C. A.

    2012-12-01

    Collaborative science in which scientists are able to form research questions based on the current body of scientific knowledge and get feedback from colleagues on their ideas and work is essential for pushing science forward. However, not all scientists are able to fully participate in the international science community. Scientists from developing countries can face barriers to communicating with the international community due to, among other issues: fewer scientists in their home country, difficulty in getting language-specific science writing training, fewer established pre-existing international collaborations and networks, and sometimes geographic isolation. These barriers not only result in keeping individual scientists from contributing their ideas, but they also slow down the progress of the scientific enterprise for everyone. Global Science Share (http://globalscienceshare.org/) is a new project, entering its pilot phase in Fall 2012, which will work to reduce this disparity by connecting young scientists and engineers from developing countries seeking to improve their technical writing with other scientists and engineers around the world via online collaborations. Scientist-volunteers act as mentors and are paired up with mentees according to their academic field and writing needs. The mentors give feedback and constructive technical and editorial criticisms on mentees' submitted pieces of writing through a four-step email discussion. Mentees gain technical writing skills, as well as make international connections with other scientists and engineers in fields related to their own. Mentors also benefit by gaining new international scientific colleagues and honing their own writing skills through their critiques. The Global Science Share project will begin its pilot phase by first inviting Mongolian science students to apply as mentees this fall. This abstract will introduce the Global Science Share program, present a progress report from its first

  19. A Matrix Mentoring Model That Effectively Supports Clinical and Translational Scientists and Increases Inclusion in Biomedical Research: Lessons From the University of Utah.

    Science.gov (United States)

    Byington, Carrie L; Keenan, Heather; Phillips, John D; Childs, Rebecca; Wachs, Erin; Berzins, Mary Anne; Clark, Kim; Torres, Maria K; Abramson, Jan; Lee, Vivian; Clark, Edward B

    2016-04-01

    Physician-scientists and scientists in all the health professions are vital members of the U.S. biomedical workforce, but their numbers at academic health centers are declining. Mentorship has been identified as a key component in retention of faculty members at academic health centers. Effective mentoring may promote the retention of clinician-scientists in the biomedical workforce. The authors describe a holistic institutional mentoring program to support junior faculty members engaged in clinical and translational science at the University of Utah. The clinical and translational scholars (CATS) program leverages the resources of the institution, including the Center for Clinical and Translational Science, to augment departmental resources to support junior faculty investigators and uses a multilevel mentoring matrix that includes self, senior, scientific, peer, and staff mentorship. Begun in the Department of Pediatrics, the program was expanded in 2013 to include all departments in the school of medicine and the health sciences. During the two-year program, scholars learn management essentials and have leadership training designed to develop principal investigators. Of the 86 program participants since fiscal year 2008, 92% have received extramural awards, 99% remain in academic medicine, and 95% remain at the University of Utah. The CATS program has also been associated with increased inclusion of women and underrepresented minorities in the institutional research enterprise. The CATS program manifests institutional collaboration and coordination of resources, which have benefited faculty members and the institution. The model can be applied to other academic health centers to support and sustain the biomedical workforce. PMID:26650676

  20. 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

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

    International Nuclear Information System (INIS)

    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 presentations given at WM. The DOE Fellows

  2. 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.

  3. Joseph v. Brady: Synthesis Reunites What Analysis Has Divided

    Science.gov (United States)

    Thompson, Travis

    2012-01-01

    Joseph V. Brady (1922-2011) created behavior-analytic neuroscience and the analytic framework for understanding how the external and internal neurobiological environments and mechanisms interact. Brady's approach offered synthesis as well as analysis. He embraced Findley's approach to constructing multioperant behavioral repertoires that found…

  4. 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…

  5. 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

  6. 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

  7. 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.

  8. 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 mentorin...

  9. 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…

  10. [Mentoring program].

    Science.gov (United States)

    Watanabe, N

    2001-11-01

    Due to drastic changes in the business environment and prolonged recession, stress management practices in business organizations have been encountering two kinds of problems: budget cuts and difficulties in the delivery of services. The feasibility of mentoring programs to cope with these two problems is discussed. Through an extensive review of the literature, it becomes clear that mentoring programs have the following features and advantages; (1) One to one relationship between elder mentor and younger protégé has a favorable effect on the both mentor and protégé's mental health. (2) Formal mentoring programs are widely used in the U.S. for the prevention of juvenile delinquency, professional education, and human resource development in business settings. (3) Mentoring programs, in general, are practiced with the cooperation of kindred volunteers and professionals who monitor the mentor-protégé relationships. (4) Since a mentoring program utilizes a wide range of human resources in work organizations, it is able to overcome the "budget and delivery" problems. Further discussions are about the comparison with listener programs as well as the relationship with the total human resource management system. PMID:11802451

  11. 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.

  12. 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.

  13. 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…

  14. 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.

  15. 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…

  16. Mentoring and the Emotions

    Science.gov (United States)

    Bullough Jr., Robert V.; Draper, Roni Jo

    2004-01-01

    Drawing on data from nine secondary school mentor teachers, the authors explore the emotional aspects of mentoring. Embracing a view of 'cool' professionalism, the mentors hid from their interns the intensity and complexity of their work as mentors. The authors argue that to maximize the value of mentoring neophyte teachers should be given a…

  17. Mentor awards

    Science.gov (United States)

    Showstack, Randy

    The Association of Women in Science (AWIS) and the American Indian Science and Engineering Society (AISES) were two of 19 institutions and individuals that received presidential awards for excellence in science, mathematics, and engineering mentoring, on September 11.Neal Lane, Director of the National Science Foundation, says the awards, which include $10,000 grants, recognize “individuals and institutions working to heighten the participation of underrepresented groups in science, mathematics, and engineering.”

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

    OpenAIRE

    Adesiyan, S. O.; Badra, T.

    1982-01-01

    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 ...

  19. 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.

  20. "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.

  1. "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. PMID:27424004

  2. 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...

  3. 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

  4. Mentoring an Entrepreneur

    Directory of Open Access Journals (Sweden)

    Jamshed Memon

    2015-02-01

    Full Text Available A mentor plays an important role in entrepreneurial development of an individual. He guides entrepreneurs from conception of business to product development and business growth. Previous literature on entrepreneurial learning is disseminated and not properly organized; it is difficult to even find pertinent and comprehensive articles on entrepreneurial learning. The research proposed in this article helps mentors to understand and find out what type of entrepreneurs need what kind of mentoring support. This article proposes a conceptual model for mentors and discusses that an entrepreneur may need different mentoring support and skills depending on the type of entrepreneurs, personality traits, or decision-making style and phase at which entrepreneurs are at that moment. This article will also help mentors in understanding what type of skills entrepreneurs need at each stage of mentoring relationship, that is, initiation, cultivation, separation, and redefinition stage.

  5. 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.

  6. 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". PMID:15633495

  7. Helping early career research scientists ascend the professional ladder.

    Science.gov (United States)

    King, Laina

    2013-08-01

    The Keystone Symposia Early Career Investigator Travel Award initiative is a unique successful research mentoring program tailored for 'end of the pipeline' life and biomedical scientists from academia and industry. Using targeted educational, mentoring, and networking activities, the program benefits early career scientists in solving a specific laboratory-based research question that is limiting their evolving research and could increase their ability to obtain new grants and improve their career progression. PMID:23889774

  8. 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.

  9. On being a mentor

    OpenAIRE

    Jones, M.; Rutkowski, K; Cox, C. L.

    2013-01-01

    This article explores issues relating to mentoring students, particularly ophthalmic nursing students. It highlights the importance of mentorship in learning in practice, which in turn is critical to students' education in a competency-based profession. It considers the factors essential in successful mentoring, including two-way feedback, and the importance of mentors understanding the nature of the psychological processes involved and how to assess students' learning and competencies. It al...

  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 - 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...

  12. 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.

  13. 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

  14. Evolution of glacier-dammed lakes through space and time; Brady Glacier, Alaska, USA

    OpenAIRE

    Capps, Denny McLane

    2011-01-01

    Glacier-dammed lakes and their associated jökulhlaups cause severe flooding in downstream areas and substantially influence glacier dynamics. The goal of this dissertation is to identify and characterize the evolution of glacier-dammed lakes to predict their future behaviour using ground-truthed remote sensing techniques and dendrochronology. Brady Glacier in southeast Alaska is particularly well suited for a study of these phenomena because it presently dams ten large (>1 square km) lakes...

  15. 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...

  16. 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…

  17. 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…

  18. E-Mentoring: A New Approach in Mentoring

    OpenAIRE

    Abdullah Kuzu; Mehmet Kahraman; H. Ferhan Odabasi

    2012-01-01

    Mentoring goes long time back in history, arising from the knowledge transfer through the expert to the apprentice. Mentoring is based on the ideal of the development of all stakeholders and improving the communication among them. E-mentoring is one of the different applications of mentoring which developed due to technological developments. It includes the effective use of communication tools in e-learning media, plus forming a base for planning and evaluation. Mentoring that includes differ...

  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. A trait based approach to defining valued mentoring qualities

    Science.gov (United States)

    Pendall, E.

    2012-12-01

    Graduate training in the sciences requires strong personal interactions among faculty, senior lab members and more junior members. Within the lab-group setting we learn to frame problems, to conduct research and to communicate findings. The result is that individual scientists are partly shaped by a few influential mentors. We have all been influenced by special relationships with mentors, and on reflection we may find that certain qualities have been especially influential in our career choices. In this presentation I will discuss favorable mentoring traits as determined from an informal survey of scientists in varying stages of careers and from diverse backgrounds. Respondents addressed questions about traits they value in their mentors in several categories: 1) personal qualities such as approachability, humor and encouragement; background including gender, ethnicity, and family status; 2) scientific qualities including discipline or specialization, perceived stature in discipline, seniority, breadth of perspective, and level of expectations; and 3) community-oriented qualities promoted by mentors, such as encouraging service contributions and peer-mentoring within the lab group. The results will be compared among respondents by gender, ethnicity, stage of career, type of work, and subdiscipline within the broadly defined Biogeoscience community. We hope to contribute to the growing discussion on building a diverse and balanced scientific workforce.

  1. 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. 

  2. Retaining STEM women with community-based mentoring

    Science.gov (United States)

    Lozier, M.

    2011-12-01

    While women have been graduating from physical oceanography programs in increasing numbers for the past two decades, the number of women occupying senior positions in the field remains relatively low. Thus, the disparity between the percentages of women at various career stages seems to be related to the retention of those completing graduate school in physical oceanography, not in recruiting women to the field. Studies indicate that a positive mentoring experience is strongly correlated with success in science, and as such, MPOWIR (Mentoring Physical Oceanography Women to Increase Retention) provides this essential mentoring to physical oceanographers from late graduate school through their early careers. Our network includes over 400 scientists at 70 institutions participating in a variety of online and face-to-face mentoring opportunities. The MPOWIR website (www.mpowir.org) includes resources for junior scientists, ways to get involved, data and career profiles, and a blog with job postings and relevant information. In October 2011, we will hold the third Pattullo conference to bring mentors and mentees together. The 43 participants at this conference will share their research, attend professional development sessions, and openly discuss issues related to the retention of young scientists in the field.

  3. 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.

  4. Robust Scientists

    DEFF Research Database (Denmark)

    Gorm Hansen, Birgitte

    2012-01-01

    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......The concepts of “socially robust knowledge” and “mode 2 knowledge production” (Nowotny 2003, Gibbons et al. 1994) have migrated from STS into research policy practices. Both STSscholars and policy makers have been known to propomote the idea that the way forward for today’s scientist is to jump...... from the ivory tower and learn how to create highflying synergies with citizens, corporations and governments. In STS as well as in Danish research policy it has thus been argued that scientists will gain more support and enjoy greater success in their work by “externalizing” their research...

  5. Robust Scientists

    DEFF Research Database (Denmark)

    Gorm Hansen, Birgitte

    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......The concepts of “socially robust knowledge” and “mode 2 knowledge production” (Nowotny 2003, Gibbons et al. 1994) have migrated from STS into research policy practices. Both STS-scholars and policy makers have been known to propomote the idea that the way forward for today’s scientist is to jump...... from the ivory tower and learn how to create high-flying synergies with citizens, corporations and governments. In STS as well as in Danish research policy it has thus been argued that scientists will gain more support and enjoy greater success in their work by “externalizing” their research...

  6. 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.

  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. The Brady Plan, the 1989 Mexican debt reduction agreement, and bank stock returns in the United States and Japan

    OpenAIRE

    Unal, Haluk; Demirguc-Kunt, Asli; Kwok-Wai Leung

    1992-01-01

    The authors investigate the impact of the menu approach to debt rescheduling on the market value of two major creditors: U.S. and Japanese banks. They try to understand how major creditor banks are affected by debt reschedulings and the menu choices they make, so that debt deals can be structured in a way that appeals to both creditors and debtor countries. They measure the stock market's reaction to the announcement of the Brady Plan and the Mexican debt reduction agreement. The Brady Plan w...

  9. 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.…

  10. 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…

  11. 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…

  12. 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…

  13. 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…

  14. Mentoring Human Performance - 12480

    International Nuclear Information System (INIS)

    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

  15. 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)

  16. 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.

  17. 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…

  18. 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:

  19. 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.

  20. 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...... KVINFOs mentornetværk, at indsamle og analysere disses erfaringer med at indgå i netværket samt opnå større viden om mentoring og networking som integrationsfremmende metoder....

  1. 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.

  2. 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…

  3. 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.

  4. 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

  5. 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

  6. 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.

  7. 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…

  8. Integrating Mentoring with Curriculum: Mentor Leadership Programs for Schools

    Science.gov (United States)

    Townsend, Wayne

    2015-01-01

    Student "Mentor" and "Leadership" Programs impact the climate and culture of schools. Students are capable of outstanding leadership when given the opportunities and constructs to be successful. The evidence is clear that those schools that embrace student leadership and mentor programs have more positive events, activities,…

  9. 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.…

  10. Colorblind Mentoring? Exploring White Faculty Mentoring of Students of Color

    Science.gov (United States)

    McCoy, Dorian L.; Winkle-Wagner, Rachelle; Luedke, Courtney L.

    2015-01-01

    In this critical multisite case study we examined the concept of colorblind mentoring. Using Bonilla-Silva's Colorblind Racism Frames, we sought to understand White faculty members' perspectives on their mentoring of Students of Color. The findings revealed that White faculty members often engage with students from a "colorblind…

  11. 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…

  12. 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,…

  13. 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…

  14. 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:…

  15. 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…

  16. 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…

  17. Understanding E-Mentoring in Organizations

    Science.gov (United States)

    Muller, Carol B.

    2009-01-01

    As new forms of electronic communication have emerged with increasing speed in recent years, opportunities for online learning, including mentoring, have taken on many new dimensions. Mentoring relationships now almost always extend beyond traditional face-to-face mentoring, and mentoring programs supported by technological advances have developed…

  18. 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…

  19. 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…

  20. Twelve tips for developing effective mentors.

    Science.gov (United States)

    Ramani, Subha; Gruppen, Larry; Kachur, Elizabeth Krajic

    2006-08-01

    Mentoring is often identified as a crucial step in achieving career success. However, not all medical trainees or educators recognize the value of a mentoring relationship. Since medical educators rarely receive training on the mentoring process, they are often ill equipped to face challenges when taking on major mentoring responsibilities. This article is based on half-day workshops presented at the 11th Ottawa International Conference on Medical Education in Barcelona on 5 July 2004 and the annual meeting of the Association of American Medical Colleges in Boston on 10 November 2004 as well as a review of literature. Thirteen medical faculty participated in the former and 30 in the latter. Most participants held leadership positions at their institutions and mentored trainees as well as supervised mentoring programs. The workshops reviewed skills of mentoring and strategies for designing effective mentoring programs. Participants engaged in brainstorming and interactive discussions to: (a) review different types of mentoring programs; (b) discuss measures of success and failure of mentoring relationships and programs; and (c) examine the influence of gender and cultural differences on mentoring. Participants were also asked to develop an implementation plan for a mentoring program for medical students and faculty. They had to identify student and faculty mentoring needs, and describe methods to recruit mentors as well as institutional reward systems to encourage and support mentoring. PMID:16973451

  1. 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.

