WorldWideScience

Sample records for mentoring matter results

  1. Does mentoring matter: results from a survey of faculty mentees at a large health sciences university

    Science.gov (United States)

    Feldman, Mitchell D.; Arean, Patricia A.; Marshall, Sally J.; Lovett, Mark; O'Sullivan, Patricia

    2010-01-01

    Background To determine the characteristics associated with having a mentor, the association of mentoring with self-efficacy, and the content of mentor–mentee interactions at the University of California, San Francisco (UCSF), we conducted a baseline assessment prior to implementing a comprehensive faculty mentoring program. Method We surveyed all prospective junior faculty mentees at UCSF. Mentees completed a web-based, 38-item survey including an assessment of self-efficacy and a needs assessment. We used descriptive and inferential statistics to determine the association between having a mentor and gender, ethnicity, faculty series, and self-efficacy. Results Our respondents (n=464, 56%) were 53% female, 62% white, and 7% from underrepresented minority groups. More than half of respondents (n=319) reported having a mentor. There were no differences in having a mentor based on gender or ethnicity (p≥0.05). Clinician educator faculty with more teaching and patient care responsibilities were statistically significantly less likely to have a mentor compared with faculty in research intensive series (pmentor was associated with greater satisfaction with time allocation at work (pmentor, 5.33 (sd = 1.35, pmentors, but rated highest requiring mentoring assistance with issues of promotion and tenure. Conclusion Findings from the UCSF faculty mentoring program may assist other health science institutions plan similar programs. Mentoring needs for junior faculty with greater teaching and patient care responsibilities must be addressed. PMID:20431710

  2. Does mentoring matter: results from a survey of faculty mentees at a large health sciences university

    Directory of Open Access Journals (Sweden)

    Mitchell D. Feldman

    2010-04-01

    Full Text Available Background: To determine the characteristics associated with having a mentor, the association of mentoring with self-efficacy, and the content of mentor–mentee interactions at the University of California, San Francisco (UCSF, we conducted a baseline assessment prior to implementing a comprehensive faculty mentoring program. Method: We surveyed all prospective junior faculty mentees at UCSF. Mentees completed a web-based, 38-item survey including an assessment of self-efficacy and a needs assessment. We used descriptive and inferential statistics to determine the association between having a mentor and gender, ethnicity, faculty series, and self-efficacy. Results: Our respondents (n=464, 56% were 53% female, 62% white, and 7% from underrepresented minority groups. More than half of respondents (n=319 reported having a mentor. There were no differences in having a mentor based on gender or ethnicity (p≥0.05. Clinician educator faculty with more teaching and patient care responsibilities were statistically significantly less likely to have a mentor compared with faculty in research intensive series (p<0.001. Having a mentor was associated with greater satisfaction with time allocation at work (p<0.05 and with higher academic self-efficacy scores, 6.07 (sd = 1.36 compared with those without a mentor, 5.33 (sd = 1.35, p<0.001. Mentees reported that they most often discussed funding with the mentors, but rated highest requiring mentoring assistance with issues of promotion and tenure. Conclusion: Findings from the UCSF faculty mentoring program may assist other health science institutions plan similar programs. Mentoring needs for junior faculty with greater teaching and patient care responsibilities must be addressed.

  3. The Truth about Mentoring Minorities: Race Matters.

    Science.gov (United States)

    Thomas, David A.

    2001-01-01

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

  4. 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,…

  5. 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

  6. Results of a Community Mentoring Programme for Youth Heads of ...

    African Journals Online (AJOL)

    Results of a Community Mentoring Programme for Youth Heads of Household in Rwanda: Effects on Youth Sexual Risk Behaviours and Maltreatment. ... YHH exposed to the intervention were less likely to suffer from labour exploitation and physical abuse (AOR = .52 and .63, respectively). Conclusions: Results indicate that ...

  7. Understanding the pediatric dermatology workforce shortage: mentoring matters.

    Science.gov (United States)

    Admani, Shehla; Caufield, Maura; Kim, Silvia S; Siegfried, Elaine C; Friedlander, Sheila Fallon

    2014-02-01

    To target pediatric dermatologists directly in order to evaluate their current demographics and the most important motivating factors that influenced their career choice. Pediatric dermatology is one of the pediatric subspecialties with an inadequate supply to meet current patient needs. A survey was designed to evaluate the training pathway, employment status, participation in teaching, and clinical practice characteristics of pediatric dermatologists. The survey was administered to attendants of the 2010 Society for Pediatric Dermatology annual meeting. Any remaining board certified pediatric dermatologists who had not previously responded were queried via Survey Monkey. There was a 71% response rate. The majority chose a career in pediatric dermatology early, often prior to starting a dermatology residency. The vast majority of respondents noted mentorship as the most important influence on their decision to pursue a career in pediatric dermatology. The most common obstacles cited by respondents were financial hardship and resistance of some dermatology programs to accept applicants previously trained in pediatrics. Our survey provides evidence to support the importance of early exposure to the field and, most importantly, to committed pediatric dermatologists who can serve as mentors. This information may be helpful in approaching solutions to the workforce shortage in the field of pediatric dermatology. Copyright © 2014 Mosby, Inc. All rights reserved.

  8. 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

  9. Creating more effective mentors: Mentoring the mentor

    Science.gov (United States)

    Gandhi, Monica; Johnson, Mallory

    2016-01-01

    Introduction 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’s competency after structured and formalized training on best practices in mentoring. Methods 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 specific to working with early career investigators from underrepresented groups, including training on unconscious bias, microaggressions, and diversity supplements. The workshop has been held 3 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. Results 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

  10. Does formal mentoring for faculty members matter? A survey of clinical faculty members.

    Science.gov (United States)

    Mylona, Elza; Brubaker, Linda; Williams, Valerie N; Novielli, Karen D; Lyness, Jeffrey M; Pollart, Susan M; Dandar, Valerie; Bunton, Sarah A

    2016-06-01

    Mentoring relationships, for all medical school faculty members, are an important component of lifelong development and education, yet an understanding of mentoring among medical school clinical faculty members is incomplete. This study examined associations between formal mentoring relationships and aspects of faculty members' engagement and satisfaction. It then explored the variability of these associations across subgroups of clinical faculty members to understand the status of mentoring and outcomes of mentoring relationships. The authors hypothesised that academic clinical faculty members currently in formal mentoring relationships experience enhanced employee engagement and satisfaction with their department and institution. Medical school faculty members at 26 self-selected USA institutions participated in the 2011-2014 Faculty Forward Engagement Survey. Responses from clinical faculty members were analysed for relationships between mentoring status and perceptions of engagement by faculty members. Of the 11 953 clinical faculty respondents, almost one-third reported having a formal mentoring relationship (30%; 3529). Most mentored faculty indicated the relationship was important (86%; n = 3027), and over three-fourths were satisfied with their mentoring experience (77%; n = 2722). Mentored faculty members across ranks reported significantly higher levels of satisfaction and more positive perceptions of their roles in the organisation. Faculty members who were not receiving mentoring reported significantly less satisfaction with their workplace environment and lower overall satisfaction. Mentored clinical faculty members have significantly greater satisfaction with their department and institution. This multi-institutional study provides evidence that fostering mentoring opportunities may facilitate faculty members' satisfaction and engagement, which, in turn, may help medical schools retain high-quality faculty staff committed to the multidimensional

  11. Results of a Community Mentoring Programme for Youth Heads of ...

    African Journals Online (AJOL)

    There were more youth who re- ported physical abuse among the comparison group (24% versus 15.9%) and labour exploitation (29.5% versus 19.6%). YHH exposed to the intervention were less likely to suffer from labour exploitation and physical abuse (AOR = .52 and .63, respectively). Conclusions: Results indicate that ...

  12. Mentoring Matters: Racial Ethnic Minority Undergraduates' Cultural Fit, Mentorship, and College and Life Satisfaction

    Science.gov (United States)

    Castellanos, Jeanett; Gloria, Alberta M.; Besson, Doriane; Clark Harvey, Le Ondra

    2016-01-01

    This study examined the degree to which cultural fit (cultural congruity in combination with perception of the university environment) and the dimensional noncognitive processes of mentoring predicted college satisfaction and life satisfaction for 238 racial and ethnic minority undergraduates from two university contexts. Group differences as well…

  13. Mentor-Mentee Interaction and Laboratory Social Environment: Do They Matter in Doctoral Students' Publication Productivity?

    Science.gov (United States)

    Ynalvez, Marcus Antonius; Ynalvez, Ruby A.; Ramírez, Enrique

    2017-01-01

    We explored the social shaping of science at the micro-level reality of face-to-face interaction in one of the traditional places for scientific activities--the scientific lab. We specifically examined how doctoral students' perception of their: (i) interaction with doctoral mentors (MMI) and (ii) lab social environment (LSE) influenced…

  14. Does hypocrisy matter? National reputational damage and British anti-corruption mentoring in the Balkans

    OpenAIRE

    Xenakis, Sappho; Ivanov, K.

    2017-01-01

    In the late 2000s, numerous prominent public commentators raised concerns that corruption scandals were harming Britain’s ability to play a leadership role in anti-corruption initiatives abroad. With a view to contributing to critical criminological scholarship on international policy transfer and double standards in criminal justice policy and practice, this article explores the extent to which reputational damage curtailed Britain’s appeal as an anti-corruption mentor in South-East Europe d...

  15. WIMP Dark Matter interpretation of Higgs results

    CERN Document Server

    Wang, Renjie; The ATLAS collaboration

    2017-01-01

    The results from searching for dark matter either directly from invisible decay of Higgs bosons or in association with a Higgs boson at the LHC are presented. No significant excess is found beyond the Standard Model prediction, and upper limits are set on the production cross section times branching fraction using data collected in proton-proton collisions at center-of-mass energies of 13 TeV by the ATLAS and CMS detectors. An interpreted upper limit is presented on the allowed dark matter-nucleon scattering cross section.

  16. Results of distal hypospadias repair after pediatric urology fellowship training: A comparison of junior surgeons with their mentor.

    Science.gov (United States)

    Bush, N C; Barber, T D; Dajusta, D; Prieto, J C; Ziada, A; Snodgrass, W

    2016-06-01

    Teaching and learning hypospadias repair is a major component of pediatric urology fellowship training. Educators must transfer skills to fellows, without increasing patient complications. Nevertheless, few studies report results of surgeons during their first years of independent practice. To review outcomes of distal hypospadias repairs performed during the same 2-year period by consecutive, recently matriculated, surgeons in independent practice, and to compare them to results by their mentor (with >20 years of experience). Exposure to hypospadias surgery during fellowship was determined from case logs of five consecutive fellows completing training from 2007-2011. TIP was the only technique used to repair distal hypospadias. No fellow operated independently or performed complete repairs under supervision. Instead, the first 3 months were spent assisting their mentor, observing surgical methodology and decision-making. Then, each performed selected portions under direct supervision, including: degloving, penile straightening, developing glans wings, incising and tubularizing the urethral plate, creating a barrier layer, sewing the glansplasty, and skin closure. Overall fellow participation in each case was hypospadias repairs, including distal, proximal and reoperative surgeries. Post-graduation case volumes ranged from 25-68 by junior surgeons versus 136 by the mentor. With similar mean follow-up, urethroplasty complication rates were statistically the same between the former fellows, and between them versus the mentor, ranging from 5-13%. Nearly all were fistulas or glans dehiscence. Junior surgeons reported they performed TIP as learned during fellowship, with one exception who used 7-0 polydioxanone rather than polyglactin for urethroplasty. This is the first study directly comparing hypospadias surgical outcomes by recently graduated fellows in independent practice with those of their mentor. We found junior surgeons achieved similar results for distal TIP

  17. Targeted Mentoring: Evaluation of a Program

    OpenAIRE

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

    2009-01-01

    Targeted mentoring refers to mentoring aimed at a particular population. This article presents the evaluation of a mentoring program for lesbian, gay, bisexual, and transgender (LGBT) persons in social work education. Forty-three mentors and protégés responded to a survey regarding their program experiences. The results highlight the need for targeted mentoring, although some disparities of experience for mentors and protégés in this program are apparent. In general, mentors felt positive abo...

  18. Results from the LUX dark matter experiment

    Energy Technology Data Exchange (ETDEWEB)

    Horn, Markus, E-mail: markus.horn@yale.edu [Yale University, Dept. of Physics, 217 Prospect St., New Haven CT 06511 (United States); Akerib, D.S [Case Western Reserve University, Dept. of Physics, 10900 Euclid Ave, Cleveland, OH 44106 (United States); Araújo, H.M. [Imperial College London, High Energy Physics, Blackett Laboratory, London SW7 2BZ (United Kingdom); Bai, X. [South Dakota School of Mines and Technology, 501 East St Joseph St., Rapid City SD 57701 (United States); Bailey, A.J. [Imperial College London, High Energy Physics, Blackett Laboratory, London SW7 2BZ (United Kingdom); Balajthy, J. [University of Maryland, Dept. of Physics, College Park, MD 20742 (United States); Bernard, E. [Yale University, Dept. of Physics, 217 Prospect St., New Haven CT 06511 (United States); Bernstein, A. [Lawrence Livermore National Laboratory, 7000 East Ave., Livermore, CA 94551 (United States); Bradley, A. [Case Western Reserve University, Dept. of Physics, 10900 Euclid Ave, Cleveland, OH 44106 (United States); Byram, D. [University of South Dakota, Dept. of Physics, 414E Clark St., Vermillion, SD 57069 (United States); Cahn, S.B. [Yale University, Dept. of Physics, 217 Prospect St., New Haven CT 06511 (United States); Carmona-Benitez, M.C. [University of California Santa Barbara, Dept. of Physics, Santa Barbara, CA (United States); Chan, C.; Chapman, J.J. [Brown University, Dept. of Physics, 182 Hope St., Providence, RI 02912 (United States); Chiller, A.A.; Chiller, C. [University of South Dakota, Dept. of Physics, 414E Clark St., Vermillion, SD 57069 (United States); Currie, A. [Imperial College London, High Energy Physics, Blackett Laboratory, London SW7 2BZ (United Kingdom); Viveiros, L. de [LIP-Coimbra, Department of Physics, University of Coimbra, Rua Larga, 3004-516 Coimbra (Portugal); Dobi, A. [University of Maryland, Dept. of Physics, College Park, MD 20742 (United States); and others

    2015-06-01

    The LUX (Large Underground Xenon) experiment aims at the direct detection of dark matter particles via their collisions with xenon nuclei. The 370 kg two-phase liquid xenon time projection chamber measures simultaneously the scintillation and ionization from interactions in the target. The ratio of these two signals provides very good discrimination between potential nuclear recoil and electronic recoil signals to search for WIMP-nucleon scattering. The LUX detector operates at the Sanford Underground Research Facility (Lead, South Dakota, USA) since February 2013. First results were presented in late 2013 setting the world's most stringent limits on WIMP-nucleon scattering cross-sections over a wide range of WIMP masses. A 300 day run beginning in 2014 will further improve the sensitivity and new calibration techniques will reduce systematics for the WIMP signal search.