  2. 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.

  3. 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.

  4. 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…

  5. 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,…

  6. 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…

  7. 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.

  8. 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…

  9. 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.

  10. 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.

  11. 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

  12. 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.

  13. Mentoring Children in Foster Care: Impact on Graduate Student Mentors

    OpenAIRE

    Taussig, Heather N.; Culhane, Sara E.; Raviv, Tali; Fitzpatrick, Leslie E. Schnoll; Hodas, Robyn Wertheimer

    2010-01-01

    Fostering Healthy Futures (FHF) is a randomized controlled trial of an intervention for preadolescent youth placed in foster care as a result of maltreatment. As part of the FHF program, graduate students spend 16–20 hours per week mentoring two youth in foster care and receive intensive training and supervision. During the summer and fall of 2009, 50 of the 52 mentors who participated in the FHF program between the summers of 2002 and 2008 completed an online survey. Almost all reported that...

  14. 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…

  15. 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...

  16. 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…

  17. 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…

  18. 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…

  19. 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…

  20. 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:

  1. 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…

  2. Mentoring: Contemporary Use of a Timeless Resource.

    Science.gov (United States)

    Windham, Thomas

    1999-01-01

    The role of mentor is inherent to traditional American Indian societies, and American Indian students benefit greatly from mentoring. Discusses a handbook and two programs that emphasize mentoring in helping American Indians, other minorities, and women pursue higher education leading to careers in science, mathematics, engineering, and…

  3. Mentoring Field Directors: A National Exploratory Study

    Science.gov (United States)

    Ellison, Martha L.; Raskin, Miriam S.

    2014-01-01

    In social work field education, mentoring is underused and lacks research data. There is a paucity of research that examines the effect mentoring has on social work field directors who administer field programs at the undergraduate and/or graduate level. This exploratory study fills this void by examining the mentoring opportunities and…

  4. 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

  5. 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…

  6. Assessing Mentoring in Organizations: An Evaluation of Commercial Mentoring Instruments

    Science.gov (United States)

    Gilbreath, Brad; Rose, Gail L.; Dietrich, Kim E.

    2008-01-01

    The purpose of this article is to inform readers about the types of instruments available for assessing and improving mentoring in organizations. Extensive review of the psychological, business and medical literature was conducted to identify commercially published, practitioner-oriented instruments. All of the instruments that were…

  7. THE ROLE OF MENTORING IN ENTREPRENEURSHIP TRAINING PREMIO CASE STUDY

    OpenAIRE

    Gillich Nicoleta; Chioncel Cristian Paul

    2014-01-01

    In company foundation and development, not just in entrepreneurial training, mentoring has an important place. The relation of mentoring is a win-win one, with advantages for both parties: mentee and mentor. Mentoring transmit and/or complete competences, skills and abilities that are not acquired through the classical education system. The paper presents practical tips to construct and enforce a productive mentoring system, starting with the mentor(s) selection to the outputs and proce...

  8. 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…

  9. 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)

  10. 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…

  11. 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.

  12. 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

    2016-01-01

    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. 

  13. 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,…

  14. Mentoring Programs: An Opportunity to "Pay It Forward"

    Science.gov (United States)

    Loy, Darcy

    2013-01-01

    Being a mentor to young professionals embodies the pay-it-forward concept. Think of the potential impact if one chose to mentor three people, and they then chose to mentor nine more people, and those went on to mentor 27 more people. The results could be prodigious. Successful mentoring programs have become valuable, organizational assets. In a…

  15. Ellen Gleditsch: Professor, radiochemist and mentor

    International Nuclear Information System (INIS)

    This dissertation deals with Ellen Gleditsch and some important aspects of her career, as professor, radiochemist and mentor. As Professor Gleditsch supervised students, gave lectures, disseminated science, did research and administrative work; together with many others she participated in the shaping of a research university which developed during her career. She also experienced the daily life in an institute in which there was competition for both resources and positions, included the professorship she was finally granted after many set-backs. The Radiochemist Ellen Gleditsch worked and researched at Marie Curie's laboratory in Paris, and later at Bertram Boltwood's laboratory in New Haven and Stefan Meyer's Institute for Radium Research in Vienna, furthermore she planned and made efforts to establish a similar laboratory in Oslo. During her time in Paris and U.S.A. Gleditsch participated in important debates in the early period of radioactivity, including those on the determination of the radium-uranium ratio and the half-life of radium. In Norway she devoted her time to atomic weight determinations, age determinations, and radiogeological investigations. Research was all important part of Gleditsch's life and career. Gleditsch was also a Mentor in many respects; in tile international radioactivity community, as one of the first female academics and radiochcmists in Norway, for her many students, and this role seems also to have been hers within her family. In Paris she looked after students from all over the world to help alleviate their home sickness, at the University of Oslo she was known as the scientific mother to many; mentoring was among Gleditsch's main qualities. The story of Ellen Gleditsch opens for several perspectives that are discussed. 3 papers are included. In paper 1, ''Ellen Gleditsch: Pioneer Woman in Radiochemistry'', the story is about the young chemist Ellen Gleditsch, who arrived in Paris in 1907 and started cooperating with Marie Curie

  16. 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.

  17. 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.

  18. Multiple Mentors and Family Involvement in Mentoring At-Risk Youth

    OpenAIRE

    Woodbury, Christine W.

    2004-01-01

    This study examined whether higher family involvement plus additional mentoring relationships had a greater positive effect than a one-on-one relationship with a mentor and low family involvement. The study demonstrated, in this sample, that having two mentors does not have a greater impact on academic motivation, social competency, family unity, self-esteem, and deviance than having one mentor. It was also shown, in this sample, that higher family involvement does not have a greater impact o...

  19. PERFORMANCE TUTORING, COACHING AND MENTORING

    OpenAIRE

    Prof. Dumitru Constantinescu, Phd.; Student Carmen Maria Carstea Ph.D Student

    2011-01-01

    If western countries currently use the full term career rediscovering, European countries, notably France, have kept the terminology of orientation and training. Why coaching and mentoring? You will recognise that to surive and prosper in these though times, your organization has to be performing at the highest level of effectiveness. This means leadership skills, decision-making, staff relations, creativity, stress and time management, meeting control or sensitive issue handling, has to be o...

  20. "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…

  1. 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…

  2. 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.

  3. 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. PMID:22562694

  4. 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…

  5. Long-Term Mentors' Perceptions of Building Mentoring Relationships with At-Risk Youth

    Science.gov (United States)

    Smith, Cindy Ann; Newman-Thomas, Cathy; Stormont, Melissa

    2015-01-01

    Youth mentoring, defined within this study, as the pairing of a youth at risk with a caring adult, is an intervention that is often used for youth at risk for academic and social failure. We sought to understand mentors' perspectives of the fundamental elements that foster positive mentor--mentee relationships that build resiliency and increase…

  6. 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.

  7. Mentors and Early Collaborators: Reminiscences from the Years 1940-1956 with an Epilogue

    OpenAIRE

    Lehmann, E. L.

    1993-01-01

    These reminiscences extend from the year 1940, in which I arrived in Berkeley, to 1956, the year in which Neyman resigned from the chairmanship of the Berkeley Statistics Department and handed its leadership over to the next generation. They sketch my experiences with six scientists who have influenced me as mentors or collaborators: Evans, Neyman, Wald, Scheffe, Stein and Hodges. The origin of these recollections was a conversation with Agnes Herzberg and Persi Diaconis, which was videotaped...

  8. 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.

  9. 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

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

    Science.gov (United States)

    Graff, P. V.; Stefanov, W. L.; Willis, K.; Runco, S.; McCollum, T.; Lindgren, C. F.; Baker, M.; Mailhot, M.

    2011-12-01

    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

  11. Using the Scientific Method to Improve Mentoring

    Science.gov (United States)

    McGuire, Saundra Yancy

    2007-01-01

    Many students who enter colleges and universities seem to be focused on memorizing and regurgitating information rather than on developing critical thinking and problem solving skills. Mentoring is crucial to help these students transition from the current approach to one that will be successful in college. Successful mentoring requires a…

  12. 77 FR 207 - National Mentoring Month, 2012

    Science.gov (United States)

    2012-01-03

    ... States of America the two hundred and thirty- sixth. (Presidential Sig.) [FR Doc. 2011-33796 Filed 12-30... January 3, 2012 Part IV The President Proclamation 8768--National Mentoring Month, 2012 Proclamation 8769... President ] Proclamation 8768 of December 28, 2011 National Mentoring Month, 2012 By the President of...

  13. 78 FR 853 - National Mentoring Month, 2013

    Science.gov (United States)

    2013-01-07

    .... (Presidential Sig.) [FR Doc. 2013-00105 Filed 1-4-13; 8:45 am] Billing code 3295-F3 ... Mentoring Month, 2013 By the President of the United States of America A Proclamation Our American family is... Mentoring Month, we pay special tribute to the men and women who enrich the lives of our young people...

  14. 75 FR 81083 - National Mentoring Month, 2011

    Science.gov (United States)

    2010-12-27

    .... (Presidential Sig.) [FR Doc. 2010-32617 Filed 12-23-10; 8:45 am] Billing code 3195-W1-P ... 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...

  15. 75 FR 32973 - Entrepreneurial Mentoring and Education

    Science.gov (United States)

    2010-06-10

    ... to, touch upon any of the following points.) (a) Are existing programs targeted for high school... serve early stage, high-growth companies? (Responses may, but are not required to, touch upon any of the following points.) (a) How is mentoring targeted to high-growth companies different from mentoring...

  16. 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)

  17. Mentoring: A Model for Leadership Development?

    Science.gov (United States)

    Stead, Valerie

    2005-01-01

    There appears to be a paucity of research on mentoring senior leaders (Hobson & Sharp, 2005) and yet a growing interest in the development of leadership through experience (Abra "et al.," 2003; McCauley "et al.," 1998). This paper therefore presents and evaluates a case study of a pilot mentoring scheme and programme for Directors of Finance…

  18. Ten Ways to Make Mentoring Work

    Science.gov (United States)

    Breaux, Annette

    2016-01-01

    In her years of experience studying, working with, and writing about new teachers, induction programs, and mentoring, Annette Breaux has learned that successful mentoring boils down to 10 factors. In this article, Breaux highlights those features and provides actionable takeaways for school districts and educators. She recommends embedding…

  19. 75 FR 1263 - National Mentoring Month, 2010

    Science.gov (United States)

    2010-01-08

    ... Proclamation 8470--National Mentoring Month, 2010 Proclamation 8471--National Slavery and Human Trafficking... 8470 of January 4, 2010 National Mentoring Month, 2010 By the President of the United States of America..., THEREFORE, I, BARACK OBAMA, President of the United States of America, by virtue of the authority vested...

  20. 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.

  1. 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…

  2. 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…

  3. Mentoring Transition-Age Youth with Blindness

    Science.gov (United States)

    Bell, Edward C.

    2012-01-01

    This article reports on a mentoring project designed for transition-age youth (ages 16-26) who are persons with legal blindness. Youth were matched with adult mentors who were also persons with blindness but who have achieved academic and career success. Results demonstrate that youth who participated in the project for 2 years had significant…

  4. 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…

  5. 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.

  6. How conservation scientists work

    OpenAIRE

    Grace, Marcus; Hare, Tony

    2008-01-01

    Being a conservation scientist is not easy. Some may regard it as a ‘soft’ science, and yet it necessarily draws on many other fields of cutting-edge science, such as genetics, ecology, climatology, and behavioural and reproductive science. But these scientists also find themselves working under a wide range of political, socio-economic, and cultural pressures. They often need to make tough, rapid decisions and therefore tread a difficult path between science and society.

  7. 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

  8. 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.

  9. 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

  10. Mentoring from Afar: Nurse Mentor Challenges in the Canadian Armed Forces.

    Science.gov (United States)

    Neal, Laura D M

    2015-06-01

    There is an integral connection between leadership, mentoring and professional career progression within the nursing profession. The purpose of this article is to examine recommendations and best practices from the literature and provide a basis to construct a formalized successful mentoring dyad program with guidelines on establishing and maintaining a productive mentoring relationship over long distance. Canadian Armed Forces (CAF) nurses practice within a unique domain both domestically and abroad. The military environment incorporates many aspects of mentoring that could benefit significantly by distance interchange. Supported through examining literature within nursing, CAF publications and other professions along with contrasting successful distance mentoring programs, the findings suggest that a top-down, leadership-driven formal mentoring program could be beneficial to CAF nurses. The literature review outlines definitions of terms for mentorship and distance mentoring or e-mentoring. A cross section of technology is now embedded in all work environments with personal communication devices commonplace. Establishing mentoring relationships from afar is practical and feasible. This article provides a guided discussion for nursing leaders, managers and grassroots nurses to implement mentoring programs over distances. The recommendations and findings of this article could have universal applications to isolated nursing environments outside of Canadian military operational frameworks. PMID:26560257

  11. Mentoring Asian and Euro-American College Women

    Science.gov (United States)

    Liang, Belle; Tracy, Allison; Kauh, Tina; Taylor, Catherine; Williams, Linda M.

    2006-01-01

    This study examines differences in the mentoring relationships of Asian American and Euro-American college women. Findings showed that the groups view mentoring as equally important but that fewer Asians report having a mentor. However, those who have mentors find them to be just as valuable as do their Euro-American counterparts. (Contains 2…

  12. 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…

  13. 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…

  14. 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

  15. 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…

  16. 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…

  17. 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…

  18. 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…

  19. 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…

  20. 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…

  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. PMID:20042816

  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. Informal mentoring between faculty and medical students.

    Science.gov (United States)

    Rose, Gail L; Rukstalis, Margaret R; Schuckit, Marc A

    2005-04-01

    Mentoring skills are valuable assets for academic medicine faculty, who help shape the professionalism of the next generation of physicians. Mentors are role models who also act as guides for students' personal and professional development over time. Mentors can be instrumental in conveying explicit academic knowledge required to master curriculum content. Importantly, they can enhance implicit knowledge about the "hidden curriculum" of professionalism, ethics, values and the art of medicine not learned from texts. In many cases, mentors also provide emotional support and encouragement. The relationship benefits mentors as well, through greater productivity, career satisfaction, and personal gratification. Maximizing the satisfaction and productivity of such relationships entails self-awareness, focus, mutual respect, and explicit communication about the relationship. In this article, the authors describe the development of optimal mentoring relationships, emphasizing the importance of experience and flexibility in working with beginning to advanced students of different learning styles, genders, and races. Concrete advice for mentor "do's and don'ts"is offered, with case examples illustrating key concepts. PMID:15793017

  4. 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.

  5. 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. PMID:12727095

  6. 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.

  7. 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...

  8. 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...

  9. 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.

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

    OpenAIRE

    Satendra Singh; Navjeevan Singh; Upreet Dhaliwal

    2014-01-01

    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 th...

  11. 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

  12. Responsability of scientists

    CERN Document Server

    Harigel, G G

    1997-01-01

    This seminar is intended to give some practical help for CERN guides,who are confronted with questions from visitors concerning the purpose of research in general and - in paticular - of the work in our laboratory, its possible application and benefits.The dual use of scientific results will be emphasised by examples across natural sciences. Many investigations were neutral,others aimed at peaceful and beneficial use for humanity, a few were made for destructive purposes. Researchers have no or very little influence on the application of their results. The interplay between natural scientists ,social scientists,politicians,and their dependence on economic factors will be discussed.

  13. Soldier and scientist

    Directory of Open Access Journals (Sweden)

    Major Gen. H.H. Stable

    1950-04-01

    Full Text Available Most military libraries contain a number of works regarding the soldier's relationship with his colleagues, such as: “Soldier and Sailor "," Soldier and Airman ", " Soldiers and Statesmen " and so on. It is curious perhaps that no work has so far appeared entitled "Soldier and Scientist ". Yet, from this fact the point emerges that   whereas-in the past, the combination of the soldier and the scientist was uncommon, it is now being appreciated that such is indeed desirable and people are perhaps wishing to improve their knowledge on the subject

  14. 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,

  15. Mentoring overseas nurses: barriers to effective and non-discriminatory mentoring practices.

    Science.gov (United States)

    Allan, Helen

    2010-09-01

    In this article it is argued that there are barriers to effective and non-discriminatory practice when mentoring overseas nurses within the National Health Service (NHS) and the care home sector. These include a lack of awareness about how cultural differences affect mentoring and learning for overseas nurses during their period of supervised practice prior to registration with the UK Nursing and Midwifery Council. These barriers may demonstrate a lack of effective teaching of ethical practice in the context of cultural diversity in health care. This argument is supported by empirical data from a national study. Interviews were undertaken with 93 overseas nurses and 24 national and 13 local managers and mentors from six research sites involving UK health care employers in the NHS and independent sectors in different regions of the UK. The data collected showed that overseas nurses are discriminated against in their learning by poor mentoring practices; equally, from these data, it appears that mentors are ill-equipped by existing mentor preparation programmes to mentor overseas-trained nurses from culturally diverse backgrounds. Recommendations are made for improving mentoring programmes to address mentors' ability to facilitate learning in a culturally diverse workplace and thereby improve overseas nurses' experiences of their supervised practice. PMID:20801962

  16. 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...

  17. 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. PMID:24585385

  18. 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.

  19. Doctoral Scientists in Oceanography.

    Science.gov (United States)

    National Academy of Sciences-National Research Council, Washington, DC. Assembly of Mathematical and Physical Sciences.

    The purpose of this report was to classify and count doctoral scientists in the United States trained in oceanography and/or working in oceanography. Existing data from three sources (National Research Council's "Survey of Earned Doctorates," and "Survey of Doctorate Recipients," and the Ocean Sciences Board's "U.S. Directory of Marine…

  20. Talk Like a Scientist

    Science.gov (United States)

    Marcum-Dietrich, Nanette

    2010-01-01

    In the scientific community, the symposium is one formal structure of conversation. Scientists routinely hold symposiums to gather and talk about a common topic. To model this method of communication in the classroom, the author designed an activity in which students conduct their own science symposiums. This article presents the science symposium…

  1. Developing Scientists' "Soft" Skills

    Science.gov (United States)

    Gordon, Wendy

    2014-02-01

    A great deal of professional advice directed at undergraduates, graduate students, postdoctoral fellows, and even early-career scientists focuses on technical skills necessary to succeed in a complex work environment in which problems transcend disciplinary boundaries. Collaborative research approaches are emphasized, as are cross-training and gaining nonacademic experiences [Moslemi et al., 2009].

  2. 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…

  3. 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

  4. 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…

  5. The Mentor Program of Aalborg University

    DEFF Research Database (Denmark)

    Nielsen, Kirsten Mølgaard; Hansen, S.L.

    1999-01-01

    the traditional classical engineering disciplines as electrical, electronic, mechanic and civil engineering the rate of female students is about 15% and it is going down. In addition the drop out rate of female students has been double the rate of male students. Consequently a pilot mentoring program...... 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......, and followed by mainly e-mail correspondence and secondly some of the issues which have been raised during our conversations and evaluations with the participating students and mentors will be given. Finally we will present a number of questions which we will invite you all to discuss in groups and in plenum....

  6. 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

  7. 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

  8. 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."

  9. Politeness in mentor-mentee talk

    Directory of Open Access Journals (Sweden)

    Soo Ruey Shing

    2012-08-01

    Full Text Available Normal 0 false false false MicrosoftInternetExplorer4 This paper explores the issues of Politeness (Brown and Levinson, 1987 in the interaction between mentors and mentees (or students of a tertiary learning context. It attempts to (i investigate the use of Redressive Strategies or Face Threatening Acts (FTAs by mentors when encountering with students who are facing both academic and disciplinary problems, (ii how FTAs could constitute a face threat to students’ positive self-image and (iii the functions underlying Redressive Strategies or FTAs during mentor-mentee talk. The audio-taped data obtained from two academic meeting sessions between a mentor and two undergraduates respectively was transcribed and analysed based on Brown and Levinson’s Framework of Politeness. The data demonstrates that the mentors had used positive politeness strategies, off-record-indirect strategies and bald-on-record strategies while interacting with their students. Additionally, Off-Record-Indirect strategies were the least attempted by the mentors and they used more FTAs on the students.

  10. Opportunities for Scientists to Engage the Public & Inspire Students in Science

    Science.gov (United States)

    Vaughan, R. G.; Worssam, J.; Vaughan, A. F.

    2014-12-01

    Increasingly, research scientists are learning that communicating science to broad, non-specialist audiences, particularly students, is just as important as communicating science to their peers via peer-reviewed scientific publications. This presentation highlights opportunities that scientists in Flagstaff, AZ have to foster public support of science & inspire students to study STEM disciplines. The goal here is to share ideas, personal experiences, & the rewards, for both students & research professionals, of engaging in science education & public outreach. Flagstaff, AZ, "America's First STEM Community," has a uniquely rich community of organizations engaged in science & engineering research & innovation, including the Flagstaff Arboretum, Coconino Community College, Gore Industries, Lowell Observatory, Museum of Northern Arizona, National Weather Service, National Park Service, National Forest Service, Northern Arizona University, Northern Arizona Center for Entrepreneurship & Technology, US Geological Survey, US Naval Observatory, & Willow Bend Environmental Education Center. These organizations connect with the Northern Arizona community during the yearly Flagstaff Festival of Science - the third oldest science festival in the world - a 10 day long, free, science festival featuring daily public lectures, open houses, interactive science & technology exhibits, field trips, & in-school speaker programs. Many research scientists from these organizations participate in these activities, e.g., public lectures, open houses, & in-school speaker programs, & also volunteer as mentors for science & engineering themed clubs in local schools. An example of a novel, innovative program, developed by a local K-12 science teacher, is the "Scientists-in-the-Classroom" mentor program, which pairs all 7th & 8th grade students with a working research scientist for the entire school year. Led by the student & guided by the mentor, they develop a variety of science / technology

  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. PMID:27484060

  12. 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.

  13. 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

    2015-08-01

    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 mentors, and the few that exist have a dearth of empirical support of their impact. In 2013, we recruited 34 faculty from across the US engaged in HIV-related clinical research to participate in a 2-day Mentoring the Mentors workshop. The workshop included didactic and interactive content focused on a range of topics, such as mentor-mentee communication, leadership styles, emotional intelligence, understanding the impact of diversity (unconscious bias, microaggressions, discrimination, tokenism) for mentees, and specific tools and techniques for effective mentoring. Pre- and post-workshop online evaluations documented high rates of satisfaction with the program and statistically significant improvements in self-appraised mentoring skills (e.g. addressing diversity in mentoring, communication with mentees, aligning mentor-mentee expectations), as assessed via a validated mentoring competency tool. This is the first mentoring training program focused on enhancing mentors' abilities to nurture investigators of diversity, filling an important gap, and evaluation results offer support for its effectiveness. Results suggest a need for refinement and expansion of the program and for more comprehensive, long-term evaluation of distal mentoring outcomes for those who participate in the program. PMID:25274417

  14. 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.

  15. 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…

  16. 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…

  17. Mentoring for Inclusion: The Impact of Mentoring on Undergraduate Researchers in the Sciences.

    Science.gov (United States)

    Haeger, Heather; Fresquez, Carla

    2016-01-01

    Increasing inclusion of underrepresented minority and first-generation students in mentored research experiences both increases diversity in the life sciences research community and prepares students for successful careers in these fields. However, analyses of the impact of mentoring approaches on specific student gains are limited. This study addresses the impact of mentoring strategies within research experiences on broadening access to the life sciences by examining both how these experiences impacted student success and how the quality of mentorship affected the development of research and academic skills for a diverse population of students at a public, minority-serving institution. Institutional data on student grades and graduation rates (n = 348) along with postresearch experience surveys (n = 138) found that students mentored in research had significantly higher cumulative grade point averages and similar graduation rates as a matched set of peers. Examination of the relationships between student-reported gains and mentoring strategies demonstrated that socioemotional and culturally relevant mentoring impacted student development during mentored research experiences. Additionally, extended engagement in research yielded significantly higher development of research-related skills and level of independence in research. Recommendations are provided for using mentoring to support traditionally underrepresented students in the sciences. PMID:27543635

  18. 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…

  19. E-Mentoring: Technology, Trust, and Frequency in Corporate E-Mentoring Relationships

    Science.gov (United States)

    Godwin, Shannon G.

    2011-01-01

    Electronic mentoring through asynchronous methods using technologies such as e-mail or the Internet is used in the education industry whereby undergraduate and graduate students can be matched with either university professors or career professionals. However, corporate organizations with mentoring initiatives predominantly use traditional…

  20. Making Lists, Enlisting Scientists

    DEFF Research Database (Denmark)

    Jensen, Casper Bruun

    2011-01-01

    The question of how to measure research quality recently gained prominence in the context of Danish research policy, as part of implementing a new model for the allocating of funds to universities. The measurement device took the form of a bibliometric indicator. Analyzing the making of the indic......The question of how to measure research quality recently gained prominence in the context of Danish research policy, as part of implementing a new model for the allocating of funds to universities. The measurement device took the form of a bibliometric indicator. Analyzing the making...... was the indicator conceptualised? How were notions of scientific knowledge and collaboration inscribed and challenged in the process? The analysis shows a two-sided process in which scientists become engaged in making lists but which is simultaneously a way for research policy to enlist scientists. In conclusion...

  1. 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.

  2. [The critical scientists' voice].

    Science.gov (United States)

    Lewgoy, F

    2000-01-01

    The intricate debate over genetically modified organisms (GMOs) involves powerful economic interests, as well as ethical, legal, emotional and scientific aspects, some of which are dealt with in this paper.(It is possible to identify two main groups of scientists across the GMOs divide: the triumphalist and the critical group.) Scientists in the triumphalist group state that GMOs and their derivatives are safe for the environment and do not offer health hazards any more than similar, non-genetically modified, products. This view is disputed by the critical scientists, who are prompted by the scarcity of studies on the environmental impacts and toxicity of GMOs, and who point out flaws in tests performed by the same companies which hold the patents. They are also critical of the current state of the process of gene transference, lacking accuracy, a fact which, coupled with the scant knowledge available about 97% of the genome functions, may produce unforseeable effects with risks for the environment and public health yet to be assessed. Examples of such effects are: the transference of alien genes [??] to other species, the emergence of toxins, the creation of new viruses, the impacts on beneficial insects and on biodiversity in general. PMID:16683329

  3. 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.

  4. 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.

  5. Increasing retention of early career female atmospheric scientists

    Science.gov (United States)

    Edwards, L. M.; Hallar, A. G.; Avallone, L. M.; Thiry, H.

    2010-12-01

    Atmospheric Science Collaborations and Enriching NeTworks (ASCENT) is a workshop series designed to bring together early career female scientists in the field of atmospheric science and related disciplines. ASCENT uses a multi-faceted approach to provide junior scientists with tools that will help them meet the challenges in their research and teaching career paths and will promote their retention in the field. During the workshop, senior women scientists discuss their career and life paths. They also lead seminars on tools, resources and methods that can help early career scientists to be successful and prepared to fill vacancies created by the “baby boomer” retirees. Networking is a significant aspect of ASCENT, and many opportunities for both formal and informal interactions among the participants (of both personal and professional nature) are blended in the schedule. The workshops are held in Steamboat Springs, Colorado, home of a high-altitude atmospheric science laboratory, Storm Peak Laboratory, which also allows for nearby casual outings and a pleasant environment for participants. Near the conclusion of each workshop, junior and senior scientists are matched in mentee-mentor ratios of two junior scientists per senior scientist. Post-workshop reunion events are held at national scientific meetings to maintain connectivity among each year’s participants, and for collaborating among participants of all workshops held to date. Evaluations of the two workshop cohorts thus far conclude that the workshops have been successful in achieving the goals of establishing and expanding personal and research-related networks, and that seminars have been useful in creating confidence and sharing resources for such things as preparing promotion and tenure packages, interviewing and negotiating job offers, and writing successful grant proposals.

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

    OpenAIRE

    Nyamongo Isaac; Jones Caroline; Williams Holly; Ngalame Paulyne M; Diop Samba; Gaspar Felisbela

    2004-01-01

    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 traini...

  7. 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.

  8. 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.

  9. Mentoring in Medicine | NIH MedlinePlus the Magazine

    Science.gov (United States)

    ... version of this page please turn Javascript on. Mentoring In Medicine Past Issues / Summer 2013 Table of ... Hardin, Montana, got hands-on healthcare experience through Mentoring in Medicine (MIM). At front is Andrew Morrison, ...

  10. 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)

  11. Ernest Rutherford: scientist supreme

    International Nuclear Information System (INIS)

    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)

  12. 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.

  13. 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. PMID:21232549

  14. 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.

  15. Peer mentoring: evaluation of a novel programme in paediatrics

    OpenAIRE

    Eisen, S; Sukhani, S.; Brightwell, A.; Stoneham, S; Long, A.

    2013-01-01

    Background Mentoring is important for personal and professional development of doctors. Peer mentoring is a core skill in the UK paediatric postgraduate curriculum. However, there is a paucity of peer mentoring programmes aimed at postgraduate doctors in training (postgraduate trainees), and there are no such schemes within paediatrics described in the literature. We developed a regional peer mentoring programme for postgraduate trainees in paediatrics to assess demand and need for peer mento...

  16. Academic to Student Mentoring within a Large Australian Business School

    OpenAIRE

    Vanessa E. Cornelius; Leigh N. Wood

    2012-01-01

    This paper presents an overview of the options available to universities to employ mentoring by academics for the successful academic transition of students to university. Much has been written about the use of peer mentors to assist with the personal transition to university however students crave personal contact with their professors. We review the literature on mentoring; the social and institutional factors that impact upon first year attrition, the merits of mentoring interventions and ...

  17. 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.

  18. 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.

  19. 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.

  20. Educative Mentoring: How a Mentor Supported a Preservice Biology Teacher's Pedagogical Content Knowledge Development

    Science.gov (United States)

    Barnett, Ellen; Friedrichsen, Patricia J.

    2015-11-01

    Research suggests discipline-specific, educative mentoring can help preservice teachers develop more sophisticated pedagogical content knowledge (PCK). However, there are few studies examining the nature of mentors' practice and how mentors influence preservice teacher's (PST) PCK. The purpose of this case study was to describe the strategies used by a secondary biology mentor teacher to support the development of a PST's PCK. The primary data sources were the transcripts of audio-recorded, daily meetings between the mentor and the PST during two curriculum units: DNA/Protein Synthesis and Evolution. The mentor influenced the PST's teaching orientation by repeatedly comparing teacher- and student-centered approaches, asking him to consider how students learn, and asking him to self-assess whether his instruction aligned with his teaching beliefs. The mentor helped the PST develop topic-specific knowledge of instructional strategies by sharing strategies she used previously, modeling critical reflection, and inviting him to critically reflect on his own instructional strategies. Topic-specific knowledge of students' understanding of science was developed by discussing common student misconceptions revealed in students' conversations and by sharing the results of test-item analysis from previous unit tests. The mentor helped develop the PST's topic-specific knowledge of assessment by helping him critically analyze and revise previous examinations to better align with the current curriculum units. Topic-specific knowledge of curricula was developed by jointly grappling with decisions about concept sequencing within units. The study includes implications for research, science teacher education, and professional development for mentors.