  19. Mentoring Programmes

    DEFF Research Database (Denmark)

    Poulsen, Kirsten M.

    2013-01-01

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

  20. Moderating Factors of Natural Mentoring Relationships, Problem Behaviors, and Emotional Well-Being

    Science.gov (United States)

    Whitney, Stephen D.; Hendricker, Elise N.; Offutt, Cheryl A.

    2011-01-01

    This study examines naturally occurring mentors by the quality and presence of a mentor (no mentor, low quality, high quality), type of mentors (adult mentors vs. peer mentors), and mentor quality within mentor type. A sub-sample of adolescents from the National Longitudinal Study of Adolescent-Health is used. Results indicate the effect of…

  1. Mentoring of young professionals in the field of rheumatology in Europe: results from an EMerging EUlar NETwork (EMEUNET) survey

    NARCIS (Netherlands)

    Frank-Bertoncelj, Mojca; Hatemi, Gulen; Ospelt, Caroline; Ramiro, Sofia; Machado, Pedro; Mandl, Peter; Gossec, Laure; Buch, Maya H.

    2014-01-01

    To explore perceptions of, participation in and satisfaction with mentoring programmes among young clinicians and researchers in rheumatology in Europe. To identify mentoring needs and expectations focusing on gender-specific differences. A survey on mentoring in rheumatology was distributed to

  2. Reframing Mentoring.

    Science.gov (United States)

    Kaye, Beverly; Jacobson, Betsy

    1996-01-01

    A systematic mentoring approach combines old and new concepts from organizational learning, including intentional learning, failure and success, and storytelling. Mentoring should be a process of mature development and a joint venture, with a learning contract that aligns the mentor, proteges, and the proteges' manager. (JOW)

  3. Transformational mentoring: Leadership behaviors of spinal cord injury peer mentors.

    Science.gov (United States)

    Shaw, Robert B; McBride, Christopher B; Casemore, Sheila; Martin Ginis, Kathleen A

    2018-02-01

    The purpose of this study was to investigate the leadership behaviors of spinal cord injury (SCI) peer mentors and examine whether behaviors of peer mentors align with the tenets of transformational leadership theory. A total of 12 SCI peer mentors aged 28-75 (M = 49.4) who had between 3 and 56 years (M = 13.9) of mentoring experience were recruited for the study. Utilizing a qualitative methodology (informed by a social constructionist approach), each mentor engaged in a semistructured interview about their experiences as a peer mentor. Interviews were transcribed verbatim and subjected to a directed content analysis. SCI peer mentors reported using mentorship behaviors and engaging with mentees in a manner that closely aligns with the core components of transformational leadership theory: idealized influence, inspirational motivation, individualized consideration, and intellectual stimulation. A new subcomponent of inspirational motivation described as 'active promotion of achievement' was also identified and may be unique to the context of peer mentorship. SCI peer mentors inherently use behaviors associated with transformational leadership theory when interacting with mentees. The results from this study have the potential to inform SCI peer mentor training programs about specific leadership behaviors that mentors could be taught to use and could lead to more effective mentoring practices for people with SCI. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

  4. Mentoring Opportunities

    Science.gov (United States)

    Landy, Margo

    2018-01-01

    In this article, the author examines her experiences as a mentee at an academic institution. She has had time to look back at some of what her mentor did in mentoring, and now appreciates how novel and successful some of his approaches were. She shares them in this article because she thinks her experience is evidence that broadening the…

  5. Maintenance Mentor

    National Research Council Canada - National Science Library

    Jacobs, John

    2003-01-01

    Maintenance Mentor (MXM) is a research effort conducted by a joint AFRL/HESR and Northrop Grumman Information Technology team to identify the basic, high-level requirements necessary for improving flight line diagnostic capabilities...

  6. Successfully Mentoring Tomorrows' Geoscience Leaders

    Science.gov (United States)

    Nocerino, J.

    2011-12-01

    The Geological Society of America (GSA) has been running a successful mentor program for the last fifteen years. Each year approximately 1500 students and 400 mentors take part in one of five programs that are run in various formats; including small-scale regional programs that offer a low student-to-mentor ratio, large scale luncheon programs that are driven by student questions and receptions that feature presentations along with a Q&A session. The mentor volunteers-from private and public businesses and government agencies-represent a broad range of backgrounds, education, and experience. The students connect with these mentors to discuss their current scholarly pursuits and/or their future employment. Both mentors and students leave these events expressing feelings of personal and professional growth, and historically several students find full or part time work as a result of these programs each year.

  7. Coworkers’ Perspectives on Mentoring Relationships

    Science.gov (United States)

    Janssen, Suzanne; Tahitu, Joël; van Vuuren, Mark; de Jong, Menno D. T.

    2016-01-01

    Research into workplace mentoring is primarily focused on the experiences and perceptions of individuals involved in the relationship, while there is scarcely any research focusing on the impact of mentoring relationships on their social environment. This exploratory research aims to give insight into how coworkers’ perceptions and experiences of informal mentoring relationships in their workgroup are related to their perceptions of workgroup functioning. The results of 21 semistructured interviews show that coworkers believe that mentoring relationships affect their workgroup’s functioning by influencing both their workgroup’s performance and climate. Coworkers applied an instrumental perspective and described how they think that mentoring relationships both improve and hinder their workgroup’s performance as they influence the individual functioning of mentor and protégé, the workgroup’s efficiency, and organizational outcomes. Furthermore, coworkers applied a relational perspective and described how mentoring relationships may influence their workgroup’s climate in primarily negative ways as they may be perceived as a subgroup, cause feelings of distrust and envy, and are associated with power issues. The results of this study emphasize the importance of studying mentoring relationships in their broader organizational context and set the groundwork for future research on mentoring relationships in workgroups. PMID:29568215

  8. The Mentor inside You

    Science.gov (United States)

    Kerlin, Christine

    2016-01-01

    Mentoring occurs in formal and informal ways. While formal mentoring programs are valuable, the majority of people are likely to have opportunities for informal mentoring in their workplace and in their communities. The author makes the point that mentors are all around us, and each of us may have the capacity to mentor or to be mentored, whether…

  9. Mentors' competence in mentoring culturally and linguistically diverse nursing students during clinical placement.

    Science.gov (United States)

    Oikarainen, Ashlee; Mikkonen, Kristina; Tuomikoski, Anna-Maria; Elo, Satu; Pitkänen, Salla; Ruotsalainen, Heidi; Kääriäinen, Maria

    2018-01-01

    To describe mentors' competence in mentoring culturally and linguistically diverse nursing students during clinical placement and identify the factors that affect mentoring. Healthcare education is confronted by several challenges in a time characterized by globalization and increasing international migration. Nursing students from diverse backgrounds continue to experience difficulties during clinical placement. Students can overcome these difficulties and assume responsibility for their learning when mentored by supportive and competent mentors. A cross-sectional, descriptive explorative study design was used. Data were collected during spring 2016 through a survey sent to mentors (n = 3,355) employed at five university hospitals in Finland. Mentors' competence in mentoring culturally and linguistically diverse nursing students was measured with the self-assessment Mentors' Competence Instrument and the Cultural and Linguistic Diversity in Mentoring scale. The analysis included descriptive statistics, non-parametric tests and binary logistic regression analysis. Mentors with experience mentoring nursing students from diverse backgrounds rated their overall competence in mentoring as good. However, the results show continued challenges related to competence in linguistic diversity in mentoring. Seven factors that affect mentors' competence in linguistic diversity were identified. Despite high evaluations by mentors of competence related to cultural diversity in mentoring, there are still opportunities for improvement in this area. Innovative and effective strategies are needed to develop mentors' competence in mentoring culturally and linguistically diverse nursing students. Educational and healthcare organizations should strive to enhance collaboration and increase the competence of both mentors and nursing students to work in increasingly diverse healthcare environments. © 2017 John Wiley & Sons Ltd.

  10. Results from PAMELA, ATIC and FERMI: Pulsars or dark matter?

    Indian Academy of Sciences (India)

    It is well known that dark matter dominates the dynamics of galaxies and clusters of galaxies. Its constituents remain a mystery despite an assiduous search for them over the past three decades. Recent results from the satellite-based PAMELA experiment show an excess in the positron fraction at energies between 10 and ...

  11. Results from the DarkSide-50 Dark Matter Experiment

    Energy Technology Data Exchange (ETDEWEB)

    Fan, Alden [Univ. of California, Los Angeles, CA (United States)

    2016-01-01

    While there is tremendous astrophysical and cosmological evidence for dark matter, its precise nature is one of the most significant open questions in modern physics. Weakly interacting massive particles (WIMPs) are a particularly compelling class of dark matter candidates with masses of the order 100 GeV and couplings to ordinary matter at the weak scale. Direct detection experiments are aiming to observe the low energy (<100 keV) scattering of dark matter off normal matter. With the liquid noble technology leading the way in WIMP sensitivity, no conclusive signals have been observed yet. The DarkSide experiment is looking for WIMP dark matter using a liquid argon target in a dual-phase time projection chamber located deep underground at Gran Sasso National Laboratory (LNGS) in Italy. Currently filled with argon obtained from underground sources, which is greatly reduced in radioactive 39Ar, DarkSide-50 recently made the most sensitive measurement of the 39Ar activity in underground argon and used it to set the strongest WIMP dark matter limit using liquid argon to date. This work describes the full chain of analysis used to produce the recent dark matter limit, from reconstruction of raw data to evaluation of the final exclusion curve. The DarkSide- 50 apparatus is described in detail, followed by discussion of the low level reconstruction algorithms. The algorithms are then used to arrive at three broad analysis results: The electroluminescence signals in DarkSide-50 are used to perform a precision measurement of ii longitudinal electron diffusion in liquid argon. A search is performed on the underground argon data to identify the delayed coincidence signature of 85Kr decays to the 85mRb state, a crucial ingredient in the measurement of the 39Ar activity in the underground argon. Finally, a full description of the WIMP search is given, including development of cuts, efficiencies, energy scale, and exclusion

  12. What do mentors find difficult?

    Science.gov (United States)

    Moseley, Laurence G; Davies, Moira

    2008-06-01

    (i) To assess whether mentors had a positive or negative attitude towards their role; and (ii) to discover what aspects of the role they found easy or difficult. The fact that mentorship is an important element in nurse training was recognized by Sir Leonard Peach, the United Kingdom Central Council for Nursing, Midwifery and Health Visiting and the Nursing and Midwifery Council which has recently published new standards to support learning and assessment in practice, which include standards for the preparation of Mentors, to be implemented by September 2007. There are many anecdotal reports of the problems which face mentors, but little firm evidence. This paper reports a study of those problems. It used a Thurstone scale to assess role satisfaction among mentors (n = 86, response rate 89%) and two Likert scales to assess where problems, if any, lay. Unlike anecdotal reports, the Thurstone scale found that, overall, mentors regarded the role positively. In addition, a principal components analysis of responses to the Likert scales showed that there were two clearly delineated factors. The first (interpersonal/organisational factors) had been widely discussed in the literature. The second (cognitive/intellectual factors) has been rarely discussed and could with profit be more strongly stressed in mentor training. (i) Mentors had a positive attitude towards their role and enjoyed it. (ii) When looking at what caused mentors difficulty, in addition to the commonly discussed dimensions of organisational constraints (workload, skill mix) and interpersonal factors, there was clearly an additional cognitive one. Knowledge, not just personality, mattered. Mentors and those who train them could with profit pay more attention to cognitive components of the role, even if that meant laying a lesser stress on the interpersonal ones.

  13. Mentoring And Women's Perceived Professional Growth | Chovwen ...

    African Journals Online (AJOL)

    This study investigated the influence of mentoring on professional growth of women and result indicated that although protégé/mentoring relationship was not formally constituted in most organizations it was found to be a significant predictor of growth and participants with mentors perceived they experienced higher growth ...

  14. 75 FR 81083 - National Mentoring Month, 2011

    Science.gov (United States)

    2010-12-27

    ... National Mentoring Month, 2011 By the President of the United States of America A Proclamation Across our.... During National Mentoring Month, we honor these important individuals who unlock the potential and... responsible, caring adult can make in a child's life. Effective mentoring programs can result in better school...

  15. 'Silent mentors'

    DEFF Research Database (Denmark)

    Douglas-Jones, Rachel

    2017-01-01

    Unlike cadaver donation in the West, which has to a large degree maintained the anonymity of the body used to teach medical students, the Taiwanese Tzu Chi Buddhist Silent Mentor programme at the centre of this article foregrounds the identity of the training cadaver as an essential element in me...

  16. Dark Matter in Light of the LUX Results

    Energy Technology Data Exchange (ETDEWEB)

    Fox, Patrick J. [Fermilab; Jung, Gabriel [Fermilab; Sorensen, Peter [LLNL, Livermore; Weiner, Neal [New York U.

    2014-05-22

    The landscape of dark matter direct detection has been profoundly altered by the slew of recent experiments. While some have claimed signals consistent with dark matter, others have seen few, if any, events consistent with dark matter. The results of the putative detections are often incompatible with each other in the context of naive spin-independent scattering, as well as with the null results. In particular, in light of the conflicts between the DM interpretation of the three events recently reported by the CDMS-Si experiment and the first results of the LUX experiment, there is a strong need to revisit the assumptions that go into the DM interpretations of both signals and limits. We attempt to reexamine a number of particle physics, astrophysics and experimental uncertainties. Specifically, we examine exothermic scattering, isospin-dependent couplings, modified halo models through astrophysics independent techniques, and variations in the assumptions about the scintillation light in liquid Xenon. We find that only a highly tuned isospin-dependent scenario remains as a viable explanation of the claimed detections, unless the scintillation properties of LXe are dramatically different from the assumptions used by the LUX experiment.