  1. 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.

  2. Developmental Potential among Creative Scientists

    Science.gov (United States)

    Culross, Rita R.

    2008-01-01

    The world of creative scientists is dramatically different in the 21st century than it was during previous centuries. Whether biologists, chemists, physicists, engineers, mathematicians, or computer scientists, the livelihood of research scientists is dependent on their abilities of creative expression. The view of a solitary researcher who…

  3. Public Information Personnel and Scientists.

    Science.gov (United States)

    Dunwoody, Sharon L.; Ryan, Michael

    A study examined the attitudes of scientists toward public information personnel and media coverage. Of 456 subjects (half social and behavioral scientists and half biological scientists) chosen randomly from the "American Men and Women of Science" reference books, 287 responded to the seven-page, two-part questionnaire. Part one contained 34…

  4. 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

  5. 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…

  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. 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…

  8. 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…

  9. 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

  10. 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…

  11. 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…

  12. 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…

  13. Changing Institutional Culture through Peer Mentoring of Women STEM Faculty

    Science.gov (United States)

    Thomas, Nicole; Bystydzienski, Jill; Desai, Anand

    2015-01-01

    Higher education institutions often use mentoring to socialize faculty members into their academic disciplines and to retain them. Mentoring can also be used to change organizational culture to meet the needs of historically marginalized faculty members. In this article we focus on peer mentoring circles for women STEM faculty at a large,…

  14. 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...

  15. 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…

  16. 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

  17. 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

  18. Mentoring as an Induction Tool in Special Education Administration

    Science.gov (United States)

    Smith, Cynthia Sonderegger; Arsenault, Kimberly

    2014-01-01

    Mentoring is a widely used method of induction into a variety of professional roles, including educational leadership. However, little scholarly literature has focused on the role of mentoring in the career development of special education administrators. In this examination of 14 such mentoring relationships, the existence of career and…

  19. Peer Mentoring for Health Behavior Change: A Systematic Review

    Science.gov (United States)

    Petosa, R. L.; Smith, Laureen H.

    2014-01-01

    Background: Peer mentoring can be a powerful complement to health instruction. Mentoring has been used to change health behaviors and promote sustainable lifestyle patterns in adults and, more recently, among adolescents. Purpose: This article reviews the use of peer mentoring to promote health practices and describes how this approach can be used…

  20. 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…

  1. 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…

  2. 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. PMID:27174583

  3. 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.

  4. Competence Development among mentors: An Action Research

    DEFF Research Database (Denmark)

    Kragelund, Linda

    2014-01-01

    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...... 'Development of Regional Psychiatric Institutions as Learning Environments' in which roughly 100 mentors participated. The theoretical framework included XXXXX 'Windmill of learning', a pedagogical tool which categorises student nurses’ learning processes and offers a new way of looking at them and talking...... 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. 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...... 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....

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

    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.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.

  7. 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.

  8. 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...

  9. Wang and Brady Reply

    OpenAIRE

    Wang, M; Brady, J. F.

    2016-01-01

    We thank Ikeda, Berthier, and Sollich (IBS) [1] for their comments which question our interpretation of the universal viscosity divergence near the flow-arrest transition in constant stress and pressure rheology of hard-sphere colloidal suspensions [2]. IBS introduced two Péclet numbers: Pe_0 = γa^2/d^0 and Pe = γa^2/d(ϕ), with γ the strain rate, a the particle size, d_0 the isolated single-particle diffusivity, and d(ϕ) the long-time at-rest self-diffusivity. And they...

  10. 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…

  11. 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…

  12. 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…

  13. 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&...

  14. 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…

  15. 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.

  16. Engaging Students and Scientists through ROV Competitions

    Science.gov (United States)

    Zande, J.

    2004-12-01

    The Marine Advanced Technology Education (MATE) Center's network of regional and national remotely operated vehicle (ROV) competitions for students provide a unique and exciting way for the scientific community to get involved in education and outreach and meet broader impact requirements. From Hawaii to New England, MATE's ROV competitions also facilitate collaborations among the scientific community, professional societies, government agencies, business and industry, and public aquaria. Since 2001, the MATE Center and organizations such as the Marine Technology Society (MTS), NOAA's Office of Ocean Exploration, and the Birch Aquarium at Scripps Institution of Oceanography, among others, have challenged 1,000+ students to design and build ROVs for underwater tasks based on science and exploration missions taking place in the real world. From the Monterey Bay Aquarium Research Institute to Woods Hole Oceanographic Institution (WHOI), more than 60 scientists, engineers, and their organizations have supported the students participating in these events and, in doing so, have contributed to E&O and increased the awareness and impact of their work. What does it take to get involved with this E&O effort? That depends on the time, technical expertise, facilities, equipment, building materials, and/or funds that you can afford to contribute. Examples of how scientists and their institutions have and continue to support MATE's ROV competitions include: -Serving as technical advisors, judges, and competition-day technical assistants. -Sharing time and technical expertise as mentors. -Providing access to facilities and equipment. -Donating building materials and supplies. -Hosting the event at your institution. In addition to helping you to become involved in E&O and meet broader impact requirements, benefits to you include: -Exposing yourself to technologies that could support your science. -Getting ideas for creative and inexpensive solutions to challenges that you may face

  17. 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

  18. 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.

  19. The Lived Experiences of Mentoring Nurses in Malaysia

    Directory of Open Access Journals (Sweden)

    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.

  20. 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.

  1. 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.

  2. 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…

  3. 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...

  4. 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…

  5. Turning Practitioners into Professors: Exploring Effective Mentoring.

    Science.gov (United States)

    Thomsen, Steven R.; Gustafson, Robert L.

    1997-01-01

    Presents results of focus interviews with 25 "practitioners turned professors" regarding their transition from industry to academia. Finds a general consensus that all advertising and public relations programs should implement a formal mentoring process to include teacher training and inservice, greater explanation of and assistance with promotion…

  6. Toward Facilitative Mentoring and Catalytic Interventions

    Science.gov (United States)

    Smith, Melissa K.; Lewis, Marilyn

    2015-01-01

    In TESOL teacher mentoring, giving advice can be conceptualized as a continuum, ranging from directive to facilitative feedback. The goal, over time, is to lead toward the facilitative end of the continuum and specifically to catalytic interventions that encourage self-reflection and autonomous learning. This study begins by examining research on…

  7. 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…

  8. Reciprocal Mentoring Residencies... Better Transitions to Teaching

    Science.gov (United States)

    Paris, Lisa

    2010-01-01

    The 2007 "Top of the Class" report on the Inquiry into Teacher Education in Australia found teacher induction failure and high attrition rates were endemic in most Australian states. Mentoring was advocated as an important mechanism for countering the debilitating drain attrition exerted on the profession (more than 30% within the first years in…

  9. Game Design through Mentoring and Collaboration

    Science.gov (United States)

    Clark, Kevin; Sheridan, Kimberly

    2010-01-01

    The findings from an after-school program entitled Game Design through Mentoring and Collaboration (GDMC) funded by the National Science Foundation's Innovative Technology Experiences for Students and Teachers (ITEST) program. A total of 139 middle and high schools students in the Washington, D.C. metropolitan area to learn the basics of…

  10. The Calvary Hospital Refugee Mentoring Program

    Science.gov (United States)

    Bradford, Dianne; King, Nicole

    2011-01-01

    In 2007 the Calvary Refugee Mentoring Program (CRMP) was initiated at Calvary Hospital, Canberra, to provide an affirmative and individualised learning placement in workplaces for individuals with a refugee background. This work placement was designed to enhance the participants' knowledge of workplaces and to prepare them for future career and…

  11. 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...

  12. 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.

  13. 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."

  14. Administration for Defence Scientists

    Directory of Open Access Journals (Sweden)

    G. E. Gale

    1953-01-01

    Full Text Available All scientific work must be carried out against a background of adequate administrative support if it is to become effective and produce useful results. Administration is not a job for which we, as scientists, are particularly trained; and it is a thing of which we tend to fight shy, partly because, author suppose, most Of peoples are associate the administrator with highly unpleasant matters such as income tax, delays in getting our pay cheques, and so on - For that reason we do not feel, always pay  sufficient attention to administrative affairs ; rather like the ostrich, we try to escape from them by merely ignoring them. But that is a wrong and unfruitful attitude to adopt. All live so much under the activities of the trained administrator that should, if, it  give a great deal of thought to our own administrative problems deliberate and conscious thought to them-and make an honest and heart-searching self analysis regarding our own possible failings.

  15. 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.

  16. 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

  17. Do scientists trace hot topics?

    OpenAIRE

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

    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,...

  18. 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

  19. Growing the Pipeline of Diverse HIV Investigators: The Impact of Mentored Research Experiences to Engage Underrepresented Minority Students.

    Science.gov (United States)

    Fuchs, Jonathan; Kouyate, Aminta; Kroboth, Liz; McFarland, Willi

    2016-09-01

    Structured, mentored research programs for high school and undergraduate students from underrepresented minority (URM) backgrounds are needed to increase the diversity of our nation's biomedical research workforce. In particular, a robust pipeline of investigators from the communities disproportionately affected by the HIV epidemic is needed not only for fairness and equity but for insights and innovations to address persistent racial and ethnic disparities in new infections. We created the Summer HIV/AIDS Research Program (SHARP) at the San Francisco Department of Public Health for URM undergraduates as a 12-week program of hands-on research experience, one-on-one mentoring by a senior HIV investigator, didactic seminars for content and research methods, and networking opportunities. The first four cohorts (2012-2015) of SHARP gained research skills, built confidence in their abilities and self-identified as scientists. In addition, the majority of program alumni is employed in research positions and has been admitted to or is pursuing graduate degree programs in fields related to HIV prevention. While we await empirical studies of specific mentoring strategies at early educational stages, programs that engage faculty who are sensitive to the unique challenges facing diverse students and who draw lessons from established mentoring frameworks can help build an inclusive generation of HIV researchers. PMID:27066986

  20. 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.

  1. 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.

  2. 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.

  3. 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.

  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. Scientists work on nextgen web

    CERN Multimedia

    Bagla, Pallava

    2007-01-01

    "Scientists at the European Organisation for Nuclear Research or CERN are busy mastering the nextgen web. Very soon, the worldwide we as it is called will peak and scientists are already working on the replacement called GRID computing." (1/2 page)

  6. Seven scientists advise

    International Nuclear Information System (INIS)

    The Scientific Advisory Committee of the International Atomic Energy Agency held its second series of meetings in Vienna on 4-5 June 1959. The members of the Committee are seven distinguished scientists from different countries: Dr. H.J. Bhabha (India), Sir John Cockcroft (UK), Professor V.S. Emelyanov (USSR), Dr. B. Goldschmidt (France), Dr. B. Gross (Brazil), Dr. W.B. Lewis (Canada) and Professor I.I. Rabi (USA). The function of the Committee is to provide the Director General and through him the Board of Governors with scientific and technical advice on questions relating to the Agency's activities. Subjects for consideration by the Committee can be submitted by the Director General either on his own behalf or on behalf of the Board. At its recent session, the Committee considered several aspects of the Agency's scientific programme, including the proposed conferences, symposia and seminars for 1960, scientific and technical publications, and the research contracts which had been or were to be awarded by the Agency. The programme of conferences for the current year had been approved earlier by the Board of Governors on the recommendation of the Committee. A provisional list of 17 conferences, symposia and seminars for 1960 was examined by the Committee and recommendations were made to the Director General. The Committee also examined the Agency's policy on the award of contracts for research work and studies. An important subject before the Committee was the principles and regulations for the application of Agency safeguards. Another subject considered by the Committee was the possibility of a project for an exchange of knowledge on controlled thermonuclear fusion. The Committee also examined a proposal for the determination of the world-wide distribution of hydrogen and oxygen isotopes in water. Exact information on the distribution of hydrogen and oxygen isotopes in rain, in rivers, in ground water and in oceans would be important for areas with limited water

  7. 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.

  8. An evaluation of nursing and midwifery sign off mentors, new mentors and nurse lecturers' understanding of the sign off mentor role.

    Science.gov (United States)

    Rooke, Nickey

    2014-01-01

    This paper presents the findings of a small scale evaluation examining nursing and midwifery mentors and nursing lecturers perceptions of the Nursing and Midwifery Council 'sign off' mentor role (NMC, 2008). For this evaluation 114 new sign off mentors, 37 preparation for mentorship students and 13 nursing and midwifery lecturers within a Higher Education Institute (HEI) in the United Kingdom participated in the evaluation project. Nursing and midwifery students were not included in this initial evaluation. The initial findings suggested that all participants viewed the introduction of sign off mentors positively; offering a more robust mechanism for ensuring students were competent, helped to protect the public, and offered an increased level of support for students themselves. Concerns were raised about varying levels of support available for sign off mentors and some Stage 2 mentors' abilities to assess competence. Several participants felt the 1 h protected time per week per final placement student would be difficult to implement, whilst anxieties were also expressed about levels of responsibility for ensuring fitness to practice alongside concern that some mentors may leave sign off mentors to manage and identify under-achieving students. PMID:23726744

  9. 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.

  10. 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.

  11. National Institutes of Health Career Development Awards for Cardiovascular Physician-Scientists: Recent Trends and Strategies for Success.

    Science.gov (United States)

    Lindman, Brian R; Tong, Carl W; Carlson, Drew E; Balke, C William; Jackson, Elizabeth A; Madhur, Meena S; Barac, Ana; Abdalla, Marwah; Brittain, Evan L; Desai, Nihar; Kates, Andrew M; Freeman, Andrew M; Mann, Douglas L

    2015-10-20

    Nurturing the development of cardiovascular physician-scientist investigators is critical for sustained progress in cardiovascular science and improving human health. The transition from an inexperienced trainee to an independent physician-scientist is a multifaceted process requiring a sustained commitment from the trainee, mentors, and institution. A cornerstone of this training process is a career development (K) award from the National Institutes of Health (NIH). These awards generally require 75% of the awardee's professional effort devoted to research aims and diverse career development activities carried out in a mentored environment over a 5-year period. We report on recent success rates for obtaining NIH K awards, provide strategies for preparing a successful application and navigating the early career period for aspiring cardiovascular investigators, and offer cardiovascular division leadership perspectives regarding K awards in the current era. Our objective is to offer practical advice that will equip trainees considering an investigator path for success. PMID:26483107

  12. 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.

  13. 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。

  14. Helen Bonny as Teacher, Mentor and Supervisor

    OpenAIRE

    Roberta Wigle Justice

    2010-01-01

    Six individuals who trained with Helen Bonny over the years were asked to reflect on their perceptions of her as as a teacher, a mentor and a supervisor. The experience of these individuals spans the time period of Helen's training, from her first training sessions to her retirement from training. At the Bonny Foundation, they took a three level training; Helen Lindquist Bonny was Director of the Bonny Foundation; Lisa Summer was Director of the GIM Trainin...

  15. Academic mentoring and how it can support personalised learning

    OpenAIRE

    Smith, Lorraine D.

    2014-01-01

    This study investigated how academic mentoring in two secondary schools in England could support personalised learning. The focus was limited to academic mentoring of year 11 students by members of staff, which aimed to improve academic performance. Academic mentoring was one of the strategies used after the introduction of school accountability measures such as league tables and school targets. School accountability is based upon the policies that are believed to have consequences for ed...