  17. Low-Mass Dark Matter Search Results and Radiogenic Backgrounds for the Cryogenic Dark Matter Search

    Energy Technology Data Exchange (ETDEWEB)

    Pepin, Mark David [Univ. of Minnesota, Minneapolis, MN (United States)

    2016-12-01

    An ever-increasing amount of evidence suggests that approximately one quarter of the energy in the universe is composed of some non-luminous, and hitherto unknown, “dark matter”. Physicists from numerous sub-fields have been working on and trying to solve the dark matter problem for decades. The common solution is the existence of some new type of elementary particle with particular focus on weakly interacting massive particles (WIMPs). One avenue of dark matter research is to create an extremely sensitive particle detector with the goal of directly observing the interaction of WIMPs with standard matter. The Cryogenic Dark Matter Search (CDMS) project operated at the Soudan Underground Laboratory from 2003–2015, under the CDMS II and SuperCDMS Soudan experiments, with this goal of directly detecting dark matter. The next installation, SuperCDMS SNOLAB, is planned for near-future operation. The reason the dark-matter particle has not yet been observed in traditional particle physics experiments is that it must have very small cross sections, thus making such interactions extremely rare. In order to identify these rare events in the presence of a background of known particles and interactions, direct detection experiments employ various types and amounts of shielding to prevent known backgrounds from reaching the instrumented detector(s). CDMS utilized various gamma and neutron shielding to such an effect that the shielding, and other experimental components, themselves were sources of background. These radiogenic backgrounds must be understood to have confidence in any WIMP-search result. For this dissertation, radiogenic background studies and estimates were performed for various analyses covering CDMS II, SuperCDMS Soudan, and SuperCDMS SNOLAB. Lower-mass dark matter t c2 inent in the past few years. The CDMS detectors can be operated in an alternative, higher-biased, mode v to decrease their energy thresholds and correspondingly increase their sensitivity

  18. Recent Results in Dark Matter Direct Detection Experiments

    Energy Technology Data Exchange (ETDEWEB)

    Kelso, Christopher Michael [Univ. of Chicago, IL (United States)

    2012-08-01

    In this dissertation, we study the original excess of low energy events observed by the Co- GeNT collaboration and the annual modulation reported by the DAMA/LIBRA collaboration, and discuss whether these signals could both be the result of the same elastically scattering dark matter particle. We find that, without channeling but when taking into account uncertainties in the relevant quenching factors, a dark matter candidate with a mass of approximately ~7.0 GeV and a cross section with nucleons of σDM-N ~2 x 10-40 cm2 could account for both of these observations. We also compare the region of parameter space favored by DAMA/LIBRA and CoGeNT to the constraints from XENON 10, XENON 100, and CDMS (Si).

  19. Results on dark matter searches with the ANTARES neutrino telescope

    CERN Multimedia

    Zornoza, Juande

    2016-01-01

    Neutrino telescopes have a wide scientific scope. One of their main goals is the detection of dark matter, for which they have specific advantages. The understanding of the nature of dark matter requires a multi-front approach since we still do not know many of their properties. Neutrino telescopes offer the possibility of look at several kinds of sources, not all of them available to other indirect searches. In this work we provide an overview of the results obtained by the ANTARES neutrino telescope, which has been taking data for almost ten years. It is installed in the Mediterranean Sea at a depth of 2475 m, off the coast of Toulon (France). The results presented in this work include searches for neutrino excess from several astrophysical sources. One of the most interesting ones is the Sun. Dark matter particles by the solar system would scatter with nuclei of the Sun, lose energy and accumulate in its centre. Among the final products of their annihilations, only neutrinos could escape. Therefore, a dete...

  20. Results from PAMELA, ATIC and FERMI: Pulsars or dark matter?

    Indian Academy of Sciences (India)

    dark matter is required to explain the observations of galaxies and other astrophysical ... Accordingly, dark matter forms about 26% of all the matter density of the Universe, with visible matter about. 4% and the dark energy roughly about 70%. This is known ...... [91] http://galprop.stanford.edu/web galprop/galprop home.html.

  1. Results of dark matter searches with the ANTARES neutrino telescope

    Science.gov (United States)

    Zornoza, J. D.; Toennis, C.

    2017-09-01

    Neutrino telescopes have a wide scientific scope. One of their main goals is the detection of dark matter, for which they have specific advantages. Neutrino telescopes offer the possibility of looking at several kinds of sources, not all of them available to other indirect searches. In this work we provide an overview of the results obtained by the ANTARES neutrino telescope, which has been taking data for almost ten years. One of the most interesting ones is the Sun, since a detection of high energy neutrinos from it would be a very clean indication of dark matter, given that no significant astrophysical backgrounds are expected, contrary to other indirect searches. Moreover, the limits from neutrino telescopes for spin-dependent cross section are the most restrictive ones. Another interesting source is the Galactic Centre, for which ANTARES has a better visibility than IceCube, due to its geographical location. This search gives limits on the annihilation cross section. Other dark matter searches carried out in ANTARES include the Earth and dwarf galaxies.

  2. Mentoring: An Evolving Relationship.

    Science.gov (United States)

    Block, Michelle; Florczak, Kristine L

    2017-04-01

    The column concerns itself with mentoring as an evolving relationship between mentor and mentee. The collegiate mentoring model, the transformational transcendence model, and the humanbecoming mentoring model are considered in light of a dialogue with mentors at a Midwest university and conclusions are drawn.

  3. 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…

  4. 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…

  5. 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…

  6. LHC experiments present new results at Quark Matter 2011 Conference

    CERN Multimedia

    CERN Press Office

    2011-01-01

    The three LHC experiments that study lead ion collisions all presented their latest results today at the annual Quark Matter conference, held this year in Annecy, France. The results are based on analysis of data collected during the last two weeks of the 2010 LHC run, when the LHC switched from protons to lead-ions. All experiments report highly subtle measurements, bringing heavy-ion physics into a new era of high precision studies.   Events recorded by the ALICE experiment from the first lead ion collisions (Nov-Dec 2010). “These results from the LHC lead ion programme are already starting bring new understanding of the primordial universe,” said CERN Director General Rolf Heuer. “The subtleties they are already seeing are very impressive.” In its infancy, just microseconds after the Big Bang, the universe consisted of a plasma of quarks and gluons (QGP), the fundamental building blocks of matter. By colliding heavy ions, physicists can turn back time an...

  7. Perceived Mentoring Practices in Developmental-Behavioral Pediatrics Fellowship Programs.

    Science.gov (United States)

    Diekroger, Elizabeth A; Reyes, Charina; Myers, Katherine M; Li, Hong; Kralovic, Shanna K; Roizen, Nancy

    2017-05-01

    Junior physicians describe mentoring relationships as integral to their career development and success. Current evidence suggests that mentoring is under-utilized despite interest from trainees. The purpose of this study is to describe the mentoring practices in developmental-behavioral pediatric (DBP) fellowship programs and identify mentoring needs of DBP fellows and recent graduates. DBP fellows and recent graduates less than 5 years out of training from US-based DBP fellowship programs were contacted to complete a survey on their mentoring experiences in fellowship and early career. A total of 90 respondents completed the entire survey including 47 current DBP fellows and 43 recent graduates. Only 52% of respondents reported having a formal faculty mentor during their fellowship. Only 45% of recent graduates reported that they currently have a mentor, of those without a current mentor 83% said they would like to have a mentor. Adequate mentoring during fellowship was lowest for career development and research (34% and 27%). Satisfaction with mentoring was associated with having a formal mentor (p mentoring in multiple areas (p mentoring addresses the mentee's career goals, provides insight into being a developmental-behavioral pediatrician, assists in navigating academics, and involves a personal relationship. Results suggest opportunities for improved mentoring in DBP fellowship programs, particularly in the areas of career development and research and that there is a significant need for mentorship among recent graduates. Findings from this study can inform program improvement in mentoring for DBP fellows and recent graduates.

  8. More mentoring needed? A cross-sectional study of mentoring programs for medical students in Germany

    Science.gov (United States)

    2011-01-01

    Background Despite increasing recognition that mentoring is essential early in medical careers, little is known about the prevalence of mentoring programs for medical students. We conducted this study to survey all medical schools in Germany regarding the prevalence of mentoring programs for medical students as well as the characteristics, goals and effectiveness of these programs. Methods A definition of mentoring was established and program inclusion criteria were determined based on a review of the literature. The literature defined mentoring as a steady, long-lasting relationship designed to promote the mentee's overall development. We developed a questionnaire to assess key characteristics of mentoring programs: the advocated mentoring model, the number of participating mentees and mentors, funding and staff, and characteristics of mentees and mentors (e.g., level of training). In addition, the survey characterized the mentee-mentor relationship regarding the frequency of meetings, forms of communication, incentives for mentors, the mode of matching mentors and mentees, and results of program evaluations. Furthermore, participants were asked to characterize the aims of their programs. The questionnaire consisted of 34 questions total, in multiple-choice (17), numeric (7) and free-text (10) format. This questionnaire was sent to deans and medical education faculty in Germany between June and September 2009. For numeric answers, mean, median, and standard deviation were determined. For free-text items, responses were coded into categories using qualitative free text analysis. Results We received responses from all 36 medical schools in Germany. We found that 20 out of 36 medical schools in Germany offer 22 active mentoring programs with a median of 125 and a total of 5,843 medical students (6.9 - 7.4% of all German medical students) enrolled as mentees at the time of the survey. 14 out of 22 programs (63%) have been established within the last 2 years. Six

  9. More mentoring needed? A cross-sectional study of mentoring programs for medical students in Germany

    Directory of Open Access Journals (Sweden)

    Störmann Sylvère

    2011-09-01

    Full Text Available Abstract Background Despite increasing recognition that mentoring is essential early in medical careers, little is known about the prevalence of mentoring programs for medical students. We conducted this study to survey all medical schools in Germany regarding the prevalence of mentoring programs for medical students as well as the characteristics, goals and effectiveness of these programs. Methods A definition of mentoring was established and program inclusion criteria were determined based on a review of the literature. The literature defined mentoring as a steady, long-lasting relationship designed to promote the mentee's overall development. We developed a questionnaire to assess key characteristics of mentoring programs: the advocated mentoring model, the number of participating mentees and mentors, funding and staff, and characteristics of mentees and mentors (e.g., level of training. In addition, the survey characterized the mentee-mentor relationship regarding the frequency of meetings, forms of communication, incentives for mentors, the mode of matching mentors and mentees, and results of program evaluations. Furthermore, participants were asked to characterize the aims of their programs. The questionnaire consisted of 34 questions total, in multiple-choice (17, numeric (7 and free-text (10 format. This questionnaire was sent to deans and medical education faculty in Germany between June and September 2009. For numeric answers, mean, median, and standard deviation were determined. For free-text items, responses were coded into categories using qualitative free text analysis. Results We received responses from all 36 medical schools in Germany. We found that 20 out of 36 medical schools in Germany offer 22 active mentoring programs with a median of 125 and a total of 5,843 medical students (6.9 - 7.4% of all German medical students enrolled as mentees at the time of the survey. 14 out of 22 programs (63% have been established within the

  10. Mentoring Women in STEM: A Collegiate Investigation of Mentors and Proteges

    Science.gov (United States)

    Leavey, Nicole

    Science, technology, engineering and mathematics (STEM) education in the United States lags behind that of other industrialized nations. Despite national efforts to enhance the quality of STEM education for students, progress remains elusive. Underperformance is evident in measures of outcomes, participation, and retention. In particular, inequity persists in the attraction and retention of women to STEM fields. Mentoring is heavily cited as a means to improve our national efforts to fortify STEM education. This research explores mentoring styles, gender preferences, and differential impact on outcomes. The results challenge conventional wisdom that women prefer and benefit from a style of mentoring that is different from the preferred style of men. This study found that male and female proteges do not desire different types of mentoring. In fact, male and female proteges desire task-oriented mentoring when compared to relationship-oriented mentoring styles. However, female proteges prefer to be mentored by female mentors and male proteges prefer to be mentored by male mentors. In addition, with respect to gender, mentors do not differ in the type of mentoring they employ. Additionally, results of the study indicate that task-oriented mentoring style may bring incremental explanatory power with regard to intention to pursue STEM careers. This research implicates STEM program design in university settings. Gender-focused STEM programs are advised to focus on preferences and mentoring type, but not in the conventional way. This research indicates that women in STEM disciplines are not expressing a preference for relationship-oriented mentoring type and do benefit from task-oriented mentoring styles.

  11. Mapping mentor teachers' roles in mentoring dialogues

    NARCIS (Netherlands)

    Dr. F.J.A.J. Crasborn; Paul Hennissen; Fred Korthagen; Theo Bergen; Niels Brouwer

    2008-01-01

    The dialogue between a mentor teacher and a prospective teacher is a key element in the supervision of prospective teachers in the workplace. This literature study deals with the issue of how to conceptualize the supervisory behaviour of mentor teachers in mentoring dialogues by systematically

  12. A comparison of well-peer mentored and non-peer mentored athletes' perceptions of satisfaction.

    Science.gov (United States)

    Hoffmann, Matt D; Loughead, Todd M

    2016-01-01

    The purpose of the present study was to compare well-peer mentored and non-peer mentored athletes' perceptions of satisfaction. A total of 444 intercollegiate athletes (272 well-peer mentored and 172 non-peer mentored) from a variety of sport teams participated in the study. Athletes from both well-peer mentored and non-peer mentored groups reported their satisfaction levels using the Athlete Satisfaction Questionnaire. The results of a MANOVA and follow-up post hoc ANOVAs showed that well-peer mentored athletes were significantly more satisfied than their non-peer mentored counterparts in terms of individual performance, personal dedication, team task contribution, team social contribution, team integration, ethics, ability utilisation and training and instruction. Overall, the findings suggest that athletes who are well-peer mentored by a teammate perceive higher satisfaction levels with various aspects of their athletic experience than athletes who are not peer mentored by a teammate. Given these positive findings, practitioners (i.e., coaches, sport psychology consultants) should inform athletes on the benefits of peer-to-peer mentoring. The practical implications of the results and strategies to promote peer athlete mentoring relationships in sport are highlighted.

  13. More mentoring needed? A cross-sectional study of mentoring programs for medical students in Germany.

    Science.gov (United States)

    Meinel, Felix G; Dimitriadis, Konstantinos; von der Borch, Philip; Störmann, Sylvère; Niedermaier, Sophie; Fischer, Martin R

    2011-09-24

    Despite increasing recognition that mentoring is essential early in medical careers, little is known about the prevalence of mentoring programs for medical students. We conducted this study to survey all medical schools in Germany regarding the prevalence of mentoring programs for medical students as well as the characteristics, goals and effectiveness of these programs. A definition of mentoring was established and program inclusion criteria were determined based on a review of the literature. The literature defined mentoring as a steady, long-lasting relationship designed to promote the mentee's overall development. We developed a questionnaire to assess key characteristics of mentoring programs: the advocated mentoring model, the number of participating mentees and mentors, funding and staff, and characteristics of mentees and mentors (e.g., level of training). In addition, the survey characterized the mentee-mentor relationship regarding the frequency of meetings, forms of communication, incentives for mentors, the mode of matching mentors and mentees, and results of program evaluations. Furthermore, participants were asked to characterize the aims of their programs. The questionnaire consisted of 34 questions total, in multiple-choice (17), numeric (7) and free-text (10) format. This questionnaire was sent to deans and medical education faculty in Germany between June and September 2009. For numeric answers, mean, median, and standard deviation were determined. For free-text items, responses were coded into categories using qualitative free text analysis. We received responses from all 36 medical schools in Germany. We found that 20 out of 36 medical schools in Germany offer 22 active mentoring programs with a median of 125 and a total of 5,843 medical students (6.9 - 7.4% of all German medical students) enrolled as mentees at the time of the survey. 14 out of 22 programs (63%) have been established within the last 2 years. Six programs (27%) offer mentoring

  14. Interrelationships among Elements of Formal Mentoring and the Dimensions of Organizational Socialization

    Science.gov (United States)

    Connelly, John T.

    2011-01-01

    Organizations created formal mentoring programs to replicate the benefits of informal mentoring. With regard to measuring mentoring functions, organizations are using informal measures to measure formal mentoring programs. As a result, empirical measurements of the effectiveness of university formal mentoring programs are limited. Researchers…

  15. Mentoring. Beginnings Workshop.

    Science.gov (United States)

    Scallan-Berl, Patricia; Moguil, Leslie; Nyman, Sessy I.; Mercado, Miriam Mercado

    2003-01-01

    This workshop presents information on mentoring relationships within child care settings. Articles are: (1) "Mentoring Teachers...A Partnership in Learning" (Patricia Scallan-Berl); (2) "The Potential Gains of Peer Mentoring among Children" (Leslie Moguil); (3) "Mentoring Advocates in the Context of Early Childhood…

  16. Dark Matter Time Projection Chamber : Recent R&D Results

    OpenAIRE

    Battat, James; Ahlen, S.; Chernicoff, M.; Dujmic, Denis; Dushkin, A.; Fisher, Peter H.; Henderson, Shawn Wesley; Inglis, A.; Kaboth, Asher Cunningham; Kirsch, L.; Lopez, Jeremy Paul; Monroe, J.; Ouyang, H.; Sciolla, G.; Tomita, H.

    2012-01-01

    The Dark Matter Time Projection Chamber collaboration recently reported a dark matter limit obtained with a 10 liter time projection chamber filled with CF[subscript 4] gas. The 10 liter detector was capable of 2D tracking (perpendicular to the drift direction) and 2D fiducialization, and only used information from two CCD cameras when identifying tracks and rejecting backgrounds. Since that time, the collaboration has explored the potential benefits of photomultiplier tube and electronic cha...

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

    International Nuclear Information System (INIS)

    Maughan, B. D.

    2006-01-01

    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-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)

  18. 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.

  19. Building a mentoring network.

    Science.gov (United States)

    McBride, Angela Barron; Campbell, Jacquelyn; Woods, Nancy Fugate; Manson, Spero M

    Mentoring has long been regarded as one of the key components of research training and faculty development. The Robert Wood Johnson Foundation Nurse Faculty Scholars program purposely facilitated scholars' development of a mentoring network by providing each individual with three mentors: a school-of-nursing mentor (primary), a university-based non-nurse research mentor (research), and a nationally-recognized nurse leader at another university (national). The Mentorship Effectiveness Scale was used to assess the effectiveness of each type of mentor in the first five completed cohorts. The ratings of mentorship effectiveness for all three kinds of mentors were generally high. Scholars valued most their mentors' support and advocacy; the biggest weakness in dealing with all mentors was accessibility. Even when one mentor proved a poor match, another mentor turned out to be an advocate and helpful, thus reaffirming the benefits of a mentoring network as opposed to only a single mentoring relationship. One lesson learned is the importance of preparing mentors for their role via written materials, in-person or phone orientations, and discussions at the annual meeting. Copyright © 2016. Published by Elsevier Inc.

  20. First results from the LUX Dark Matter Experiment

    CERN Multimedia

    CERN. Geneva

    2013-01-01

    Discovery of the nature of dark matter is internationally recognized as one of the greatest contemporary challenges in science, fundamental to our understanding of the Universe. The most compelling candidates for dark matter are Weakly Interacting Massive Particles (WIMPs) that arise naturally in several models of physics beyond the Standard Model. The discovery of galactic WIMPs would therefore enlighten two of the outstanding problems of modern physics - the matter composition of the Universe and the extrapolation of the Standard Model of particle physics to GUT scales. Although no definitive signal has yet been discovered, the worldwide race towards direct detection has been dramatically accelerated by the remarkable progress and evolution of liquid xenon (LXe) time projection chambers (TPCs). They have shifted the scale of target mass by orders of magnitude whilst simultaneously reducing backgrounds to unprecedented low levels, becoming the leaders of the field and offering the most promising prospects fo...

  1. 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.

  2. Results from PAMELA, ATIC and FERMI: Pulsars or dark matter?

    Indian Academy of Sciences (India)

    3] for details of physical .... matter required to explain the flat rotation curves, it can be shown that the number den- sities required of these .... where the Higgs boson is a pseudo-Goldstone boson of a much larger symmetry; a sym- metry called ...

  3. Mentoring Clinical-Year Medical Students: Factors Contributing to Effective Mentoring

    Science.gov (United States)

    Fallatah, Hind I; Soo Park, Yoon; Farsi, Jamila; Tekian, Ara

    2018-01-01

    Theory: Academic mentoring is an effective method of enhancing undergraduate medical student academic performance, research productivity, career planning, and overall satisfaction. Hypotheses: This study investigates the relationship between mentor characteristics and mentee academic performance, with an emphasis on identifying students who need special support. Methods: A cross-sectional study was conducted among fourth-year medical students at King Abdulaziz University Faculty of Medicine undertaking the clinical skills module (CSM) rotation. Mentors included senior and junior faculty members from the Department of Internal Medicine and the Department of Family Medicine. King Abdulaziz University Faculty of Medicine assigned 1 mentor for every 10 medical students. We organized our mentoring program in the following format: (1) an initial group meeting (mentor with all 10 medical students) and (2) subsequent one-on-one meetings (mentor with each mentee alone). We assessed mentor characteristics, student academic performance and satisfaction, and the rate of mentees referred for special support. Results: A total of 184 students completed the CSM rotation. Among these, 90 students responded to the preprogram survey, with 83% reporting that mentoring was important to them. Group meetings and one-on-one meetings were attended by 60% and 49% of all students, respectively. The most frequent type of support required by the participating students was psychological support (12% of mentees). Participation in the mentoring program had no significant effect on student academic performance. Mentor seniority (P = .024) and motivation (P = .002) were significantly associated with the rate of student referral for special support. Conclusions: This study demonstrated that academic mentoring can be effective in enhancing student outcomes and promoting special support for students. Moreover, mentor and mentee motivation were found to be essential elements of a successful

  4. R and R for Mentors: Renewal and Reaffirmation for Mentors as Benefits from the Mentoring Experience.

    Science.gov (United States)

    Stevens, Nancy H.

    1995-01-01

    Examines what mentors reap from the mentoring experience and why they volunteer in the first place. Investigates elementary and secondary school mentors and the link between mentoring and Erikson's theory relating to the generativity stage in adult development. (JOW)

  5. E-mentoring in Surgical Training

    Directory of Open Access Journals (Sweden)

    DAL Macafee

    2012-01-01

    Full Text Available Introduction E-mentoring uses electronic communications to build and maintain a mentoring relationship. A previous study found E-mentoring to be beneficial to surgical trainees when delivered by a single E-mentor. This study aimed to see if these benefits persisted within a larger network of surgical E-mentors. Methods Surgical ST1 to ST3 trainees (E-mentees and E-mentors were recruited in 2007. The study ran over one year with five questionnaires prompting discussions of a range of issues. At study end, a feedback questionnaire was sent via an independent third party. Results Twenty three E-mentees were recruited, 16 (70% were male, median age was 28 (IQR 2. Fifty four surgical E-mentors volunteered, the majority being Specialist Registrars (n = 52; 96%. E-mentees found the process to be very useful in identifying the good and bad points of their jobs. E-mentoring was not useful for improving academic knowledge, operative skills or clinical management. Conclusions This study shows that E-mentoring is beneficial to surgical trainees who are engaged in the process. The process encourages reflection and was a useful source of advice but there remains areas where its scope is limited.

  6. Baryonic distributions in galaxy dark matter haloes - II. Final results

    Science.gov (United States)

    Richards, Emily E.; van Zee, L.; Barnes, K. L.; Staudaher, S.; Dale, D. A.; Braun, T. T.; Wavle, D. C.; Dalcanton, J. J.; Bullock, J. S.; Chandar, R.

    2018-02-01

    Re-creating the observed diversity in the organization of baryonic mass within dark matter haloes represents a key challenge for galaxy formation models. To address the growth of galaxy discs in dark matter haloes, we have constrained the distribution of baryonic and non-baryonic matter in a statistically representative sample of 44 nearby galaxies defined from the Extended Disk Galaxy Exploration Science (EDGES) Survey. The gravitational potentials of each galaxy are traced using rotation curves derived from new and archival radio synthesis observations of neutral hydrogen (HI). The measured rotation curves are decomposed into baryonic and dark matter halo components using 3.6 μm images for the stellar content, the HI observations for the atomic gas component, and, when available, CO data from the literature for the molecular gas component. The HI kinematics are supplemented with optical integral field spectroscopic (IFS) observations to measure the central ionized gas kinematics in 26 galaxies, including 13 galaxies which are presented for the first time in this paper. Distributions of baryonic-to-total mass ratios are determined from the rotation curve decompositions under different assumptions about the contribution of the stellar component, and are compared to global and radial properties of the dominant stellar populations extracted from optical and near-infrared photometry. Galaxies are grouped into clusters of similar baryonic-to-total mass distributions to examine whether they also exhibit similar star and gas properties. The radial distribution of baryonic-to-total mass in a galaxy does not appear to correlate with any characteristics of its star formation history.

  7. Fra mentee til mentor

    DEFF Research Database (Denmark)

    2015-01-01

    Interview med mentee og mentor ved Birger Søndergård, videodokumenteret ved Jan Apollo - til undervisningsbrug.......Interview med mentee og mentor ved Birger Søndergård, videodokumenteret ved Jan Apollo - til undervisningsbrug....

  8. Mentors, Mentor Substitutes, or Virtual Mentors? Alternative Mentoring Approaches for the Military

    National Research Council Canada - National Science Library

    Knouse, Stephen

    1998-01-01

    This report provides an overview of mentoring: the career enhancing and psychosocial functions, the stages of development in the mentoring relationship, and a selective review of the research literature...

  9. Mentoring: A Representative Bibliography.

    Science.gov (United States)

    Norton, Cheryl S.

    This annotated bibliography provides a representative sample of the available literature on mentoring. It reviews both qualitative and quantitative research, and covers specific mentoring programs, program implementation, and testimonials to the benefits of mentoring. Materials covered include 40 journal articles, conference papers, books, and…

  10. How Mentoring Programs Work.

    Science.gov (United States)

    Serlen, Bruce

    1989-01-01

    Notes that some companies have begun setting up formal mentoring programs, matching junior managers with compatible seasoned veterans. Looks at what various companies are doing in the area of mentoring and formulates four key questions to ask when setting up a mentoring program. (NB)

  11. Ethics With Mentoring.

    Science.gov (United States)

    Milton, Constance L

    2017-04-01

    The concept of mentoring is a phenomenon critical to teaching-learning in coming to know in the performing art of leadership. The author of this article discusses the mentoring relationship from an alternative view through the humanbecoming lens of understanding. Possibilities of ethical nurse practice with the art of mentoring from the humanbecoming perspective are illuminated.

  12. Onward: Reflections on Mentoring

    Science.gov (United States)

    Williams, Kimberley Buster

    2018-01-01

    The author has been blessed with great mentors throughout her career. When she was invited to participate in the Leadership University of Mary Washington (UMW), a mentoring program at her institution, she did not hesitate to say yes. In this article, the author shares her reflections on mentoring.

  13. Making Mentoring Work

    Science.gov (United States)

    Weisling, Nina F.; Gardiner, Wendy

    2018-01-01

    Research has established that teacher-mentoring programs can have a beneficial effect on new-teacher performance and retention. However, too often, mentoring programs don't live up to their potential. This article presents four research-based strategies that improve mentoring programs' prospects for success. By setting clear expectations, getting…

  14. Improving Spatial Ability with Mentored Sketching

    Science.gov (United States)

    Mohler, James L.; Miller, Craig L.

    2008-01-01

    As the result of a qualitative investigation into spatial ability, a teaching technique called mentored sketching was found to be effective for teaching visualization skills to freshman engineering students. This contribution describes the technique, how it evolved, and comments made by students as to its effectiveness. While mentored sketching…

  15. Impact of Paired Tutoring and Mentoring.

    Science.gov (United States)

    Bruce, Jennifer E.; Trammell, Jack

    2003-01-01

    Discusses a study that examines the effects of paired tutoring and mentoring on academic achievement of college freshmen in a probationary program. Results show that students with mentoring and tutoring services by the same person show greater academic gains as measured by compliance and academic achievement than do those students who were…

  16. 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.

  17. Tutoring and Mentoring

    Directory of Open Access Journals (Sweden)

    Nelia Frade

    2017-12-01

    Full Text Available South African institutions of higher education (HE have increasingly come under pressure to broaden access to historically under-represented groups who are often underprepared for tertiary education as a result of apartheid-era secondary schooling (White Paper, 2013. This has resulted in student enrolments becoming increasingly diverse with respect to racial, cultural, socio-economic and linguistic backgrounds (Underhill & McDonald, 2010. In an attempt to address these issues and promote increased throughput rates, institutions of HE have increasingly begun to introduce tutoring, including supplemental instruction (SI and peer-assisted learning (PAL and mentoring programmes.

  18. Mentoring: some ethical considerations.

    Science.gov (United States)

    Weil, V

    2001-07-01

    To counter confusion about the term 'mentor', and address concerns about the scarcity of mentoring, I argue for an "honorific" definition, according to which a mentor is virtuous like a saint or hero. Given the unbounded commitment of mentors, mentoring relationships must be voluntary. In contrast, the role of advisor can be specified, mandated, and monitored. I argue that departments and research groups have a moral responsibility to devise a system of roles and structures to meet graduate students' and postdoctoral fellows' needs for information and advice.

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

    Science.gov (United States)

    Khazanov, Leonid

    2011-01-01

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

  20. The Impact of Peer Mentoring on Marketing Content Mastery

    Science.gov (United States)

    Metcalf, Lynn E.; Neill, Stern; Simon, Lisa R.; Dobson, Sharon; Davis, Brennan

    2016-01-01

    This article describes and assesses a course design that uses peer mentors to facilitate a collaborative, hands-on learning experience in an introductory marketing course. Results demonstrate that peer mentoring increased content mastery and had a positive effect on students' perceptions of the learning experience. Peer marketing mentors, along…

  1. 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…

  2. A Moderated Mediation Model of E-Mentoring

    Science.gov (United States)

    DiRenzo, Marco S.; Linnehan, Frank; Shao, Ping; Rosenberg, William L.