  16. The Views of Graduate Students about Academic Mentoring

    Directory of Open Access Journals (Sweden)

    Munise SEÇKİN

    2014-04-01

    Full Text Available The purpose of this study is to investigate the views of the graduate students about academic mentoring. The study has been conducted with 184 graduate students studying at Hacettepe University, Ankara University, Anadolu University, and Eskisehir Osmangazi University. The views of the graduate students have been collected using ‘Ideal Mentoring Scale' developed by Rose (2003. In order to check the validity and reliability of the scale, explanatory and confirmatory factor analysis have been performed. As the results of the analysis, the following dimensions were obtained; advising, honesty, relationship, relaxed personality, student recognition and time allocation. Frequency, percentage, arithmetic mean, t-test, one-way analysis of variance (ANOVA were used for data analysis. Scheffe test has been applied to the results that were found to be statistically significant after one-way ANOVA. Based on the findings of the study, the views of the graduate students about academic mentoring did not differ in terms of gender, education level, university and the academic title of the mentor. However, a difference was found on the sub-dimensions of ‘Ideal Mentoring Scale'. Based on gender, the views of the students did not differ in all sub-dimensions except relaxed personality. Mentor having a relaxed personality is more important for female students. The views of the students according to their education levels differed in terms of student recognition and time allocation. Their views about academic mentoring according to the titles of the mentors differed in terms of honesty. Significant differences were found among the views of the students whose mentor's title is professor and the ones whose mentor's title is associate professor. Also there was a significant difference between the views of the students whose mentor's title is associate professor and whose mentor's title is assistant professor.

  17. The role and importance of mentoring in physiotherapy

    OpenAIRE

    N. Naidoo

    2006-01-01

    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 towar...

  18. Group mentoring: a transition-to-work strategy.

    Science.gov (United States)

    Scott, Elaine S; Smith, Sherry D

    2008-01-01

    Current financial constraints and workplace staffing shortages challenge the viability of using one-on-one mentoring models to support new graduate nurses. This article describes an innovative strategy for mentoring a large cohort of new nurses. Using a Group Mentoring Team, education specialists in a small rural hospital implemented a cost-effective program to help new nurses gain confidence and competence in the first year of nursing practice. PMID:18838903

  19. The Intentional Mentor: Effective Mentorship of Undergraduate Science Students

    OpenAIRE

    Ramirez, Julio J.

    2012-01-01

    Promoting quality mentorship of undergraduate science students has recently emerged as an important strategy for successfully recruiting and retaining students in the sciences. Although numerous faculty members are naturally gifted mentors, most faculty are inserted into a mentorship role with little, if any, training. Successfully mentoring undergraduate science students requires a myriad of skills that can be honed with forethought and practice. In this essay, the value of mentoring, the de...

  20. 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

  1. 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)

  2. The mentoring needs of trainees in family practice.

    Science.gov (United States)

    Brown, Judith Belle; Thorpe, Cathy; Paquette-Warren, Jann; Stewart, Moira; Kasperski, Jan

    2012-05-01

    This qualitative study examined medical students' and family practice residents' ideas, perceptions, and experiences of being mentored and their expectations of the mentoring experience. Eight focus groups and 16 individual interviews were used to collect data from 49 medical students and 29 family practice residents. Interviews and focus groups were audiotaped and transcribed verbatim. The analysis was iterative and interpretive, using both individual and team analyses. The analysis of the data revealed two central but related themes. The first theme reflected participants' overall experiences with mentors composed of three distinct elements: mentor roles (e.g. coach, advisor) and attributes (e.g. openness and approachability), interactions with mentors, and early exposure to family practice mentors (e.g. observing patient encounters). The second theme explicated the trainees' specific learning needs to be addressed by mentors that were categorised into three distinct yet overlapping levels: 1 practice level (i.e. guidance regarding the logistics of practice management) 2 system level (i.e. knowledge about the medical community as well as community resources) 3 personal level (i.e. guidance in balancing personal and professional responsibilities). Having the option of selecting multiple mentors to address unique aspects of the mentees' personal and professional development is critical in respecting the evolutionary nature and fluidity of the mentoring experience. PMID:22762878

  3. 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...

  4. 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.

  5. The Local-Cosmopolitan Scientist

    OpenAIRE

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

    2011-01-01

    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 institutio...

  6. Mentoring assistant practitioners - The radiographer's perspective

    Energy Technology Data Exchange (ETDEWEB)

    Colthart, Iain, E-mail: iain.colthart@nes.scot.nhs.u [NHS Education for Scotland, 5th Floor, Thistle House, 91 Haymarket Terrace, Edinburgh, EH12 5HD (United Kingdom); McBride, Margot [University of Dundee, 11 Airlie Place, Dundee, DD1 4HT (United Kingdom); Murray, Maria [Society and College of Radiographers, PO Box 29434, Glasgow, G67 9AT (United Kingdom)

    2010-08-15

    Purpose: The aim of this study was to evaluate the experiences of diagnostic and therapeutic radiographers as they mentored trainee assistant practitioners undertaking an educational programme. The evaluation study describes the challenges and benefits the radiographers experienced as mentors as well as giving their insights into the introduction of assistant practitioners in their departments. Method: The mentors' opinions were sought by a questionnaire which formed part of the evaluation of the respective diagnostic imaging and therapeutic educational programmes run by two colleges. Results: The response rate was 54% (22/41). Mentors described personal and professional benefits for themselves from undertaking this role. Although mentoring had provided a number of challenges including an increase in workload, the experience had also enhanced their teaching and mentoring skills and contributed to their Continuing Professional Development (CPD). Whilst the role was more time consuming than initially expected this had not impacted generally on their ability to undertake CPD or deliver patient care. In relation to the wider impact of the programmes some negative impact was reported on the speed of service delivery but not on the quality of practice. Mentors felt that the programmes had a positive effect on teamworking and had been beneficial for patient care. Some difficulties were noted in balancing the mentoring of trainee assistant practitioners and radiography undergraduates. Conclusion: The mentors strongly endorsed the educational programmes and their roles and responsibilities in their delivery. Protected time to carry out mentoring duties and establishing good communication with the colleges providing the theoretical teaching were identified as means of further improving the mentoring process.

  7. 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.

  8. 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…

  9. Mentoring Australian Emerging Researchers in Aging: Evaluation of a Pilot Mentoring Scheme

    Science.gov (United States)

    Henwood, Tim; Bartlett, Helen; Carroll, Matthew

    2011-01-01

    A survey of Australian emerging researchers in aging identified the need for greater professional development and networking opportunities. To address this, a formal mentorship scheme was developed and evaluated. Fourteen postgraduate researchers (proteges) were matched by discipline and research interest to experienced academics (mentors).…

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

    Science.gov (United States)

    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…

  11. 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…

  12. Chair Perceptions of Trust between Mentor and Mentee in Online Doctoral Dissertation Mentoring

    Science.gov (United States)

    Rademaker, Linnea L.; Duffy, Jennifer O'Connor; Wetzler, Elizabeth; Zaikina-Montgomery, Helen

    2016-01-01

    We explored online dissertation chairs' perceptions of trust in the mentor-mentee relationship, as trust was identified as a crucial factor in the success of doctoral students. Through the implementation of a multiple-case study, and a qualitative, online questionnaire, and through qualitative data analysis, we discovered 16 chairs' perceptions of…

  13. Is the training of biomedical scientists at a crossroads?

    Science.gov (United States)

    Halushka, Perry V; Krug, Edward L

    2009-04-01

    In this commentary, the authors respond to the allegation that the title "scientist" has lost much of its classical meaning because of the highly specialized nature of biomedical graduate training programs that produce "researchers" and "supertechnologists." Scientists, by this definition, have a firm grasp of the historical, philosophical, and biological contexts in which their work exists, whereas their researcher and supertechnologist counterparts are limited by narrowly focused, technologically driven experimentation and data collection with little knowledge or appreciation of the integrated nature of biological systems and the historical basis of discovery. With these definitions in mind, the authors discuss how to ensure that innovative thinking and the ability to integrate molecular knowledge into a higher-order context remain alive and well, complementing today's highly technological environment. In this regard, examples of new emphasis from both scientific societies and funding agencies are provided. However, effective mentoring strategies, practiced on a daily basis, remain the best means for assuring that narrowly focused researchers and supertechnologists do not become the norm of the future. Technological innovation is critical for acquiring new insight into fundamental questions, but using that information for a greater understanding will always favor the prepared intellect. Multidisciplinary teams are emerging as the future of biomedical research. The authors propose a course of action to ensure that trainees are given the necessary opportunities and guidance to help them function effectively in a contemporary teamwork environment with scientific reasoning and logic at its core. PMID:19318769

  14. 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.

  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 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

  17. 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…

  18. 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…

  19. 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.

  20. 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

  1. 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…

  2. 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.

  3. 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…

  4. 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…

  5. 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…

  6. 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…

  7. THE DEVELOPMENT OF A MENTOR PROGRAM TO FOSTER CAREER MANAGEMENT

    OpenAIRE

    Gregory A. Baker

    1998-01-01

    Because of dramatic changes in the employment environment and the increased frequency with which employees change jobs and careers, career management has become increasingly important. This article introduces and evaluates an academic Mentor Program that was developed in response to these changes. The Mentor Program provides students with many benefits including career counseling, practical work experience, employment opportunities, and networking.

  8. 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…

  9. 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)

  10. The Mentoring Influence in the Careers of Women ARL Directors.

    Science.gov (United States)

    McNeer, Elizabeth J.

    1988-01-01

    Reviews the findings of previous studies that examined career development of women library directors, and describes a study that examined the role of the mentor and the mentoring relationship in the career development of male and female directors of Association of Research Libraries. (16 references) (CLB)

  11. 13 CFR 124.520 - Mentor/protege program.

    Science.gov (United States)

    2010-01-01

    ...) Benefits. (1) A mentor and protégé may joint venture as a small business for any government procurement... form of joint venture arrangements. The purpose of the mentor/protege relationship is to enhance the..., loans and/or equity investments, cooperation on joint venture projects, or subcontracts under...

  12. Why Does Mentoring Work? The Role of Perceived Organizational Support

    Science.gov (United States)

    Baranik, Lisa E.; Roling, Elizabeth A.; Eby, Lillian T.

    2010-01-01

    The authors examined the mediating role of perceived organizational support in the relationship between mentoring support received and work attitudes. Perceived organizational support partly mediated the relationship between specific types of mentoring support and job satisfaction and affective organizational commitment. Specifically, sponsorship,…

  13. 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"…

  14. Critical Concepts of Mentoring in an Urban Context

    Science.gov (United States)

    Yendol-Hoppey, Diane; Jacobs, Jennifer; Dana, Nancy Fichtman

    2009-01-01

    Given the increasing challenges faced by high-poverty urban schools, mentoring has become the panacea for policy makers interested in a quick-fix solution to the teacher quality dilemma. As a result, mentoring programs have experienced exponential growth with little empirical attention during the last decade. This 16-month qualitative…

  15. Who Plans? Who Participates? Critically Examining Mentoring Programs.

    Science.gov (United States)

    Hansman, Catherine A.

    Informal mentoring is dependent on the relationship developed between mentor and protege, but job needs and task designs within organizations may also define and construct them. The intent is to foster organizational goals and help new employees become acclimated to workplace culture while learning from experienced practitioners. How to choose…

  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. 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…

  19. 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…

  20. 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…

  1. 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)

  2. From AIDS to Zoo: Academic Mentoring in a Secondary School.

    Science.gov (United States)

    Minnehan, Judy S.; Strunk, Billie S.

    1992-01-01

    The Academic Mentoring Program of Henry Clay High School in Lexington, Kentucky, is an honors-level independent study program that allows students to pursue an idea beyond regular classroom opportunities. Students pursue their independent projects with the help of mentors from appropriate fields of study, and they are also taught critical and…

  3. Mentoring in the clinical setting: Process, issues and challenges

    Directory of Open Access Journals (Sweden)

    Sivalingam Nalliah

    2012-01-01

    Full Text Available Mentoring in academic medicine requires thetrained mentor to commit time, purpose and dedicationfor the personal and professional development of threecategories of protégés or mentees i.e. medical students,the clinician-trainee and the clinical-educator.Conventionally, assigned mentors monitor the progressof the first two categories of personnel as their careerpathway is clearly defined. On the other hand theclinician–educator in academic medicine could be ascientist or a career clinician expected to contribute tomedical education activities and research. The clinicianeducatorhas grown in complexity as he multitasks inproviding clinical care, assists in delivering the medicalcurriculum and is expected to do research and publish.Although there is dearth of research in mentoring theclinician-educator, it is clear that mentored clinicaleducatorsare more productive by way of scientificpublications. Trained mentors are expected to identifythe needs of the mentee with regards to the level of hiscareer development and his aptitude to move up theacademic ladder, successfully nurturing the maturationprocess. Processes of mentoring in the clinical setting,attributes of the successful mentor and facilitating thementee in overcoming challenges in academic medicineare discussed.

  4. ClassCompass: A Software Design Mentoring System

    Science.gov (United States)

    Coelho, Wesley; Murphy, Gail

    2007-01-01

    Becoming a quality software developer requires practice under the guidance of an expert mentor. Unfortunately, in most academic environments, there are not enough experts to provide any significant design mentoring for software engineering students. To address this problem, we present a collaborative software design tool intended to maximize an…

  5. A Guide to Youth Mentoring: Providing Effective Social Support

    Science.gov (United States)

    Dolan, Pat; Brady, Bernadine

    2011-01-01

    Youth mentoring can be an effective way of supporting troubled youth, helping them sustain positive mental health, cope with stress, and lead successful lives through adolescence and into adulthood. This book is a comprehensive guide to youth mentoring programmes, illustrating how, if managed well, they can increase the social support available to…

  6. Hybrid-Mentoring Programs for Beginning Elementary Science Teachers

    Science.gov (United States)

    Bang, EunJin

    2013-01-01

    This study examines four induction models and teacher changes in science teaching practices, as a result of several mentoring programs. It explores three different computer-mediated mentoring programs, and a traditional offline induction program--in terms of interactivity, inquiry-based teaching, and topics of knowledge. Fifteen elementary science…

  7. 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.

  8. 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.

  9. Being influenced: a Cherokee way of mentoring.

    Science.gov (United States)

    Lowe, John

    2005-01-01

    This article reports research findings related to how the Cherokee male achieves self-reliance and how health care professionals can facilitate and incorporate the Cherokee concept of self-reliance into heath care of the Cherokee. Self-reliance to the Cherokee has been defined as a cultural domain with a composite of the three categories: (a) being responsible, (b) being disciplined, and (c) being confident (Lowe, 2002, 2003). Two sample groups of 12 to 14 Cherokee adults were interviewed and observed. The results reveal that mentor-type relationships influenced the participants in the development of Cherokee self-reliance. PMID:16028448

  10. Does the Curriculum Matter in Peer Mentoring? From Mentee to Mentor in Problem-Based Learning: A Unique Case Study

    Science.gov (United States)

    McLean, Michelle

    2004-01-01

    Peer mentoring has been used for many years by the Nelson R. Mandela School of Medicine to integrate new students into the academic and social culture of the institution. In 2001, an unusual situation arose. A problem-based learning (PBL) curriculum was introduced and the first cohort in this programme was mentored by senior traditional curriculum…

  11. Do scientists trace hot topics?

    CERN Document Server

    Wei, Tian; Wu, Chensheng; Yan, XiaoYong; 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.

  12. 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.

  13. 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.

  14. 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

  15. 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.

  16. 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?