    2010-01-01

    Based on a longitudinal sample of 1381, this study develops and tests a moderated mediation model of electronic mentoring (e-mentoring). Results show evidence that frequency of interaction between proteges and mentors mediates the relationships between program antecedents (the protege's previous internet experience and initial motivation to…

  3. Mentoring assistant practitioners - The radiographer's perspective

    International Nuclear Information System (INIS)

    Colthart, Iain; McBride, Margot; Murray, Maria

    2010-01-01

    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.

  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. Mentoring Young Learners: Does Everyone Really Need a Mentor?

    Science.gov (United States)

    Stead, Richard

    1997-01-01

    British college students (n=414) were paired with mentors in their work placements. In many cases, learner and mentor had little contact, but learners obtained support for workplace learning from other sources. Managers were not ideal mentors. Relevant expert knowledge, formal mentoring relationships, and training of mentors were considered…

  6. Interpretations of Mentoring during Early Childhood Education Mentor Training

    Science.gov (United States)

    Kupila, Päivi; Ukkonen-Mikkola, Tuulikki; Rantala, Kyllikki

    2017-01-01

    This study examines how interpretations of mentoring by trainee mentors (TMs) changed over the course of a mentor training programme, and how this contributed to the TMs' professional development. The context of the study was a mentor training programme for preschool teachers who mentor early childhood teacher students during their practicums.…

  7. MSSM Dark Matter in Light of Higgs and LUX Results

    Directory of Open Access Journals (Sweden)

    W. Abdallah

    2016-01-01

    Full Text Available The constraints imposed on the Minimal Supersymmetric Standard Model (MSSM parameter space by the Large Hadron Collider (LHC Higgs mass limit and gluino mass lower bound are revisited. We also analyze the thermal relic abundance of lightest neutralino, which is the Lightest Supersymmetric Particle (LSP. We show that the combined LHC and relic abundance constraints rule out most of the MSSM parameter space except a very narrow region with very large tan⁡β  (~50. Within this region, we emphasize that the spin-independent scattering cross section of the LSP with a proton is less than the latest Large Underground Xenon (LUX limit by at least two orders of magnitude. Finally, we argue that nonthermal Dark Matter (DM scenario may relax the constraints imposed on the MSSM parameter space. Namely, the following regions are obtained: m0≃O(4 TeV and m1/2≃600 GeV for low tan⁡β  (~10; m0~m1/2≃O(1 TeV or m0≃O(4 TeV and m1/2≃700 GeV for large tan⁡β  (~50.

  8. Mentoring and Argumentation in a Game-Infused Science Curriculum

    Science.gov (United States)

    Gould, Deena L.; Parekh, Priyanka

    2017-11-01

    Engaging in argumentation from evidence is challenging for most middle school students. We report the design of a media-based mentoring system to support middle school students in engaging in argumentation in the context of a game-infused science curriculum. Our design emphasizes learners apprenticing with college student mentors around the socio-scientific inquiry of a designed video game. We report the results of a mixed-methods study examining the use of this media-based mentoring system with students ages 11 through 14. We observed that the discourse of groups of students that engaged with the game-infused science curriculum while interacting with college student mentors via a social media platform demonstrated statistically significant higher ratings of cognitive, epistemic, and social aspects of argumentation than groups of students that engaged with the social media platform and game-infused science curriculum without mentors. We further explored the differences between the Discourses of the mentored and non-mentored groups. This analysis showed that students in the mentored groups were invited, guided, and socialized into roles of greater agency than students in the non-mentored groups. This increased agency might explain why mentored groups demonstrated higher levels of scientific argumentation than non-mentored groups. Based on our analyses, we argue that media-based mentoring may be designed around a video game to support middle school students in engaging in argumentation from evidence.

  9. Mentoring and Argumentation in a Game-Infused Science Curriculum

    Science.gov (United States)

    Gould, Deena L.; Parekh, Priyanka

    2018-04-01

    Engaging in argumentation from evidence is challenging for most middle school students. We report the design of a media-based mentoring system to support middle school students in engaging in argumentation in the context of a game-infused science curriculum. Our design emphasizes learners apprenticing with college student mentors around the socio-scientific inquiry of a designed video game. We report the results of a mixed-methods study examining the use of this media-based mentoring system with students ages 11 through 14. We observed that the discourse of groups of students that engaged with the game-infused science curriculum while interacting with college student mentors via a social media platform demonstrated statistically significant higher ratings of cognitive, epistemic, and social aspects of argumentation than groups of students that engaged with the social media platform and game-infused science curriculum without mentors. We further explored the differences between the Discourses of the mentored and non-mentored groups. This analysis showed that students in the mentored groups were invited, guided, and socialized into roles of greater agency than students in the non-mentored groups. This increased agency might explain why mentored groups demonstrated higher levels of scientific argumentation than non-mentored groups. Based on our analyses, we argue that media-based mentoring may be designed around a video game to support middle school students in engaging in argumentation from evidence.

  10. Mentoring for Protege Character Development

    Science.gov (United States)

    Moberg, Dennis J.

    2008-01-01

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

  11. 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.

  12. Moral issues in mentoring sessions

    NARCIS (Netherlands)

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

    2009-01-01

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

  13. Leadership - Mentor / Teach

    OpenAIRE

    2004-01-01

    Kirk A. Astroth: Using "4-H Gavel Games" to Teach Parliamentary Procedure. Donna K. Donald: ISU Extension Mentoring. Patricia Fairchild: Dynamic Mentoring Strategies for All Ages. William A. Guillory: Leading with Wisdom. Carla Kidwell: From Character to Applied Ethics Education. Mary M. Martin: Designing a Way Forward...An Exercise in Parallel Thinking. Virginia Romero-Caron: NEAFCS Challenges You to Get Involved! Rita Natale Saathoff: Exceeding Expectations through Professional Mentoring.

  14. 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...

  15. Recent results on searches for direct production of dark matter with the CMS detector

    CERN Multimedia

    CERN. Geneva

    2015-01-01

    With observed galactic excesses, tighter constraints from underground experiments, and a precise measurement of the relic density, our understanding of dark matter has greatly improved. As one of the few sources which can potentially produce dark matter, the LHC has the capability of complementing existing measurements. Recently, work by both ATLAS and CMS has been undertaken to unify the presentation of dark matter results, allowing for a robust comparison with other detector experiments. In this new light, we present two new results from CMS: the search for dark matter in Z + MET final state (Z decaying to leptons) and the search for dark matter in the monojet and hadronically decaying vector boson final state. Results are presented for simplified models, EFT and in terms of Higgs to invisible decays.

  16. Mentoring program design and implementation in new medical schools

    Science.gov (United States)

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

    2014-01-01

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

  17. 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.

  18. Mentoring an Entrepreneur

    OpenAIRE

    Jamshed Memon; M. Z. A. Rozan; Kamariah Ismail; Mueen Uddin; DzurllKanian Daud

    2015-01-01

    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 un...

  19. 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…

  20. 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...

  1. Design mentoring tool.

    Science.gov (United States)

    2011-01-01

    In 2004 a design engineer on-line mentoring tool was developed and implemented The purpose of the tool was to assist senior engineers : mentoring new engineers to the INDOT design process and improve their technical competency. This approach saves se...

  2. Ms. Mentor Unmasked

    Science.gov (United States)

    Krebs, Paula

    2008-01-01

    This article presents an interview with Emily Toth, who writes the monthly "Ms. Mentor" academic advice column in the "Chronicle of Higher Education" and teaches in the English department at Louisiana State University, in Baton Rouge. She is the author of "Ms. Mentor's Impeccable Advice for Women in Academia" (1997), "Inside Peyton Place: The Life…

  3. 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

  4. Development of Guidelines for Mentoring Internal Supervision for the Schools under Roi-Et Office of Primary Education Service Area 2

    Directory of Open Access Journals (Sweden)

    Natchana Sahunil

    2017-06-01

    Full Text Available The research aimed to 1 study the factors and indicators of mentoring internal supervision for schools, 2 study the current state and the desirable state of mentoring internal supervision for schools, and 3 study the guidelines on the operation of mentoring internal supervision for the schools under Roi-Et Office of Primary Education Service Area 2. The research was divided into 3 phases. In phase 1 the informants comprised 5 certified experts. In phase 2 the sample comprised 488 government teachers under Roi-Et Office of Primary Education Service Area 2, btained through multi-stage random sampling. In phase 3 the informants comprised school directors, school deputy directors and supervisor teachers under Roi-Et Office of Primary Education Service Area 2, totally 9 persons. The research instruments onsisted of 1 a questionnaire having the discrimination from 0.34 to 0.79 and the total reliability of 0.87, 2 a structured interview form, and 3 a suitability and feasibility assessment form for the guidelines on the operation of mentoring internal supervision. The analysis of data employed percentage, the mean and standard deviation. The results are as follows: 1. There are 4 factors of the guidelines on mentoring internal supervision for schools. They are: preparation of mentoring supervision, with 12 indicators ; management of mentoring supervision, with 12 indicators ; operation of mentoring supervision, with 14 indicators ; and evaluation of mentoring supervision, with 10 indicators, all of which had been evaluated by the experts as, on the whole, very suitable. 2. The current state of the mentoring internal supervision for schools, on the whole and factor by factor, was in the moderate level in every factor. Meanwhile, the desirable state of mentoring internal supervision for schools, on the whole, was in the high level. When considered factor by factor, the factor with the highest mean is management of mentoring supervision. The factor with

  5. 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…

  6. Mentoring Doctoral Students Online: Mentor Strategies and Challenges

    Science.gov (United States)

    Kumar, Swapna; Johnson, Melissa

    2017-01-01

    The purpose of our research was to explore faculty members' experiences with online mentoring during the dissertation stage of an online doctoral program. During semi-structured interviews, four mentors reflected on their online mentoring of students, specifically the strategies that worked well, challenges faced while mentoring online, and other…

  7. E-Mentoring: An Innovative Twist to Traditional Mentoring

    OpenAIRE

    Kimberly Nicole Rowland

    2012-01-01

    Many organizations have established and implemented traditional mentoring programs. Both qualitative and quantitative research studies have found that successful mentoring programs enhance productivity, job satisfaction and may ultimately lead to protégé advancement. Traditional methods of mentoring are created through the means of one on one relationships established between the mentor and the protégé. E-mentoring through the use of synchronous and asynchronous computer-mediated communicatio...

  8. 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...

  9. Peer Mentoring and Action Learning

    Science.gov (United States)

    O'Neil, Judy; Marsick, Victoria J.

    2009-01-01

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

  10. An Exploration of the Relationships between Mentor Recruitment, the Implementation of Mentoring, and Mentors' Attitudes

    Science.gov (United States)

    Nasser-Abu Alhija, Fadia; Fresko, Barbara

    2014-01-01

    Mentoring of new teachers is generally examined from the viewpoint of the mentees. In the present study, mentoring is explored based on reports from mentors within the context of the Israeli induction program. Recruitment variables (selection and training) were examined in relation to mentoring implementation (frequency, initiation, regularity,…

  11. E-Mentoring: An Innovative Twist to Traditional Mentoring

    Directory of Open Access Journals (Sweden)

    Kimberly Nicole Rowland

    2012-02-01

    Full Text Available Many organizations have established and implemented traditional mentoring programs. Both qualitative and quantitative research studies have found that successful mentoring programs enhance productivity, job satisfaction and may ultimately lead to protégé advancement. Traditional methods of mentoring are created through the means of one on one relationships established between the mentor and the protégé. E-mentoring through the use of synchronous and asynchronous computer-mediated communication is a new means for establishing mentor protégé relationships by creating virtual teams. This paper seeks to compare and contrast traditional mentoring with e-mentoring and propose new innovative ways to use e-mentoring in an organizational setting.

  12. 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. 

  13. 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.

  14. A comparison of efficiency of mentoring and coaching the unemployed

    OpenAIRE

    Jagodnik, Sabina

    2017-01-01

    Master's thesis focuses on the comparison of mentoring and coaching of unemployed person entering labour market. Which approach is more siutable, considering unemployed person's needs, experience, knowledge and skills, which approach gives better results and what are advatages and disadvantages of both of them, are the questions anwsered by comparison between mentoring and coaching, based on three coaching and two mentoring process, using participatory action research approach. Effectiveness ...

  15. 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. © 2015 Wiley Periodicals, Inc.

  16. Mentoring in Clinical‐Translational Research: A Study of Participants in Master's Degree Programs

    Science.gov (United States)

    Lee, Linda S.; Baez, Adriana; Zwanziger, Jack; Anderson, Karl E.; Seely, Ellen W.; Schoenbaum, Ellie

    2015-01-01

    Abstract 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. PMID:26534872

  17. The benefits of mentoring and coaching in the public sector

    Directory of Open Access Journals (Sweden)

    Aaron Ganesh

    2015-06-01

    Full Text Available A project at the Frontier Hospital in Queenstown (South Africa commenced in January 2009, and extended over a period of four months. Two mentoring and coaching workshops were held to create a broad awareness and a common understanding about mentoring and coaching as tools for learning and growth. A study was carried out to determine the effects of mentoring and coaching on managers following attendance of the workshops. The study results revealed that the race and gender of the respondents did not significantly affect mentoring and coaching. The respondents were in unanimous agreement that the programme was beneficial and the functional specialisation of the respondents did not affect their assessment of the mentoring and coaching programme. The study also revealed that mentoring and coaching did improve work performance and that it had far reaching positive effects in improving work-place performance at Frontier Hospital, in South Africa

  18. 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.

  19. 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.

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

    Directory of Open Access Journals (Sweden)

    Ridhi Arora

    2015-02-01

    Full Text Available 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. Psychosocial mentoring is also seen as a significant predictor of career resilience. Further, it mediates partially the relationship between emotional stability personality and career resilience. Future and practical implications of research have also been provided.

  1. How Effective are Your Mentoring Relationships? Mentoring Quiz for Residents.

    Science.gov (United States)

    Wadhwa, Vibhor; Nagy, Paul; Chhabra, Avneesh; Lee, Cindy S

    Mentoring is an essential part of a resident's career development. It plays an important role in nurturing, and sustaining success along the career path of a young physician. Mentoring is a long-term goal that is development-driven rather than performance-driven. Although specific learning goals may be used as a basis, the focus of mentoring may also include self-confidence, self-perception, and work-life balance. A number of residency programs have implemented mentoring programs in their institutions. This article discusses the importance of mentoring, illustrates "do's and don'ts" for mentees and demonstrates how to choose the ideal mentor. Finally, a "mentoring quiz" is designed to evaluate your mentoring relationship. Copyright © 2016 Elsevier Inc. All rights reserved.