  17. Dissertations at a Distance: Students' Perceptions of Online Mentoring in a Doctoral Program

    Science.gov (United States)

    Kumar, Swapna; Johnson, Melissa; Hardemon, Truly

    2013-01-01

    The purpose of this research was to identify best practices in online mentoring used in an online doctoral program to mentor doctoral students through their dissertation. During semi-structured interviews, students (n=9) reflected on the challenges faced communicating with their mentors, and the online technologies, online mentoring strategies,…

  18. 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…

  19. 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…

  20. 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,…

  1. 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…

  2. 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…

  3. 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…

  4. 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…

  5. 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,…

  6. 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…

  7. 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.

  8. 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.

  9. 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. PMID:26679191

  10. 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…

  11. 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.…

  12. The Gonzo Scientist. Flunking Spore.

    Science.gov (United States)

    Bohannon, John

    2008-10-24

    The blockbuster video game Spore is being marketed as a science-based adventure that brings evolution, cell biology, and even astrophysics to the masses. But after grading the game's science with a team of researchers, the Gonzo Scientist has some bad news. PMID:18948523

  13. 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.

  14. 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.

  15. 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. PMID:22212226

  16. Mentoring during residency education: a unique challenge for the surgeon?

    Science.gov (United States)

    Pellegrini, Vincent D

    2006-08-01

    A mentor serves as role model, counselor, and advocate for an understudy or protégé. The art and science of mentoring have been investigated most thoroughly in the educational literature, yet there are unique situational and individual considerations in the surgical arena that may warrant special consideration. The general attributes of successful mentors are not foreign to academic surgeons but may require deliberate cultivation to optimize mentorship in the context of academic medicine. Moreover, the stages of productive mentoring may be counter to the learned adaptive behaviors and instinctive personality traits of some accomplished surgeon educators. Indeed, examples of failed mentorship are common in our medical centers and, specifically, in surgical training programs. The behavioral adaptation that supports surgical decision-making under conditions of incomplete data and unusual stress often devalues succession planning and derivation of satisfaction from the success of other members of the team. Accordingly, fostering effective mentoring relationships in academic surgery will require a concerted effort to develop appropriate behaviors conducive to the mentoring process. The personal and professional growth of our students as well as the succession planning for our specialty are dependent upon the successful creation of an environment conducive to mentoring in academic orthopaedics. PMID:16760803

  17. The experiences of mentors on a career development and mentoring programme for female mental health nurses in the UK National Health Service.

    Science.gov (United States)

    Woolnough, Helen M; Davidson, Marilyn J; Fielden, Sandra L

    2006-08-01

    This paper presents the experiences of executive and non-executive UK National Health Service (NHS) Trust directors and senior managers as mentors in a career development and mentoring programme for a cohort of 27 female mental health nurses from six NHS mental health trusts. Baseline interview data was collated from 27 mentors prior to the programme. Twenty-four mentors participated in semi-structured telephone interviews investigating their experiences of being a mentor at the end of the programme. The interview transcripts were analysed using thematic content analysis. Experience as a mentor impacted on mentors in a variety of ways and the common themes which emerged from the data included: increased understanding of the mentoring role, increased awareness of career barriers for female mental health nurses, improved ground-level insight in relation to nursing staff and the patients they care for, improved professional reputation, increased networks, new insights into organizational issues, personal enjoyment and fulfilment and desire to implement organizational change. All mentors interviewed stated that they would consider becoming a mentor again. The mentoring relationship was an invaluable learning experience for mentors and results from this study suggested that trained mentors have an important role to play as change agents in the NHS. PMID:16848959

  18. The Impact of the Professional Learning and Psychological Mentoring Support for Teacher Trainees

    OpenAIRE

    Christina Peter Ligadu

    2012-01-01

    Problem statement: Mentoring practices have been an important part of the practicum in initial teacher training. The purpose of this study was to investigate the impact of a mentoring program for teacher mentors and mentees. It also explored the factors that influenced the impact of the mentoring program. This study was conducted in two secondary schools in the state of Sabah, Malaysia. Approach: Nine mentees and twelve teacher mentors participated in the study. A qualitative, case study was ...

  19. 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"

  20. 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.

  1. One Model for Scientist Involvement in K-12 Education: Teachers Experiencing Antarctica and the Arctic Program

    Science.gov (United States)

    Meese, D.; Shipp, S. S.; Porter, M.; Bruccoli, A.

    2002-12-01

    Scientists involved in the NSF-funded Teachers Experiencing Antarctica and the Arctic (TEA) Program integrate a K-12 science teacher into their polar field project. Objectives of the program include: having the science teacher immersed in the experience of research; 2) through the teacher, leveraging the research experience to better inform teaching practices; and 3) sharing the experience with the broader educational and general community. The scientist - or qualified team member - stays involved with the teacher throughout the program as a mentor. Preparation of the teacher involves a week-long orientation presented by the TEA Program, and a two week pre-expedition visit at the scientist's institution. Orientation acquaints teachers with program expectations, logistical information, and an overview of polar science. While at the scientist's institution, the teacher meets the team, prepares for the field, and strengthens content knowledge. In the field, the teacher is a team member and educational liaison, responding to questions from students and colleagues by e-mail, and posting electronic journals describing the research experience. Upon return, the teachers work closely with colleagues to bring the experience of research into classrooms through creation of activities, design of longer-term student investigations, and presentations at scientific, educational, and community meetings. Interaction with the scientific team continues with a visit by the scientist to the teacher's classrooms, collaboration on presentations at scientific meetings, and consultation on classroom activities. In some cases, the teacher may participate in future expeditions. The involvement by scientists in mentor relationships, such as those of the TEA Program, is critical to improving science education. Many teachers of science have not had the opportunity to participate in field research, which offers valuable first-hand experience about the nature of science, as well as about specific

  2. Pre – school institution leader‘s mentoring

    OpenAIRE

    Bružienė, Alma

    2006-01-01

    The importance of the topic. The main thing in teacher‘s preparation reform is a competence of learning how to learn. While doing his work in pre-school institution mentor expands practical competence‘s regulation, which stimulate to help young teachers. In different education press there is not enough information about pre-school institution leader‘s mentoring as activity. There was researched a problem, if leader‘s activity has any details of mentoring and how does leader help young te...

  3. 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.

  4. The Impact of the Professional Learning and Psychological Mentoring Support for Teacher Trainees

    Directory of Open Access Journals (Sweden)

    Christina Peter Ligadu

    2012-01-01

    Full Text Available Problem statement: Mentoring practices have been an important part of the practicum in initial teacher training. The purpose of this study was to investigate the impact of a mentoring program for teacher mentors and mentees. It also explored the factors that influenced the impact of the mentoring program. This study was conducted in two secondary schools in the state of Sabah, Malaysia. Approach: Nine mentees and twelve teacher mentors participated in the study. A qualitative, case study was utilized to investigate the impact of the mentoring program and the factors that influenced the impact. Combined data sources from semi-structured interviews, focus group discussion and document review were used to gather data the in mentoring experiences in the study. Results: The results indicated that the impact of the program was varied but generally positive for both mentees and mentors, professionally and personally. Factors that impacted the mentoring program identified were classroom practices support, peer mentoring, mentoring relationships and interpersonal communications, personal qualities and attitudes, reflective practices and teaching observations. Major constraints identified were availability of mentors, particularly and mentees, time and timing and negative personal qualities and communication skills of both mentors and mentees. Cultural factors also seem to have influenced of the mentoring process. Conclusion: The study overall provides insights and guidelines for modifications to the revised mentoring program and recommendations for SESD, UMS, schools, higher education institutions and education policy makers and for further research.

  5. 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

  6. 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.

  7. 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…

  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. 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.

  10. 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.

  11. Tracing scientist's research trends realtimely

    OpenAIRE

    Wang, Xianwen; Wang, Zhi; Xu, Shenmeng

    2012-01-01

    In this research, we propose a method to trace scientists' research trends realtimely. By monitoring the downloads of scientific articles in the journal of Scientometrics for 744 hours, namely one month, we investigate the download statistics. Then we aggregate the keywords in these downloaded research papers, and analyze the trends of article downloading and keyword downloading. Furthermore, taking both the download of keywords and articles into consideration, we design a method to detect th...

  12. 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.

  13. Science, the Scientists and Values

    Science.gov (United States)

    Leshner, Alan

    2012-02-01

    Although individual scientists engage in research for diverse reasons, society only supports the enterprise because it benefits humankind. We cannot always predict how that will happen, or whether individual projects will have clear and direct benefits, but in the aggregate, there is widespread agreement that we are all better off because of the quality and diversity of the science that is done. However, what scientists do and how it benefits humankind is often unclear to the general public and can at times be misunderstood or misrepresented. Moreover, even when members of the public do understand what science is being done they do not always like what it is showing and feel relatively free to disregard or distort its findings. This happens most often when findings are either politically inconvenient or encroach upon issues of core human values. The origins of the universe can fit into that latter category. This array of factors contributes to the obligation of scientists to reach out to the public and share the results of their work and its implications. It also requires the scientific community to engage in genuine dialogue with the public and find common ground where possible.

  14. Increasing Registered Nurse Retention Using Mentors in Critical Care Services.

    Science.gov (United States)

    Schroyer, Coreena C; Zellers, Rebecca; Abraham, Sam

    2016-01-01

    Recruiting and training 1 newly hired registered nurse can cost thousands of dollars. With a high percentage of these newly hired nurses leaving their first place of employment within their first year, the financial implications may be enormous. It is imperative that health care facilities invest in recruiting and retention programs that retain high-quality nurses. Mentorship programs in retaining and easing the transition to practice for new graduate nurses, re-entry nurses, and nurses new to a specialty area are critical in nurse retention. Discussion in this study includes the effect of implementing a mentor program into the critical care services area of a 325-bed not-for-profit community hospital in northern Indiana. Based on this study, nurses with a mentor were retained at a 25% higher rate than those not mentored. Implementation of a mentor program reduced the training cost to the facility and increased retention and morale. PMID:27455367

  15. Mentor Supervision and Development--Exploration of Lived Experience.

    Science.gov (United States)

    Barrett, Roger

    2002-01-01

    Mentors can prepare themselves for their role through guided reflection and exploration with the assistance of a supervisor. Techniques include reframing, cooperative inquiry, personal contracts, and journal writing. (Contains 17 references.) (SK)

  16. 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.

  17. 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.

  18. Mentor ja ülikool / Ülle Sihver

    Index Scriptorium Estoniae

    Sihver, Ülle

    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

  19. Mentors' perceptions and experiences of supporting student nurses in practice.

    Science.gov (United States)

    McIntosh, Annette; Gidman, Janice; Smith, Debra

    2014-08-01

    This paper reports on a funded project that explored the perceptions and experiences of mentors regarding student nurse support in practice. The study employed a mixed-method approach, using questionnaires and focus groups with mentors from one acute Trust and one community Trust. The findings highlighted the multifaceted nature of student learning in practice, with mentors reporting that clinical skills, adjustment to the placement and integrating into the team were the aspects students needed most support with. Mentors were aware of their roles and responsibilities in supporting students and recognized the importance of their own personal attributes. The participants reported a number of challenges, particularly time, competing demands and paperwork, and suggested that a team approach and support groups could help to overcome these. The support for students provided by peers and health-care assistants was recognized, as was the need to ensure that students are prepared to take responsibility for their learning. PMID:25157940

  20. 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.

  1. 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…

  2. 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…

  3. Preparation and Validation of Mentor Self-Efficacy and Perceived Program Support Scales (M-SEPPS): An Empirical Study in Mentoring Intervention Models

    Science.gov (United States)

    Calvery, Suzannah Vallejo

    2013-01-01

    Mentoring research to date focuses on outcomes related to program goals and theoretical background, and almost all of these relate to the experience of the mentee. Very little research has been completed on the other side of the dyad--the mentor--despite the fact that mentor expectations and experience contribute significantly to the perceived…

  4. 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.

  5. A Pilot Study of Parent Mentors for Early Childhood Obesity

    OpenAIRE

    Foster, Byron A.; Aquino, Christian A.; Mario Gil; Gelfond, Jonathan A. L.; Hale, Daniel E.

    2016-01-01

    Objective. To assess the feasibility of a parent mentor model of intervention for early childhood obesity using positive deviance-based methods to inform the intervention. Methods. In this pilot, randomized clinical trial, parent-child dyads (age: 2–5) with children whose body mass index (BMI) was ≥95th percentile were randomized to parent mentor intervention or community health worker comparison. The child’s height and weight were measured at baseline, after the six-month intervention, and s...

  6. A Pilot Study of Parent Mentors for Early Childhood Obesity

    OpenAIRE

    Foster, Byron A.; Aquino, Christian A.; Gil, Mario; Gelfond, Jonathan A. L.; Hale, Daniel E.

    2016-01-01

    Objective. To assess the feasibility of a parent mentor model of intervention for early childhood obesity using positive deviance-based methods to inform the intervention. Methods. In this pilot, randomized clinical trial, parent-child dyads (age: 2–5) with children whose body mass index (BMI) was ≥95th percentile were randomized to parent mentor intervention or community health worker comparison. The child's height and weight were measured at baseline, after the six-month intervention, and s...

  7. The Views of Graduate Students about Academic Mentoring

    OpenAIRE

    Munise SEÇKİN; AYPAY, Ahmet; APAYDIN, Çiğdem

    2014-01-01

    The purpose of this study is to investigate the views of the graduate students about academic mentoring. The study has been conducted with 184 graduate students studying at Hacettepe University, Ankara University, Anadolu University, and Eskisehir Osmangazi University. The views of the graduate students have been collected using ‘Ideal Mentoring Scale' developed by Rose (2003). In order to check the validity and reliability of the scale, explanatory and confirmatory factor analysis have been ...

  8. Hybrid-mentoring Programs for Beginning Elementary Science Teachers

    OpenAIRE

    EunJin BANG

    2013-01-01

    This study examines four induction models and teacher changes in science teaching practices, as a result of several mentoring programs. It explores three different computer-mediated mentoring programs, and a traditional offline induction programâ€"in terms of interactivity, inquiry-based teaching, and topics of knowledge. Fifteen elementary science teachersâ€"eleven new teachers and four experienced science teachers â€"were assigned to and participated in, one of th...

  9. 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.

  10. 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.

  11. 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. PMID:24853197

  12. 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. PMID:21869662

  13. 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.

  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. Effects of cone opening, initial moisture content and multiple extrusion on the protein quality of extruded soybean using the Brady Crop Cooker.

    Science.gov (United States)

    Lam-Sánchez, A; Bressani, R; Molina, M R; Elías, L G; González, J M; Durigan, J F

    1985-09-01

    In the present study, three cone openings (0.133; 0.106, and 0.080 cm) and three initial moisture content values (9%, 15% and 21%) were used as treatments to evaluate their effects on the protein quality of full-fat soybean flour, extruded in the Brady Crop Cooker. The specific volume, protein and oil contents as well as available lysine content characteristic of the final product, were not affected by the treatments used. Processing temperatures, however, decreased when the initial moisture content of the material was increased. The nitrogen solubility index was affected by the cone opening but not by the moisture content of the material. With respect to the trypsin inhibitors content, the increase in the initial moisture content in soybeans gave conflicting results. At the 21% moisture treatment, the amounts of trypsin inhibitors were higher than those present in the raw material; a similar effect was also observed with urease activity. At the other two moisture contents (9 and 15%) the amounts of trypsin inhibitors and urease activity were decreased by heat treatment, mainly at the 9% moisture level, which were related to the cone opening of the extruder. PER values in rats were influenced by the moisture content and were not affected by the cone opening. Results obtained in the biological assays with chicks, both for weight gain and conversion efficiency, were favored by a decrease in cone opening. Nevertheless, the increase in the moisture content induced a decrease in weight gain at the 5- and 8-week periods, without affecting the conversion efficiency. The effect of consecutive passes of the material through the extruder was also studied. The product obtained with two extrusions presented a good biological value, probably as a consequence of the low values in the trypsin inhibitors and urease activities. When the material was extruded three times, results proved to be poor, due to a reduction to significant low levels of available lysine content

  18. 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....