  2. When Email and Mentoring Unite: The Implementation of a Nationwide Electronic Mentoring Program--MentorNet, the National Electronic Industrial Mentoring Network for Women in Engineering and Science.

    Science.gov (United States)

    Single, Peg Boyle; Muller, Carol B.

    Electronic mentoring (e-mentoring) programs are providing unprecedented opportunities for establishing mentoring relationships. E-mentoring is the merger of mentoring with electronic communications and links mentors with proteges independent of geography or scheduling constraints. In this case study, the authors apply a model of structured…

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

    Science.gov (United States)

    Son, SuJin; Kim, Do-Yeong

    2013-01-01

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

  4. Mentors' Perspectives on the Effectiveness of a Teacher Mentoring Program

    Science.gov (United States)

    Tant-Tierce, Tabatha

    2013-01-01

    Teacher retention is an issue in education, and the loss of teachers has a direct affect on student achievement. Schools are battling the attrition of beginning teachers by the use of mentoring programs. The purpose of this study was to determine the effectiveness of a mentoring program, according to teachers who have served as mentors,…

  5. Mentoring portfolio use in undergraduate and postgraduate medical education.

    Science.gov (United States)

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

    2009-10-01

    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. The results of interviews with six key persons involved in setting up portfolio use in medical education programmes were used to develop a questionnaire, which was administered to 30 coordinators of undergraduate and postgraduate portfolio programmes in the Netherlands and Flanders. The interviews yielded four main aspects of the portfolio mentoring process--educational aims, individual meetings, small group sessions and mentor characteristics. Based on the questionnaire data, 16 undergraduate and 14 postgraduate programmes were described. Providing feedback and stimulating reflection were the main objectives of the mentoring process. Individual meetings were the favourite method for mentoring (26 programmes). Small group sessions to support the use of portfolios were held in 16 programmes, mostly in the undergraduate setting. In general, portfolio mentors were clinically qualified academic staff trained for their mentoring tasks. This study provides a variety of practical insights into implementing mentoring processes in portfolio programmes.

  6. 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…

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

    Science.gov (United States)

    Meagher, Thomas Francis

    results of this study also provide a model by which science teacher mentor characteristics can be identified. This case study has implications for improvement of science teacher mentoring programs and policies for professional support of mentor teachers and their mentees.

  8. Integration, mentoring & networking

    DEFF Research Database (Denmark)

    Bloksgaard, Lotte

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

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

    Directory of Open Access Journals (Sweden)

    Josette Hamilton

    Full Text Available 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.

  10. 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:

  11. Prediction of critical thinking disposition based on mentoring among ...

    African Journals Online (AJOL)

    The results of study showed that there was a significantly positive correlation between Mentoring and Critical thinking disposition among faculty members. The findings showed that 67% of variance of critical thinking disposition was defined by predictive variables. The faculty members evaluated themselves in all mentoring ...

  12. 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

  13. 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…

  14. Mentoring as a supportive pedagogy in theological training

    African Journals Online (AJOL)

    2015-03-31

    Mar 31, 2015 ... pedagogy in theological education and how mentoring could assist the spiritual, character and ministry formation of theology .... The cumulative impact of these semantic concepts as they relate to mentoring further ... in the teaching and learning context that enhances positive results. This is in line with ...

  15. 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…

  16. Affective Commitment to Organizations: A Comparison Study of Reverse Mentoring Versus Traditional Mentoring Among Millennials

    Directory of Open Access Journals (Sweden)

    Catrin Hechl

    2017-08-01

    Full Text Available A current topic of interest in management and organization research is the phenomenon of a generation shift in the workforce and how this shift will affect organizations in the near future.  Millennials represent the largest generational cohort in the American workforce.  Organizations find themselves challenged with retention efforts as Millennials tend to leave an organization after short tenures.  The problem this study addressed is the high turnover rates among millennial employees. Specifically, it was unknown whether Millennials who received reverse mentoring evidenced greater affective commitment to the organization as compared to Millennials who received standard mentoring.  The purpose of this study was to investigate the hypothesis that Millennials who received reverse mentoring evidenced greater affective commitment to the organization as compared to Millennials who received standard mentoring.  A two group post-test only quasi-experimental design was conducted.  A total of 90 participants (45 per group completed the survey.  The survey was conducted by Qualtrics, an online survey company.  The sample population included male and female individuals, born between 1982 and 1998, employed by all types of organizations in the United States and participating in a mentoring program at the time the survey was taken.  Affective commitment was greater in the reverse mentoring group (M = 36.683, SE = .959 compared to the traditional mentoring group (M = 34.984, SE = .959.  However, after adjustment for quality of relationship (LMX and length and frequency of mentoring (LFM there was no statistically significant difference (p < .05 between traditional mentoring and reverse mentoring on affective commitment to the organization indicated by F(1,86 = 1.569, p = .214.  Additional results of this study showed that two-thirds of the surveyed millennial employees had already exceeded the average length of employment of 12 to 18 months with

  17. 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.

  18. Launching the Post-College Career: A Study of Mentoring Antecedents

    Science.gov (United States)

    Welsh, Elizabeth T.; Wanberg, Connie R.

    2009-01-01

    Drawing upon role-making theory, this study examines which new job market entrants, following college graduation, find informal mentors and how much mentoring they receive from these mentors using a predictive design. Our results suggest that individuals lower in negative affectivity and higher in cognitive ability as well as women, individuals…

  19. Facilitating Protégé Career Development through Skills of Mentors

    Science.gov (United States)

    Balu, L.; James, Leena

    2017-01-01

    The success of protégé contribution in any organisation today depends more on the type of relationship that an organisation establishes with the support of mentors. Research shows that individuals who are mentored have an increased likelihood of career success as a result of the targeted developmental support they receive. Mentors serve as trusted…

  20. 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…

  1. Online Mentoring for Hispanic Female Pre-Service Teachers: Perceptions of Use and Performance Changes

    Science.gov (United States)

    Ainsa, Patricia; Olivarez, Arturo

    2017-01-01

    Mentoring sixty-three undergraduate students online yielded information through distance learning discussion to provide changes by improving the delivery and learning acquisition of new skills in online education. Responses from mentors and mentees having used and experienced various mentoring techniques were analyzed and results further indicated…

  2. Characteristics of mentoring relationships formed by medical students and faculty

    Science.gov (United States)

    Dimitriadis, Konstantinos; von der Borch, Philip; Störmann, Sylvère; Meinel, Felix G.; Moder, Stefan; Reincke, Martin; Fischer, Martin R.

    2012-01-01

    Background Little is known about the characteristics of mentoring relationships formed between faculty and medical students. Individual mentoring relationships of clinical medical students at Munich Medical School were characterized quantitatively and qualitatively. Methods All students signing up for the mentoring program responded to a questionnaire on their expectations (n = 534). Mentees were asked to give feedback after each of their one-on-one meetings (n = 203). A detailed analysis of the overall mentoring process and its characteristics was performed. For qualitative text analysis, free-text items were analyzed and categorized by two investigators. Quantitative analysis was performed using descriptive statistics and Wilcoxon-test to assess differences in grades between students with and without mentors. Results High-performing students were significantly more likely to participate in the mentoring program (pmentors as counselors (88.9%), providers of ideas (85.0%), and role models (73.3%). Mentees emphasized the positive impact of the mentoring relationship on career planning (77.2%) and research (75.0%). Conclusions Medical students with strong academic performance as defined by their grades are more likely to participate in formal mentoring programs. Mentoring relationships between faculty and medical students are perceived as a mutually satisfying and effective instrument for key issues in medical students’ professional development. Practical implications Mentoring relationships are a highly effective means of enhancing the bidirectional flow of information between faculty and medical students. A mentoring program can thus establish a feedback loop enabling the educational institution to swiftly identify and address issues of medical students. PMID:22989620

  3. Mentoring Alex Bick

    Science.gov (United States)

    Dieterle, Ed

    2005-01-01

    On February 10, 2004, Alex Bick contacted Chris Dede, the Timothy E. Wirth Professor of Learning Technologies at the Harvard Graduate School of Education, seeking a mentor for his work to determine whether handheld computers regularly carried by high school students generally affect academic achievement. At the time, Bick was a 10th grader…

  4. Tutoring and Mentoring

    African Journals Online (AJOL)

    Tutoring and Mentoring. Nelia Frade*. * Dr Nelia Frade is Senior Coordinator: Unit for Tutor Development, Centre for Academic Staff. Development, University of Johannesburg, South Africa. Email: neliaf@uj.ac.za. South African institutions of higher education (HE) have increasingly come under pressure to broaden access ...

  5. Much ado about mentors.

    Science.gov (United States)

    Roch, G R

    1979-01-01

    An international management firm conducted a study of executives that included questions regarding compensations, personal data, and current position. It was of special interest to determine the effect of mentor and protege relationships on business careers. Of the individuals surveyed, two-thirds reported a relationship with a senior person who took a special interest in their career, during the first five years of their professional development. In general, executives who had a mentor are better educated, earn more money at an earlier age, more apt to follow a career plan and report high job satisfaction. The majority of sponsors are older businessmen holding positions of authority and who feel that personnel development and management succession are key responsibilities. The following characteristics of a mentor are judged most important: willingness to share experiences, knowledge of the organization, organizational power and respect from peers. Mentor-protege relationships frequently develop into lengthy friendships which in turn encourage young executives to eventually sponsor their own proteges.

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

    Science.gov (United States)

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

    2011-06-01

    The goal of this paper is to present strategies utilized to support K scholar research mentors. K scholars are generally assistant professors who are close to developing independent research programs. Of all the various types of mentees, K scholars offer the greatest challenges, as well as the greatest rewards, for research mentors. To see one's mentee achieve independent PI status and become an established investigator is one of the great joys of being a research mentor. Research mentors for K scholars, however, may not directly benefit from their mentoring relationship, neither in terms of obtaining data to support their research program or laboratory, nor in assistance with grants or scientific papers. There is a pressing need for the research community to address the workload, institutional expectations, and reward system for research mentors. The dearth of research mentors and role models in clinical translational science parallels the decreasing number of physicians choosing careers in clinical research. While there is limited empirical information on the effectiveness of mentor support mechanisms, this white paper concludes that providing mentor support is critical to expanding the available pool of mentors, as well as providing training opportunities for K scholars. © 2011 Wiley Periodicals, Inc.

  7. 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...

  8. Focal Gray Matter Plasticity as a Function of Long Duration Bedrest: Preliminary Results

    Science.gov (United States)

    Koppelmans, V.; Erdeniz, B.; De Dios, Y. E.; Wood, S. J.; Reuter-Lorenz, P. A.; Kofman, I.; Bloomberg, J. J.; Mulavara, A. P.; Seidler, R. D.

    2014-01-01

    Long duration spaceflight (i.e., 22 days or longer) has been associated with changes in sensorimotor systems, resulting in difficulties that astronauts experience with posture control, locomotion, and manual control. It is unknown whether and how spaceflight impacts sensorimotor brain structure and function, and whether such changes may potentially underlie behavioral effects. Long duration head down tilt bed rest has been used repeatedly as an exclusionary analog to study microgravity effects on the sensorimotor system [1]. Bed rest mimics microgravity in body unloading and bodily fluid shifts. We are currently testing sensorimotor function, brain structure, and brain function pre and post a 70-day bed rest period. We will acquire the same measures on NASA crewmembers starting in 2014. Here we present the results of the first eight bed rest subjects. Subjects were assessed at 12 and 7 days before-, at 7, 30, and 70 days in-, and at 8 and 12 days post 70 days of bed rest at the NASA bed rest facility, UTMB, Galveston, TX, USA. At each time point structural MRI scans (i.e., high resolution T1-weighted imaging and Diffusion Tensor Imaging (DTI)) were obtained using a 3T Siemens scanner. Focal changes over time in gray matter density were assessed using the voxel based morphometry 8 (VBM8) toolbox under SPM. Focal changes in white matter microstructural integrity were assessed using tract based spatial statistics (TBSS) as part of the FMRIB software library (FSL). TBSS registers all DTI scans to standard space. It subsequently creates a study specific white matter skeleton of the major white matter tracts. Non-parametric permutation based t-tests and ANOVA's were used for voxel-wise comparison of the skeletons. For both VBM and TBSS, comparison of the two pre bed rest measurements did not show significant differences. VBM analysis revealed decreased gray matter density in bilateral areas including the frontal medial cortex, the insular cortex and the caudate nucleus

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

    Science.gov (United States)

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

    2015-01-01

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

  10. A Novel Measure of "Good" Mentoring: Testing Its Reliability and Validity in Four Academic Health Centers.

    Science.gov (United States)

    Pololi, Linda H; Evans, Arthur T; Civian, Janet T; Gibbs, Brian K; Gillum, Linda H; Brennan, Robert T

    2016-01-01

    Despite the well-recognized benefits of mentoring in academic medicine, there is a lack of clarity regarding what constitutes effective mentoring. We developed a tool to assess mentoring activities experienced by faculty and evaluated evidence for its validity. The National Initiative on Gender, Culture, and Leadership in Medicine-"C-Change"-previously developed the C-Change Faculty Survey to assess the culture of academic medicine. After intensive review, we added six items representing six components of mentoring to the survey-receiving help with career and personal goals, learning skills, sponsorship, and resources. We tested the items in four academic health centers during 2013 to 2014. We estimated reliability of the new items and tested the correlation of the new items with a mentoring composite variable representing faculty mentoring experiences as positive, neutral, or inadequate and with other C-Change dimensions of culture. Among the 1520 responding faculty (response rate 61-63%), there was a positive association between each of the six mentoring activities and satisfaction with both the amount and quality of mentoring received. There was no difference by sex. Cronbach α coefficients ranged from 0.89 to 0.95 across subgroups of faculty (by sex, race, and principal roles). The mentoring responses were associated most closely with dimensions of Institutional Support (r = 0.58, P Mentoring scale is a valid instrument to assess mentoring. Survey results could facilitate mentoring program development and evaluation.

  11. Mentoring Relationships and the Mental Health of Aboriginal Youth in Canada.

    Science.gov (United States)

    DeWit, David J; Wells, Samantha; Elton-Marshall, Tara; George, Julie

    2017-04-01

    We compared the mentoring experiences and mental health and behavioral outcomes associated with program-supported mentoring for 125 Aboriginal (AB) and 734 non-Aboriginal (non-AB) youth ages 6-17 participating in a national survey of Big Brothers Big Sisters community mentoring relationships. Parents or guardians reported on youth mental health and other outcomes at baseline (before youth were paired to a mentor) and at 18 months follow-up. We found that AB youth were significantly less likely than non-AB youth to be in a long-term continuous mentoring relationship. However, AB youth were more likely than non-AB youth to be in a long-term relationship ending in dissolution. AB youth were also more likely than non-AB youth to have been mentored by a female adult. AB youth were significantly more likely than non-AB youth to report a high quality mentoring relationship, regular weekly contact with their mentor, and monthly mentoring activities. Structural equation model results revealed that, relative to non-mentored AB youth, AB youth with mentors experienced significantly fewer emotional problems and symptoms of social anxiety. These relationships were not found for non-AB youth. Our findings suggest that mentoring programs may be an effective intervention for improving the health and well-being of AB youth.