  19. 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 ...

  20. 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

  1. 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.

  2. 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…

  3. 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…

  4. Connect the Book: The Tarantula Scientist

    Science.gov (United States)

    Brodie, Carolyn S.

    2005-01-01

    This column describes the book, "The Tarantula Scientist," that features the work of arachnologist Sam Marshall, a scientist who studies spiders and their eight-legged relatives. Marshall is one of only four or five scientists who specializes in the study of tarantulas. The informative text and outstanding photographs follow Sam as he takes a…

  5. 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.

  6. Student Mentors' system in the Higher European Education

    Science.gov (United States)

    Saa-Requejo, Antonio; Medina-Rojas, Silvia; Sanchez, Maria Elena; Gascó, Gabriel; Moratiel, Ruben; Antón, Jose Manuel; Durán-Altisent, Jose Maria; Tarquis, Ana Maria

    2013-04-01

    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. Even the use of so-called New Technologies has been focus of much attention in the Higher Educational System, student mentoring has been revealed as an important factor in the first university courses. 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 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 students need. A test has been designed to assess students 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 at 2010-11 course in the Bologna Plan's requirements and are replacing the precedents progressively. We have analysed the answers performing a multifactor analysis of variance for each question. It constructs various tests and graphs to determine which questions have statistically significant interactions, given sufficient data. The F-tests in the ANOVA table allowed identifying the significant ones. For each significant factor, the Multiple Range Tests (MRT) tells which means are significantly different

  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. Refugee scientists and nuclear energy

    International Nuclear Information System (INIS)

    The coming together of many of the world's experts in nuclear physics in the 1930's was largely the result of the persecution of Jews in Germany and later in Italy. Initially this meant there were no jobs for young physicists to go into as the senior scientists had been sacked. Later, it resulted in the assembly of many of the world's foremost physicists in the United States, specifically at the Los Alamos Laboratory to work on the Manhattan Project. The rise of antisemitism in Italy (to where many physicists had fled at first) provoked the emigration of Fermi, the leading expert on neutrons at that time. The politics, physics and personalities in the 1930's, relevant to the development of nuclear energy, are discussed. (UK)

  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. 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...

  11. Wide Field Instrument Adjutant Scientist

    Science.gov (United States)

    Spergel, David

    As Wide Field Instrument Adjutant Scientist, my goal will be to maximize the science capability of the mission in a cost-contained environment. I hope to work with the HQ, project and the FSWG to assure mission success. I plan to play a leadership role in communicating the WFIRST science capabilities to the astronomy community , obtain input from both science teams and the broader community that help derive performance requirements and calibration metrics. I plan to focus on developing the observing program for the deep fields and focus on using them to calibrate instrument performance and capabilities. I plan to organize workshops that will bring together WFIRST team members with astronomers working on LSST, Euclid, JWST, and the ELTs to maximize combined science return. I am also eager to explore the astrometric and stellar seismology capabilities of the instrument with a goal of maximizing science return without affecting science requirements.

  12. Mentoring African American Expatriates: Providing The Bridge To Success Abroad

    Directory of Open Access Journals (Sweden)

    Daria C. Crawley

    2011-07-01

    Full Text Available Employment predictions continue to forecast increasing racial diversity in the American workforce as firms face global competition and strive to grasp the challenges of a global business landscape.  As American multinational corporations use expatriate assignments; supplemented by flexipatriates and inpatriates to meet customer preferences in the global marketplace, growing racial diversity may generate more expatriates of color.  Global human resource management research has focused on issues such as adjustment and cross-cultural development and recently mentoring as critical factors for expatriate success.  A growing body of mentoring research details the career experiences of employees with diverse backgrounds, yet few studies center on the experiences of the African American expatriate.  This article aims to examine African Americans mentoring opportunities in a global environment, with a focus on understanding the role mentoring plays for this particular population group. This work is intended to contribute to the increasing literature on global mentoring and will help to influence the thinking of multinational corporations’ response to the increasing diversity of their global workforce.

  13. Establishing a Professional Identity via Mentoring in Design Programmes

    DEFF Research Database (Denmark)

    Bennyson, René; Hansen, Birgitte Kjølner; Blond, Malene

    2016-01-01

    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 men......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 mentor is made through regular meetings where the mentee gradually positions himself professionally. This research addresses the student perspective and the students’ transition to become a part of the profession and to position themselves as professionals. The focus in this research is to facilitate...... 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...

  14. Leadership mentoring and succession in the Charismatic churches in Bushbuckridge

    Directory of Open Access Journals (Sweden)

    Richard M. Ngomane

    2014-08-01

    Full Text Available Leadership mentoring and succession programmes are critical in the development and preparation of emerging leaders for leadership transitions. By virtue of their one-founder-leaders whose special leadership talents are usually celebrated by their followers, Charismatic church leaders may fail to identify and develop young emerging leaders who may be equally gifted to prepare them for leadership succession. This quantitative study investigated the state of leadership mentoring and succession programmes in the Charismatic churches in Bushbuckridge, Mpumalanga, South Africa (Bushbuckridge is one of five local municipalities in the Ehlazeni District Municipality situated in the north-east of the Mpumalanga province in South Africa. It borders private game ranches and the Kruger National Park. A population of 287 respondents drawn from 48 churches from rural and urban locations was assessed. Many of them (85% were reported to have leadership mentoring programmes in their congregations and 72% of them reported that they had leadership succession programmes in place. Location was found to have no statistically significant effect on leadership mentoring. Gender and education levels were reported to have a statistically significant effect in describing leadership mentoring. Charismatic groupings in Bushbuckridge believe and take the Bible seriously as authoritative for faith, life and ministry. We therefore think it is appropriate to include in this article a relevant illustrative text – 2 Timothy 2:1–3.

  15. A Pilot Study of Parent Mentors for Early Childhood Obesity.

    Science.gov (United States)

    Foster, Byron A; Aquino, Christian A; Gil, Mario; Gelfond, Jonathan A L; Hale, Daniel E

    2016-01-01

    Objective. To assess the feasibility of a parent mentor model of intervention for early childhood obesity using positive deviance-based methods to inform the intervention. Methods. In this pilot, randomized clinical trial, parent-child dyads (age: 2-5) with children whose body mass index (BMI) was ≥95th percentile were randomized to parent mentor intervention or community health worker comparison. The child's height and weight were measured at baseline, after the six-month intervention, and six months after the intervention. Feasibility outcomes were recruitment, participation, and retention. The primary clinical outcome was BMI z-score change. Results. Sixty participants were enrolled, and forty-eight completed the six-month intervention. At baseline, the BMI z-score in the parent mentor group was 2.63 (SD = 0.65) and in the community health worker group it was 2.61 (SD = 0.89). For change in BMI z-score over time, there was no difference by randomization group at the end of the intervention: -0.02 (95% CI: -0.26, 0.22). At the end of the intervention, the BMI z-score for the parent mentor group was 2.48 (SD = 0.58) and for the community health worker group it was 2.45 (SD = 0.91), both reduced from baseline, p parent mentor clinical trial is feasible, and both randomized groups experienced small, sustained effects on adiposity in an obese, Hispanic population. PMID:27379182

  16. Sandia's mentoring program : an ongoing success.

    Energy Technology Data Exchange (ETDEWEB)

    Brewer, Soila

    2003-12-01

    This report summarizes the Mentoring Program at Sandia National Laboratories (SNL), which has been an on-going success since its inception in 1995. The Mentoring Program provides a mechanism to develop a workforce able to respond to changing requirements and complex customer needs. The program objectives are to enhance employee contributions through increased knowledge of SNL culture, strategies, and programmatic direction. Mentoring is a proven mechanism for attracting new employees, retaining employees, and developing leadership. It helps to prevent the loss of corporate knowledge from attrition and retirement, and it increases the rate and level of contributions of new managers and employees, also spurring cross-organizational teaming. The Mentoring Program is structured as a one-year partnership between an experienced staff member or leader and a less experienced one. Mentors and mentees are paired according to mutual objectives and interests. Support is provided to the matched pairs from their management as well as division program coordinators in both New Mexico and California locations. In addition, bi-monthly large-group training sessions are held.

  17. Leadership mentoring and succession in the Charismatic churches in Bushbuckridge

    Directory of Open Access Journals (Sweden)

    Richard M. Ngomane

    2014-02-01

    Full Text Available Leadership mentoring and succession programmes are critical in the development and preparation of emerging leaders for leadership transitions. By virtue of their one-founder-leaders whose special leadership talents are usually celebrated by their followers, Charismatic church leaders may fail to identify and develop young emerging leaders who may be equally gifted to prepare them for leadership succession. This quantitative study investigated the state of leadership mentoring and succession programmes in the Charismatic churches in Bushbuckridge, Mpumalanga, South Africa (Bushbuckridge is one of five local municipalities in the Ehlazeni District Municipality situated in the north-east of the Mpumalanga province in South Africa. It borders private game ranches and the Kruger National Park. A population of 287 respondents drawn from 48 churches from rural and urban locations was assessed. Many of them (85% were reported to have leadership mentoring programmes in their congregations and 72% of them reported that they had leadership succession programmes in place. Location was found to have no statistically significant effect on leadership mentoring. Gender and education levels were reported to have a statistically significant effect in describing leadership mentoring. Charismatic groupings in Bushbuckridge believe and take the Bible seriously as authoritative for faith, life and ministry. We therefore think it is appropriate to include in this article a relevant illustrative text – 2 Timothy 2:1–3.

  18. 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

  19. 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

  20. Seven domains for leadership mentoring and executive coaching A reflective paper

    OpenAIRE

    Paul O. Olson

    2014-01-01

    This article discusses how coaching and mentoring can be integrated and work together as systematic tools for leadership development. The author draws on psychotherapy as a parallel for practitioner research and posits five validation hypotheses for coaching and mentoring. Arguably coaching is not sufficient to develop leaders, but a useful toolbox within mentoring. Internal mentors in particular have cultural and industry knowledge of direct relevance to the adept. Seven domains are iden...

  1. A needs-driven approach to expatriate adjustment and career development: a multiple mentoring perspective

    OpenAIRE

    John M Mezias; Terri A Scandura

    2005-01-01

    Although effective in improving socialization, development, and retention in the US domestic context, mentoring would likely benefit expatriates and their firms, but it remains theoretically underdeveloped in the international context. We develop a theory of international mentoring by integrating current perspectives on protean and boundaryless careers with the literature on mentoring and expatriates. Expatriates need multiple mentors to assist their adjustment and development during the pre-...

  2. Stacking the deck: can we better develop future homeland security leaders with formal mentoring programs?

    OpenAIRE

    Taylor, Todd M.

    2014-01-01

    Informal mentoring appears to be the status quo in homeland security agencies for leadership development. However, informal mentoring is flawed due to the lack of organizational input into the quantity or quality of the mentoring relationships, underrepresentation of minority groups, and generational differences. The thesis explores the research question, Is the establishment of a formal mentoring program a smart practice for homeland security agencies to develop future leaders? Case studies ...

  3. MENTOR TRAINING WITHIN ACADEMIC HEALTH CENTERS WITH CLINICAL AND TRANSLATIONAL SCIENCE AWARDS

    OpenAIRE

    Abedin, Zainab; Rebello, Tahilia J.; Richards, Boyd F.; Pincus, Harold Alan

    2013-01-01

    Multiple studies highlight the benefits of effective mentoring in academic medicine. Thus, we sought to quantify and characterize the mentoring practices at academic health centers (AHCs) with Clinical and Translational Science Awards (CTSA). Here we report findings pertaining specifically to mentor training at the level of the KL2 mentored award program, and at the broader institutional level. We found only 4 AHCs did not provide any form of training. One-time orientation was most prevalent ...

  4. Introducing teacher mentoring in Kosovo schools - potential and challenges for sustainability

    OpenAIRE

    Vula, Eda; Berisha, Fatlume; Saqipi, Blerim

    2015-01-01

    This study examined the lessons learned from the introduction of a teacher mentoring culture within a teacher professional development program in selected pilot schools in Kosovo. Four mentor teachers and four mentee focus groups were involved in the open interviews, and their portfolios were examined. The important themes in terms of developing a school mentoring culture in a system that had lacked mentoring practices and is embarking on an ambitious curricular reform were identified. The st...

  5. Introducing Teacher Mentoring in Kosovo Schools – Potential and Challenges for Sustainability

    OpenAIRE

    Eda Vula; Fatlume Berisha; Blerim Saqipi

    2015-01-01

    This study examined the lessons learned from the introduction of a teacher mentoring culture within a teacher professional development program in selected pilot schools in Kosovo. Four mentor teachers and four mentee focus groups were involved in the open interviews, and their portfolios were examined. The important themes in terms of developing a school mentoring culture in a system that had lacked mentoring practices and is embarking on an ambitious curricular reform were identified. Th...

  6. Professionalization and retention outcomes of a university-service mentoring program partnership.

    Science.gov (United States)

    Latham, Christine L; Ringl, Karen; Hogan, Mikel

    2011-01-01

    With the use of a university-service partnership to introduce mentoring and shared governance, the aim of this study was to evaluate the effect of these interventions on nurse perceptions of the supportive culture of the workplace environment, professional skill development, decisional involvement, and retention and vacancy rates. A nonequivalent pretest-posttest, noncontrol group design was used with mentors of newly hired mentees to evaluate their workplace perspectives following mentor classes, ongoing mentor support, and a formal mentor-management workforce governance board. A convenience sample of 89 RNs from two acute care facilities attended mentoring and professionalization classes and worked with 109 mentees over 1-3 years. Mentors reported improved teamwork and the ability to deal with conflict but wanted more administrative oversight of the quality and scope of practice of support staff and additional interdepartmental collaboration. One hospital's vacancy rate decreased by 80%, and the other facility's retention rate improved by 21%. The data suggest that a mentor program with comprehensive education and mentor-management alliances through formal workforce environment governance enhances professionalization of frontline nurses and helps sustain a positive, constructive workplace environment. Mentoring classes on communication and cultural sensitivity skills and other leadership concepts, followed by mentor support and mentor-administrative forums, have positive implications for sustained improvement of a supportive culture as perceived by hospital-based RNs and new nurse graduates. PMID:22142910

  7. Continuing Professional Development: Racial and Gender Differences in Obstetrics and Gynecology Residents' Perceptions of Mentoring

    Science.gov (United States)

    Coleman, Victoria H.; Power, Michael L.; Williams, Sterling; Carpentieri, Andrea; Schulkin, Jay

    2005-01-01

    Introduction: Having a mentor during residency is often linked to greater success in professional development. The present study compares changes in the percentage of residents with mentors in 1999 and in 2004, while considering current residents' perceptions of their mentors, with particular attention focused on what role race and gender might…

  8. Exploring the Relationship between Human Resource Development Functions and the Mentoring Process: A Qualitative Study

    Science.gov (United States)

    Cole, Ann F.; McArdle, Geri; Clements, Kimberly D.

    2005-01-01

    Human resource development professionals are in a unique position to help organizations achieve maximum positive impact and avoid legal difficulties when implementing mentoring programs. This case study explored a formal mentoring program that was data-based and linked to HRD in order to advance the mentoring process as an effective individual and…

  9. Mentoring for Retention, Morale, and Succession Planning in a Small Federal Agency

    Science.gov (United States)

    Gudewich, Claire O.