  12. First Dark Matter Search Results from the XENON1T Experiment

    Science.gov (United States)

    Aprile, E.; Aalbers, J.; Agostini, F.; Alfonsi, M.; Amaro, F. D.; Anthony, M.; Arneodo, F.; Barrow, P.; Baudis, L.; Bauermeister, B.; Benabderrahmane, M. L.; Berger, T.; Breur, P. A.; Brown, A.; Brown, A.; Brown, E.; Bruenner, S.; Bruno, G.; Budnik, R.; Bütikofer, L.; Calvén, J.; Cardoso, J. M. R.; Cervantes, M.; Cichon, D.; Coderre, D.; Colijn, A. P.; Conrad, J.; Cussonneau, J. P.; Decowski, M. P.; de Perio, P.; di Gangi, P.; di Giovanni, A.; Diglio, S.; Eurin, G.; Fei, J.; Ferella, A. D.; Fieguth, A.; Fulgione, W.; Gallo Rosso, A.; Galloway, M.; Gao, F.; Garbini, M.; Gardner, R.; Geis, C.; Goetzke, L. W.; Grandi, L.; Greene, Z.; Grignon, C.; Hasterok, C.; Hogenbirk, E.; Howlett, J.; Itay, R.; Kaminsky, B.; Kazama, S.; Kessler, G.; Kish, A.; Landsman, H.; Lang, R. F.; Lellouch, D.; Levinson, L.; Lin, Q.; Lindemann, S.; Lindner, M.; Lombardi, F.; Lopes, J. A. M.; Manfredini, A.; Mariş, I.; Marrodán Undagoitia, T.; Masbou, J.; Massoli, F. V.; Masson, D.; Mayani, D.; Messina, M.; Micheneau, K.; Molinario, A.; Morâ, K.; Murra, M.; Naganoma, J.; Ni, K.; Oberlack, U.; Pakarha, P.; Pelssers, B.; Persiani, R.; Piastra, F.; Pienaar, J.; Pizzella, V.; Piro, M.-C.; Plante, G.; Priel, N.; Rauch, L.; Reichard, S.; Reuter, C.; Riedel, B.; Rizzo, A.; Rosendahl, S.; Rupp, N.; Saldanha, R.; Dos Santos, J. M. F.; Sartorelli, G.; Scheibelhut, M.; Schindler, S.; Schreiner, J.; Schumann, M.; Scotto Lavina, L.; Selvi, M.; Shagin, P.; Shockley, E.; Silva, M.; Simgen, H.; Sivers, M. V.; Stein, A.; Thapa, S.; Thers, D.; Tiseni, A.; Trinchero, G.; Tunnell, C.; Vargas, M.; Upole, N.; Wang, H.; Wang, Z.; Wei, Y.; Weinheimer, C.; Wulf, J.; Ye, J.; Zhang, Y.; Zhu, T.; Xenon Collaboration

    2017-11-01

    We report the first dark matter search results from XENON1T, a ˜2000 -kg -target-mass dual-phase (liquid-gas) xenon time projection chamber in operation at the Laboratori Nazionali del Gran Sasso in Italy and the first ton-scale detector of this kind. The blinded search used 34.2 live days of data acquired between November 2016 and January 2017. Inside the (1042 ±12 )-kg fiducial mass and in the [5 ,40 ] keVnr energy range of interest for weakly interacting massive particle (WIMP) dark matter searches, the electronic recoil background was (1.93 ±0.25 )×10-4 events /(kg ×day ×keVee) , the lowest ever achieved in such a dark matter detector. A profile likelihood analysis shows that the data are consistent with the background-only hypothesis. We derive the most stringent exclusion limits on the spin-independent WIMP-nucleon interaction cross section for WIMP masses above 10 GeV /c2 , with a minimum of 7.7 ×10-47 cm2 for 35 -GeV /c2 WIMPs at 90% C.L.

  13. First Dark Matter Search Results from the XENON1T Experiment.

    Science.gov (United States)

    Aprile, E; Aalbers, J; Agostini, F; Alfonsi, M; Amaro, F D; Anthony, M; Arneodo, F; Barrow, P; Baudis, L; Bauermeister, B; Benabderrahmane, M L; Berger, T; Breur, P A; Brown, A; Brown, A; Brown, E; Bruenner, S; Bruno, G; Budnik, R; Bütikofer, L; Calvén, J; Cardoso, J M R; Cervantes, M; Cichon, D; Coderre, D; Colijn, A P; Conrad, J; Cussonneau, J P; Decowski, M P; de Perio, P; Di Gangi, P; Di Giovanni, A; Diglio, S; Eurin, G; Fei, J; Ferella, A D; Fieguth, A; Fulgione, W; Gallo Rosso, A; Galloway, M; Gao, F; Garbini, M; Gardner, R; Geis, C; Goetzke, L W; Grandi, L; Greene, Z; Grignon, C; Hasterok, C; Hogenbirk, E; Howlett, J; Itay, R; Kaminsky, B; Kazama, S; Kessler, G; Kish, A; Landsman, H; Lang, R F; Lellouch, D; Levinson, L; Lin, Q; Lindemann, S; Lindner, M; Lombardi, F; Lopes, J A M; Manfredini, A; Mariş, I; Marrodán Undagoitia, T; Masbou, J; Massoli, F V; Masson, D; Mayani, D; Messina, M; Micheneau, K; Molinario, A; Morå, K; Murra, M; Naganoma, J; Ni, K; Oberlack, U; Pakarha, P; Pelssers, B; Persiani, R; Piastra, F; Pienaar, J; Pizzella, V; Piro, M-C; Plante, G; Priel, N; Rauch, L; Reichard, S; Reuter, C; Riedel, B; Rizzo, A; Rosendahl, S; Rupp, N; Saldanha, R; Dos Santos, J M F; Sartorelli, G; Scheibelhut, M; Schindler, S; Schreiner, J; Schumann, M; Scotto Lavina, L; Selvi, M; Shagin, P; Shockley, E; Silva, M; Simgen, H; Sivers, M V; Stein, A; Thapa, S; Thers, D; Tiseni, A; Trinchero, G; Tunnell, C; Vargas, M; Upole, N; Wang, H; Wang, Z; Wei, Y; Weinheimer, C; Wulf, J; Ye, J; Zhang, Y; Zhu, T

    2017-11-03

    We report the first dark matter search results from XENON1T, a ∼2000-kg-target-mass dual-phase (liquid-gas) xenon time projection chamber in operation at the Laboratori Nazionali del Gran Sasso in Italy and the first ton-scale detector of this kind. The blinded search used 34.2 live days of data acquired between November 2016 and January 2017. Inside the (1042±12)-kg fiducial mass and in the [5,40]  keV_{nr} energy range of interest for weakly interacting massive particle (WIMP) dark matter searches, the electronic recoil background was (1.93±0.25)×10^{-4}  events/(kg×day×keV_{ee}), the lowest ever achieved in such a dark matter detector. A profile likelihood analysis shows that the data are consistent with the background-only hypothesis. We derive the most stringent exclusion limits on the spin-independent WIMP-nucleon interaction cross section for WIMP masses above 10  GeV/c^{2}, with a minimum of 7.7×10^{-47}  cm^{2} for 35-GeV/c^{2} WIMPs at 90% C.L.

  14. Results from the Cryogenic Dark Matter Search Using a Chi Squared Analysis

    Energy Technology Data Exchange (ETDEWEB)

    Sander, Joel [UC, Santa Barbara

    2007-12-01

    Most of the mass-energy density of the universe remains undetected and is only understood through its affects on visible, baryonic matter. The visible, baryonic matter accounts for only about half of a percent of the universe's total mass-energy budget, while the remainder of the mass-energy of the universe remains dark or undetected. About a quarter of the dark mass-energy density of the universe is comprised of massive particles that do not interact via the strong or electromagnetic forces. If these particles interact via the weak force, they are termed weakly interacting massive particles or WIMPs, and their interactions with baryonic matter could be detectable. The CDMS II experiment attempts to detect WIMP interactions in the Soudan Underground Laboratory using germanium detectors and silicon detectors. A WIMP can interact a with detector nuclei causing the nuclei to recoil. A nuclear recoil is distinguished from background electron recoils by comparing the deposited ionization and phonon energies. Electron recoils occurring near detector surfaces are more difficult to reject. This thesis describes the results of a χ2 analysis designed to reject events occurring near detector surfaces. Because no WIMP signal was observed, separate limits using the germanium and silicon detectors are set on the WIMP cross section under standard astrophysical assumptions.

  15. Tutoring Mentoring Peer Consulting

    OpenAIRE

    Szczyrba, Birgit; Wildt, Johannes

    2006-01-01

    Consulting, Coaching und Supervision, Tutoring, Mentoring und kollegiale Beratung: Beratungsangebote verschiedenster Art werden wie selbstverständlich in den Berufen nachgefragt, die mit Beziehung und Interaktion, mit komplexen sozialen Organisationen und Systemen, mit hoher Verantwortlichkeit, aber unsicheren Handlungsbedingungen zu tun haben. Mittlerweile beginnt diese Nachfrage auch in den Hochschulen zu steigen. Eine solche Steigerung wird ausgelöst durch den Wandel in den Lehr-Lernkultur...

  16. 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.

  17. The Benefits of Mentoring for Engineering Students

    Science.gov (United States)

    Wallace, Jean E.; Haines, Valerie A.

    The authors examined the benefits of mentoring for female and male engineering students and whether the benefits of mentoring differ depending on the sex of the mentor. Kram's framework of career development, psychosocial, and role-modelpan>ing functions was used to examine the benefits of mentoring for 1,069 engineering students. It was found that students with mentors were more socially integrated into their academic programs than students without mentors and that male mentors were more effective in this function than female mentors. Few students reported psychosocial benefits from being mentored, although female proteges reported more if they had female mentors. An unexpected finding for the role-modelpan>ing benefits was that mentored students reported less commitment to engineering careers than students without mentors. The authors close with a discussion of the implications of these findings and suggestions for future research in this area.

  18. Results of measurements of particulate matter concentrations inside a pig fattening facility

    Directory of Open Access Journals (Sweden)

    Ulens, T.

    2016-01-01

    Full Text Available Description of the subject. This research note discusses the results of measurements of particulate matter concentrations inside a pig fattening facility. Objectives. The objectives of the present study were to investigate the correlations between the different size fractions of indoor particulate matter (PM inside a pig fattening facility and to investigate the evolution of particle size distribution (PSD through a fattening period and between two housing systems and two cleaning protocols. Method. Data from two consecutive fattening periods in a commercial pig barn were used. Results. Very high correlations were found between PM10 and PM2.5 indoor concentrations. Depending on the measuring instrument, high or low correlations were found between PM1 and PM10 or PM2.5 indoor concentrations. No differences in PSD could be found between the two housing systems or the two cleaning protocols. Conclusions. The results from the present study showed high correlations between the indoor concentrations of PM10 and PM2.5. In the present study, no differences in PSD were found.

  19. First Results from the Cryogenic Dark Matter Search Experiment at the Deep Site

    Energy Technology Data Exchange (ETDEWEB)

    Mandic, Vuk [Univ. of California, Berkeley, CA (United States)

    2004-06-01

    The Cryogenic Dark Matter Search (CDMS) experiment is designed to search for dark matter in the form of the Weakly Interacting Massive Particles (WIMPs). For this purpose, CDMS uses detectors based on crystals of Ge and Si, operated at the temperature of 20 mK, and providing a two-fold signature of an interaction: the ionization and the athermal phonon signals. The two signals, along with the passive and active shielding of the experimental setup, and with the underground experimental sites, allow very effective suppression and rejection of different types of backgrounds. This dissertation presents the commissioning and the results of the first WIMP-search run performed by the CDMS collaboration at the deep underground site at the Soudan mine in Minnesota. We develop different methods of suppressing the dominant background due to the electron-recoil events taking place at the detector surface and we apply these algorithms to the data set. These results place the world's most sensitive limits on the WIMP-nucleon spin-independent elastic-scattering cross-section. Finally, they examine the compatibility of the supersymmetric WIMP-models with the direct-detection experiments (such as CDMS) and discuss the implications of the new CDMS result on these models.

  20. The Cryogenic Dark Matter Search (CDMS-II) Experiment: First Results from the Soudan Mine

    Energy Technology Data Exchange (ETDEWEB)

    Chang, Clarence Leeder [Stanford Univ., CA (United States)

    2004-09-01

    There is an abundance of evidence that the majority of the mass of the universe is in the form of non-baryonic non-luminous matter that was non-relativistic at the time when matter began to dominate the energy density. Weakly Interacting Massive Particles, or WIMPs, are attractive cold dark matter candidates because they would have a relic abundance today of ~0.1 which is consistent with precision cosmological measurements. WIMPs are also well motivated theoretically. Many minimal supersymmetric extensions of the Standard Model have WIMPs in the form of the lightest supersymmetric partner, typically taken to be the neutralino. The CDMS II experiment searches for WIMPs via their elastic scattering off of nuclei. The experiment uses Ge and Si ZIP detectors, operated at <50 mK, which simultaneously measure the ionization and athermal phonons produced by the scattering of an external particle. The dominant background for the experiment comes from electromagnetic interactions taking place very close to the detector surface. Analysis of the phonon signal from these interactions makes it possible to discriminate them from interactions caused by WIMPs. This thesis presents the details of an important aspect of the phonon pulse shape analysis known as the ''Lookup Table Correction''. The Lookup Table Correction is a position dependent calibration of the ZIP phonon response which improves the rejection of events scattering near the detector surface. The CDMS collaboration has recently commissioned its experimental installation at the Soudan Mine. This thesis presents an analysis of the data from the first WIMP search at the Soudan Mine. The results of this analysis set the world's lowest exclusion limit making the CDMS II experiment at Soudan the most sensitive WIMP search to this date.