    2012-01-01

    The purpose of this qualitative study was to understand the perceptions and beliefs of administrative, professional, and technical staff (APTs) related to attrition rates, morale, succession planning, benefits of mentoring in the workplace, and whether a mentoring program would contribute positively. Kram's workplace mentoring model served as…

  10. Academic Life-Support: The Self Study of a Transnational Collaborative Mentoring Group

    Science.gov (United States)

    Bristol, Laurette; Adams, Anne E.; Guzman Johannessen, B. Gloria

    2014-01-01

    In this paper, we examined the collaborative mentoring processes of a transnational network. A narrative approach was employed to explore the mentoring practices and experiences of 19 women involved in the CURVE-Y-FRiENDs (C-Y-F) network. Their mentoring practices go beyond transnational, ethnic, discipline, and university borders. The processes…

  11. Attachment security, the quality of the mentoring relationship and protégés' adjustment.

    Science.gov (United States)

    Goldner, Limor; Scharf, Miri

    2014-08-01

    Associations among protégés' attachment orientations, the quality of their mentoring relationships, and mentoring outcomes were explored within the context of an Israeli national community-based mentoring program (Perach) comprising 167 protégés (47 % females, mean age 9.6). Contrary to expectations, we did not find a correlation between protégés' level of attachment security and the quality of their mentoring relationship. However, the findings indicated associations between a positive mentoring relationship and protégés' adjustment at the end of mentoring. Moreover, protégés' attachment security moderated the associations between the quality of their mentoring relationships and their adjustment at the end of mentoring. Among secure protégés, a positive mentoring relationship was more positively associated with general self-concept than among insecure protégés. Although insecure protégés' positive mentoring relationships were negatively associated with loneliness at the end of mentoring, these relationships were positively associated among insecure individuals. The theoretical and practical implications for mentoring interventions are discussed.

  12. Maximizing the Potential of Mentoring: A Framework for Pre-Service Teacher Education

    Science.gov (United States)

    Ambrosetti, Angelina; Knight, Bruce Allen; Dekkers, John

    2014-01-01

    Within the professional placement component of pre-service teacher education, mentoring has become a strategy that is used during the practical application of learning to teach. In this paper, we examine mentoring in the pre-service teacher education context by proposing a theoretically based framework for mentoring in this context. Firstly, the…

  13. Conceptions and Expectations of Mentoring Relationships in a Teacher Education Reform Context

    Science.gov (United States)

    Aderibigbe, Semiyu; Colucci-Gray, Laura; Gray, Donald S.

    2016-01-01

    Researchers indicate that prior experience and beliefs about learning and teaching held by practicing and pre-service teachers contribute significantly in shaping their mentoring relationships and, more broadly, their career outlook and aspirations. While mentoring is commonly seen as a form of support for pre-service teachers, mentoring can be…

  14. Mentoring as Socialization for the Educational Leadership Professoriate: A Collaborative Autoethnography

    Science.gov (United States)

    Malin, Joel R.; Hackmann, Donald G.

    2016-01-01

    In this study, we analyzed the experiences of an educational leadership doctoral student and aspirant to the professoriate (protégé) and an educational leadership professor (mentor) during our two-year mentoring relationship. Collaborative autoethnography was employed, and our analysis relied primarily upon a process-oriented model of mentoring.…

  15. Positioning Mentoring as a Coach Development Tool: Recommendations for Future Practice and Research

    Science.gov (United States)

    McQuade, Sarah; Davis, Louise; Nash, Christine

    2015-01-01

    Current thinking in coach education advocates mentoring as a development tool to connect theory and practice. However, little empirical evidence exists to evaluate the effectiveness of mentoring as a coach development tool. Business, education, and nursing precede the coaching industry in their mentoring practice, and research findings offered in…

  16. Tools for a Formal Mentoring Program: A Guide Every Mentee in Coaching Can Use

    Science.gov (United States)

    Lyons, Vincent; Pastore, Donna

    2016-01-01

    Mentoring is crucial for the development of competent coaches (Jones, Harris, & Miles, 2009), and athletic departments and sport organizations are encouraged to use this process that links an inexperienced coach with a veteran mentor coach (Megginson & Clutterbuck, 1995). Mentored coaches benefit from gaining insight and wisdom into their…

  17. Examining the Role of Friendship in Mentoring Relationships between Graduate Students and Faculty Advisors

    Science.gov (United States)

    Beres, Jacqueline L.; Dixon, Jess C.

    2016-01-01

    Although previous studies have offered empirical and anecdotal support for academic mentoring, there are still considerable gaps in understanding the specific actions or components that are present in these relationships. Research has shown that academic faculty mentors provide all of Kram's (1988) mentoring functions to their graduate student…

  18. Mentors' Perceptions of Factors Associated with Change in Early Childhood Classrooms

    Science.gov (United States)

    Howe, Nina; Jacobs, Ellen

    2013-01-01

    Mentors' perceptions of factors associated with educational change were identified following an individualized mentoring program about constructivist curriculum for early childhood educators. A qualitative case study analysis of the mentors' journals of six classrooms was conducted to review their perceptions of change. Classroom…

  19. The Role of Social Network Locations in the College Access Mentoring of Urban Youth

    Science.gov (United States)

    Ahn, June

    2010-01-01

    This study uses social network analysis to describe the social network of college mentors in a college access program. Urban students in the program are paired with college mentors-students, professors, and other institutional agents-to help improve their college going process. The study analyzes the social networks within which the mentors are…

  20. Viewpoint: Answering President Obama's Call for Mentoring--It's Not Just for Mentees Anymore

    Science.gov (United States)

    Reddick, Richard J.; Griffin, Kimberly A.; Cherwitz, Richard A.

    2011-01-01

    President Obama and the first lady declared January 2010 as National Mentoring Month, highlighting the power of mentoring and its impact on youth. While the benefits of being someone's protege are well documented, the authors were especially excited to hear the president speak about the benefits of serving as a mentor. Discussions of mentoring…

  1. Reflecting on Talk: A Mentor Teacher's Gradual Release in Co-Planning

    Science.gov (United States)

    Pylman, Stacey

    2016-01-01

    The goal of this case study was to explore how a mentor teacher used video-recorded co-planning sessions to reflect on and improve one's mentoring practice. Findings reveal ways in which the mentor used talk in co-planning sessions to model one's thinking process and to gradually release planning responsibility to engage the intern in learning to…

  2. Who Wants to Be a Mentor? An Examination of Attitudinal, Instrumental, and Social Motivational Components

    Science.gov (United States)

    Van Emmerik, Hetty; Baugh, S. Gayle; Euwema, Martin C.

    2005-01-01

    Purpose: This study investigates the influence of affective organizational commitment, career aspirations, and networking activities on propensity to mentor (serving as a mentor and desiring to become a mentor). Design/methodology/approach: Data from websurveys of 262 managerial employees of a Dutch bank are analyzed using logistic regression.…

  3. The Coaching and Mentoring Process: The Obvious Knowledge and Skill Set for Organizational Communication Professors

    Science.gov (United States)

    Stowers, Robert H.; Barker, Randolph T.

    2010-01-01

    This article explores the uses of coaching and mentoring as they apply to organizational communication professors. The authors contend that these professors already are proficient at coaching and mentoring and the coaching and mentoring processes are routinely undertaken as part of their standard university teaching responsibilities. As coaches,…

  4. From Humble Beginnings: Evolving Mentoring within Professional Development for Academic Staff

    Science.gov (United States)

    Donnelly, Roisin; McSweeney, Fiona

    2011-01-01

    This paper reports on a research case study into a form of mentoring for teachers in higher education in Ireland with 30 academic staff. It begins with an exploration of the concept and practice of mentoring in the world of higher education professional development; focus will be limited to an overview of the concept of teacher mentoring, an…

  5. An Agile Constructionist Mentoring Methodology for Software Projects in the High School

    Science.gov (United States)

    Meerbaum-Salant, Orni; Hazzan, Orit

    2010-01-01

    This article describes the construction process and evaluation of the Agile Constructionist Mentoring Methodology (ACMM), a mentoring method for guiding software development projects in the high school. The need for such a methodology has arisen due to the complexity of mentoring software project development in the high school. We introduce the…

  6. Mentoring Siblings of Gang Members: A Template for Reaching Families of Gang Members?

    Science.gov (United States)

    Medina, Juanjo; Ralphs, Robert; Aldridge, Judith

    2012-01-01

    Mentoring has become a popular model of intervention to reduce the risk of offending, and has been proposed as an effective tool to tackle the risk of gang membership. This paper reviews the existing literature on mentoring and reports on a qualitative evaluation of a mentoring programme targeted at young people "at risk" of gang membership in an…

  7. Student Attitudes and Preferences toward an E-Mentoring Program: A Survey of Journalism Students

    Science.gov (United States)

    Switzer, Jamie; Switzer, Ralph

    2015-01-01

    Advances in information and communication technologies (ICTs) provide new opportunities for mentoring, eliminating the need for a synchronous meeting. We report the findings of a survey that measured university student perceptions of the roles and expectations of online mentors and the likelihood of using an online mentor if given the opportunity.…

  8. The Impact of Gender Characteristics on Mentoring in Graduate Departments of Sociology

    Science.gov (United States)

    Dua, Priya

    2008-01-01

    There has been much research on gender inequality in graduate education and the benefits of mentoring. However, most of this research focuses on how mentoring addresses female graduate students' experiences of gender inequality instead of how the gender characteristics of departments impact the level of mentoring they offer. In particular, I…

  9. Exploring the Experiences of Female Emerging Adult Mentors: Building a Conceptual Model

    Science.gov (United States)

    McGill, Julianne; Adler-Baeder, Francesca; Sollie, Donna L.; Kerpelman, Jennifer L.

    2015-01-01

    While mentoring programs are prevalent, limited research focused on the mentors' experiences exist, particularly during critical periods of development. Using a qualitative, grounded theory approach, this study explores the elements of the mentoring experience for a cohort of late adolescent/emerging adult women in a long-term program. Outcomes…

  10. International Business Mentoring for Development: The Importance of Local Context and Culture

    Science.gov (United States)

    Purcell, Gisela; Scheyvens, Regina

    2015-01-01

    This research investigates the value of donor-funded, cross-cultural business mentoring in a development context. Following a review of the existing literature on cross-cultural mentoring, it examines the effectiveness of the Pacific Business Mentoring Programme in Samoa through interviews with 23 entrepreneurs and a survey of the New Zealand…

  11. Idiographic Roles of Cooperating Teachers as Mentors in Pre-Service Distance Teacher Education

    Science.gov (United States)

    Koc, Ebru Melek

    2012-01-01

    This study aims to define the roles of cooperating teachers as mentors in the context of distance-learning teacher education. The participants included 358 cooperating teachers who mentored 4th-year student teachers in a Distance English Language Teacher Training Program in Turkey. To determine the roles that were perceived as mentoring roles by…

  12. The Mentoring Relationship as a Complex Adaptive System: Finding a Model for Our Experience

    Science.gov (United States)

    Jones, Rachel; Brown, Dot

    2011-01-01

    Mentoring theory and practice has evolved significantly during the past 40 years. Early mentoring models were characterized by the top-down flow of information and benefits to the protege. This framework was reconceptualized as a reciprocal model when scholars realized mentoring was a mutually beneficial process. Recently, in response to rapidly…

  13. Examining the Mentoring Relationships of Women Working in Intercollegiate Athletic Administration

    Science.gov (United States)

    Bower, Glenna G.; Hums, Mary A.

    2014-01-01

    The purpose of this study was to examine mentoring relationships of women working within intercollegiate athletic administration. More specifically, the mentor characteristics and the career and psychosocial benefits of having a mentor in intercollegiate athletic administration were the focus of the study. The population for this study was all…

  14. Virtual Relationships and Real Benefits: Using E-Mentoring to Connect Business Students with Practicing Managers

    Science.gov (United States)

    de Janasz, Suzanne C.; Ensher, Ellen A.; Heun, Christian

    2008-01-01

    This article reports the results of our study of electronic mentoring (e-mentoring) in a population of business students. As career paths have become more fluid and less predictable, a growing number of educational and business organizations have implemented traditional and, more recently, e-mentoring programs. But practice is ahead of evaluation…

  15. An Application of Attachment Theory: Mentoring Relationship Dynamics and Ethical Concerns

    Science.gov (United States)

    Gormley, Barbara

    2008-01-01

    In this theoretical paper, mentoring relationships are conceptualized as close relationships that occur along a spectrum from highly functional to highly dysfunctional, with most occurring in between. A complex set of factors describe the functioning level of mentoring relationships: (a) the attachment styles of the mentors and mentees; (b)…

  16. Empowering GO-GIRL Teacher Mentors: More than a Chance to "Give Back"

    Science.gov (United States)

    Pincham, Linda

    2010-01-01

    Roosevelt University students in elementary and secondary education, mathematics, and psychology served as mentors to groups of seventh-grade girls in the GO-GIRL Program during two spring semesters. This brief, descriptive essay will address the overall impact of mentoring on student mentors in the GO-GIRL Program, particularly what the…

  17. An Alternative Approach for MBA Mentor Programs: Empower the Protégé

    Science.gov (United States)

    Artis, Andrew B.

    2013-01-01

    A new approach is proposed to maximize the benefits of mentor relationships between master of business administration (MBA) students and executives by empowering students to select and recruit their own mentors, and then be responsible for managing those relationships. This mentor program is designed to be short but intensive. First-year MBA…

  18. Who wants to be a mentor? : An examination of attitudinal, instrumental, and social motivational components

    NARCIS (Netherlands)

    Emmerik, IJ. Hetty van; Baugh, S. Gayle; Euwema, Martin C.

    2005-01-01

    Purpose – This study investigates the influence of affective organizational commitment, career aspirations, and networking activities on propensity to mentor (serving as a mentor and desiring to become a mentor). Design/methodology/approach – Data from websurveys of 262 managerial employees of a Dut

  19. Induction and Mentoring - Counselling to lifelong professional career as teacher

    DEFF Research Database (Denmark)

    Paaske, Karen Annette

    2016-01-01

    Abstract Title Induction and Mentoring - Counselling to lifelong professional career as teacher Authors Lisbeth Lunde Frederiksen Ph.D., Head of Research Center VIA Profession and Education Campus Aarhus C VIA University College Ceresbyen 24, bygning B 3.05 DK-8000 Aarhus C T: +4587551705 E: lluf......@via.dk www.via.dk Karen Annette Paaske Ph.D. Program coordinator: Mentoring and counselling. Research Center VIA Profession and Education Campus Silkeborg VIA University College Nattergalevej 1 DK-8600 Silkeborg T: +4587551320 E: KPA@VIA.DK www.via.dk Network Network 1. Continuing Professional Development......: Learning for Individuals, Leaders, and Organizations Sub-themes  Design Based Research  Counselling and mentoring  Lifelong career and induction Keywords  Design based research  Lifelong career counselling  Induction beginning teachers General description How to best induct new teachers...

  20. BJPsych Bulletin author mentoring scheme - helping trainees become published authors.

    Science.gov (United States)

    Pimm, Jonathan; Galbraith, Niall

    2016-02-01

    The publishing world is changing rapidly. Innovations include the move to open access, the rise of social media and the transition to digitalisation. In the light of these developments and with ever-increasing pressures on early career psychiatrists and trainees to publish papers in journals with a recognised pedigree, the BJPsych Bulletin is piloting an author mentoring scheme. Mentors will help clinicians and aspiring academics develop articles from a pedestrian manuscript to one that will hopefully provoke important debate and aid changes in current practices. The scheme will run on a trial basis for approximately 12 months and will then be reviewed. Mentoring has been found to have an important effect of research output including publication and grant success; the hope is that this new initiative at the BJPsych Bulletin will result in such dividends to all involved. PMID:26958356