  1. Mentoring Triad: An Alternative Mentoring Model for Preservice Teacher Education?

    Science.gov (United States)

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

    2017-01-01

    Within many preservice teacher education programs in Australia, mentoring is used as the overarching methodology for the professional placement. The professional placement is considered to be a key component of learning to teach, and typically a dyad mentoring model is utilized. However, it is reported that many preservice teachers experience a…

  2. 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…

  3. First dark matter search results from the PandaX-I experiment

    Science.gov (United States)

    Xiao, MengJiao; Xiao, Xiang; Zhao, Li; Cao, XiGuang; Chen, Xun; Chen, YunHua; Cui, XiangYi; Fang, DeQing; Fu, ChangBo; Giboni, Karl L.; Gong, HaoWei; Guo, GuoDong; Hu, Jie; Huang, XingTao; Ji, XiangDong; Ju, YongLin; Lei, SiAo; Li, ShaoLi; Lin, Qing; Liu, HuaXuan; Liu, JiangLai; Liu, Xiang; Lorenzon, Wolfgang; Ma, YuGang; Mao, YaJun; Ni, KaiXuan; Pushkin, Kirill; Ren, XiangXiang; Schubnell, Michael; Shen, ManBing; Stephenson, Scott; Tan, AnDi; Tarlé, Greg; Wang, HongWei; Wang, JiMin; Wang, Meng; Wang, XuMing; Wang, Zhou; Wei, YueHuan; Wu, ShiYong; Xie, PengWei; You, YingHui; Zeng, XiongHui; Zhang, Hua; Zhang, Tao; Zhu, ZhongHua

    2014-11-01

    We report on the first dark-matter (DM) search results from PandaX-I, a low threshold dual-phase xenon experiment operating at the China JinPing Underground Laboratory. In the 37-kg liquid xenon target with 17.4 live-days of exposure, no DM particle candidate event was found. This result sets a stringent limit for low-mass DM particles and disfavors the interpretation of previously-reported positive experimental results. The minimum upper limit, 3.7 × 10-44 cm2, for the spin-independent isoscalar DM-particle-nucleon scattering cross section is obtained at a DM-particle mass of 49GeV/c2 at 90% confidence level.

  4. Dark Matter Search Results from the PICO-60 C$_3$F$_8$ Bubble Chamber

    Energy Technology Data Exchange (ETDEWEB)

    Amole, C.; et al.

    2017-02-24

    New results are reported from the operation of the PICO-60 dark matter detector, a bubble chamber filled with 52 kg of C$_3$F$_8$ located in the SNOLAB underground laboratory. As in previous PICO bubble chambers, PICO-60 C$_3$F$_8$ exhibits excellent electron recoil and alpha decay rejection, and the observed multiple-scattering neutron rate indicates a single-scatter neutron background of less than 1 event per month. A blind analysis of an efficiency-corrected 1167-kg-day exposure at a 3.3-keV thermodynamic threshold reveals no single-scattering nuclear recoil candidates, consistent with the predicted background. These results set the most stringent direct-detection constraint to date on the WIMP-proton spin-dependent cross section at 3.4 $\\times$ 10$^{-41}$ cm$^2$ for a 30-GeV$\\thinspace$c$^{-2}$ WIMP, more than one order of magnitude improvement from previous PICO results.

  5. 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. Copyright © 2010 Elsevier Ltd. All rights reserved.

  6. Characteristics of Successful and Failed Mentoring Relationships: A Qualitative Study Across Two Academic Health Centers

    Science.gov (United States)

    Straus, Sharon E.; Johnson, Mallory O.; Marquez, Christine; Feldman, Mitchell D.

    2013-01-01

    Purpose To explore the mentor–mentee relationship with a focus on determining the characteristics of effective mentors and mentees and understanding the factors influencing successful and failed mentoring relationships. Method The authors completed a qualitative study through the Departments of Medicine at the University of Toronto Faculty of Medicine and the University of California, San Francisco, School of Medicine between March 2010 and January 2011. They conducted individual, semistructured interviews with faculty members from different career streams and ranks and analyzed transcripts of the interviews, drawing on grounded theory. Results The authors completed interviews with 54 faculty members and identified a number of themes, including the characteristics of effective mentors and mentees, actions of effective mentors, characteristics of successful and failed mentoring relationships, and tactics for successful mentoring relationships. Successful mentoring relationships were characterized by reciprocity, mutual respect, clear expectations, personal connection, and shared values. Failed mentoring relationships were characterized by poor communication, lack of commitment, personality differences, perceived (or real) competition, conflicts of interest, and the mentor’s lack of experience. Conclusions Successful mentorship is vital to career success and satisfaction for both mentors and mentees. Yet challenges continue to inhibit faculty members from receiving effective mentorship. Given the importance of mentorship on faculty members’ careers, future studies must address the association between a failed mentoring relationship and a faculty member’s career success, how to assess different approaches to mediating failed mentoring relationships, and how to evaluate strategies for effective mentorship throughout a faculty member’s career. PMID:23165266

  7. Investigating the relationship among transformational leadership, interpersonal interaction and mentoring functions.

    Science.gov (United States)

    Huang, Ching-Yuan; Weng, Rhay-Hung; Chen, Yi-Ting

    2016-08-01

    This study aims to ascertain the relationship between transformational leadership, interpersonal interaction and mentoring functions among new staff nurses. Mentoring functions could improve the job performance of new nurses, provide them with support and thus reduce their turnover rate. A cross-sectional study was employed. A questionnaire survey was carried out to collect data among a sample of new nurses from three hospitals in Taiwan. After gathering a total of 306 valid surveys, multiple regression analysis was applied to test the hypothesis. Inspirational motivation, idealised influence and individualised consideration had positive correlations with the overall mentoring function, but intellectual stimulation showed a positive association only with career development function. Perceived similarity and interaction frequency also had positive correlations with mentoring functions. When the shift overlap rate exceeded 80%, mentoring function showed a negative result. The transformational leadership of mentors would improve the mentoring functions among new staff nurses. Perceived similarity and interaction frequency between mentees and mentors also had positive correlations with mentoring functions. It is crucial for hospitals to redesign their leadership training and motivation programmes to enhance the transformational leadership of mentors. Furthermore, nursing managers should promote interaction between new staff nurses and their mentors; however, the shift overlap rate should not be too high. © 2016 John Wiley & Sons Ltd.

  8. Variation in phenanthrene sorption coefficients with soil organic matter fractionation: the result of structure or conformation?

    Science.gov (United States)

    Bonin, Julia L; Simpson, Myrna J

    2007-01-01

    Sorption of phenanthrene to varying soil types was investigated to better understand sorption processes. Humic acid and humin fractions were isolated from each soil sample, and sorption coefficients were measured by batch equilibration. Samples were characterized by carbon analysis and 13C cross polarization magic angle spinning (CP/ MAS) nuclear magnetic resonance (NMR) spectroscopy. Measured organic carbon-normalized sorption coefficients (Koc) of the fractions were greater in all cases when compared to the soils. The humin fractions exhibited greater Koc values than did source samples, suggesting that fractionation may reorganize organic matter in humin resulting in an increased availability of and/or more favorable sorption domains. Mass balance calculations revealed that the sum of sorption to the fractions is greater than sorption to the whole sample. The greatest difference between sorption values was found to occur with the mineral soils, suggesting that clay minerals influence the physical conformation of soil organic matter (SOM) and availability of sorption domains. The mass balance, sorption data, and a lack of consistent trends between observed Kco values and solid-state 13C NMR data suggest that the physical conformation of SOM and chemical characteristics both play important roles in sorption processes.

  9. Tool kit for the staff mentor: strategies for improving retention.

    Science.gov (United States)

    Butler, Martha R; Felts, Joan

    2006-01-01

    Retention of new graduates in nursing continues to be a significant workplace issue, particularly in light of the heightening nursing shortage. Experienced nurses are in a pivotal position to positively impact retention, and, because of this, they can be called "keystoners". Mentoring, an important role of the keystoner, requires specific skills and knowledge and can be learned. A tool kit designed to develop the mentoring skills of keystoners is described. The result of successful mentoring among keystoners can be multifaceted; workplace satisfaction and higher retention of new graduates are targeted outcomes.

  10. Coworkers’ Perspectives on Mentoring Relationships

    NARCIS (Netherlands)

    Janssen, Suzanne; Tahitu, Joël; van Vuuren, Mark; de Jong, Menno D.T.

    2018-01-01

    Research into workplace mentoring is primarily focused on the experiences and perceptions of individuals involved in the relationship, while there is scarcely any research focusing on the impact of mentoring relationships on their social environment. This exploratory research aims to give insight

  11. Design mentoring tool : [technical summary].

    Science.gov (United States)

    2011-01-01

    In 2004 a design engineer on-line mentoring tool was developed and implemented The purpose of the tool was to assist senior engineers mentoring new engineers to the INDOT design process and improve their technical competency. This approach saves seni...

  12. Mentoring and Pretenure Faculty Development.

    Science.gov (United States)

    Lowe, Alan A.; And Others

    1991-01-01

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

  13. Mentoring in the Learning Society.

    Science.gov (United States)

    Cohen, Norman H.; Galbraith, Michael W.

    1995-01-01

    The mentoring model of one-to-one interaction is an important approach to lifelong learning and a pragmatic method of helping adults adapt to changing personal, social, and workplace situations. Mentoring can promote meaningful understanding and appreciation of multicultural and other differences. (SK)

  14. 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,…

  15. Cross-Race Faculty Mentoring

    Science.gov (United States)

    Stanley, Christine A.; Lincoln, Yvonna S.

    2005-01-01

    There are many synonyms for the word "mentor": coach, guide, role model, peer advisor, and sponsor, among others. The plethora of terms would suggest that we know something about this role, but most of the research on mentoring has been conducted in business and industry rather than in education. In fact, junior and senior faculty and…

  16. Mentor development in higher education in Botswana: How ...

    African Journals Online (AJOL)

    VET) in Botswana is explored in this article. Changes in education policy require mentors to engage in individual as well as organisational change and transformation. Most studies focus on mentee development and the resulting organisational ...

  17. 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"

  18. Enhancing leadership and relationships by implementing a peer mentoring program.

    Science.gov (United States)

    Gafni Lachter, Liat R; Ruland, Judith P

    2018-03-30

    Peer-mentoring is often described as effective means to promote professional and leadership skills, yet evidence on practical models of such programs for occupational therapy students are sparse. The purpose of this study was to evaluate the outcomes of a peer-mentoring program designed for graduate occupational therapy students. Forty-seven second-year student volunteers were randomly assigned to individually mentor first-year students in a year-long program. Students met biweekly virtually or in person to provide mentorship on everyday student issues, according to mentees' needs. Faculty-led group activities prior and during the peer-mentoring program took place to facilitate the mentorship relationships. Program effectiveness was measured using the Multi-factor Leadership Questionnaire (Avolio & Bass, MLQ: Multifactor Leadership Questionnaire, 2004) and an open-ended feedback survey. Results of multi-variate MANOVA for repeated measures indicating significant enhancement in several leadership skills (F(12,46) = 4.0, P = 0.001, η 2  = 0.579). Qualitative data from feedback surveys indicated that an opportunity to help; forming relationships; and structure as enabler were perceived as important participation outcomes. Students expressed high satisfaction and perceived value from their peer-mentoring experience. As we seek ways to promote our profession and the leadership of its members, it is recommended to consider student peer-mentoring to empower them to practice and advance essential career skills from the initial stages of professional development. Evidence found in this study demonstrates that peer-mentoring programs can promote leadership development and establishment of networks in an occupational therapy emerging professional community, at a low cost. The peer-mentoring blueprint and lessons learned are presented with hopes to inspire others to implement peer-mentoring programs in their settings. © 2018 Occupational Therapy Australia.

  19. The fact of the matter the first results of an experiment designed to find out why the universe is composed of matter have just been announced

    CERN Multimedia

    2001-01-01

    The PEP accelerator at SLAC was relaunched as a B-Factory in May 1999. It has just published its first results which do show the predicted asymmetry in the behaviour of B-mesons and anti-mesons. This is not enough however to account for all the matter in the universe (1 page).

  20. 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…

  1. Exploring a two-dimensional model of mentor teacher roles in mentoring dialogues

    NARCIS (Netherlands)

    Dr. F.J.A.J. Crasborn; Dr. Paul Hennissen; Dr. Niels Brouwer; Prof. Dr. Fred Korthagen; Prof. Dr. Theo Bergen

    2011-01-01

    The extent to which mentor teachers are able to address mentees' individual needs is an important factor in the success of mentoring. A two-dimensional model of mentor teacher roles in mentoring dialogues, entitled MERID, is explored empirically. Data regarding five aspects of mentoring dialogues

  2. EDELWEISS-II, direct Dark Matter search experiment: first data analysis and results

    International Nuclear Information System (INIS)

    Scorza, Silvia

    2009-01-01

    relies in the measurement of nuclear recoils that produce measurable effects in the crystal such ionization and heat. My PhD thesis is organized as follows. The first chapter aims to provide an introduction to the theoretical framework and the scientific motivation for the following work. The nature of DM has been one of the most challenging topics in contemporary physics since the first evidences of its existence had been found in the 1930's. Cosmologists and astrophysicists on one side, together with particle theorists on the other have put a lot of effort into this field: I will briefly account for their achievements and for the experimental strategies which can be set in this scenario. Since this thesis work was carried out within the EDELWEISS-II direct dark matter experiment, I will focus the next chapter on this topic, describing the main features. The second chapter is related to the set-up of the EDELWEISS-II, the current stage of the EDELWEISS experiment necessary after a first phase that achieved the best upper limit on the WIMP elastic scattering on nucleon as a function of WIMP mass in 2004. The set-up was conceived to reduce radioactive background observed in the first experiment phase. Thus, describing the starting point for this second stage, I will present detectors involved in, with a peculiar regard to the Ge-NTD type, the same implied in EDELWEISS-I, on which I have focused my thesis work. In the third chapter the performed Ge-NTD analysis chain is presented. Starting with the signal processing of the recorded data, I will enter in the essential analysis steps from calibration signals passing through measurements of thresholds and resolutions in order to predict nuclear and electronic recoil band and definition of fiducial zone to conclude determining a selection for likely WIMP candidate. These suggestions are applied in the fourth chapter, which presents the analysis and the results of the 8. cool down that takes places from November 2007 to March

  3. Improving the Human Condition through Mentoring

    Science.gov (United States)

    Smith, Clayton

    2017-01-01

    One of the most common terms in postsecondary education is "mentoring." Nearly all colleges and universities offer some type of mentoring. Sometimes mentoring is focused on certain students, such as at-risk first-year students, student-athletes, or honors program students. A number of institutions provide mentoring for new faculty and…

  4. 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…

  5. The Mentoring Experience: Leadership Development Program Perspectives

    Science.gov (United States)

    Lamm, Kevan W.; Sapp, Rochelle; Lamm, Alexa J.

    2017-01-01

    Using a semi-structured interview approach, ten mentors from a leadership development program focused on building leaders in Colleges of Agriculture and Life Sciences across the nation provided insights regarding their mentoring method, process, and experiences. Mentors interviewed agreed the mentoring process was beneficial for themselves as well…

  6. A Model for Mentoring University Faculty

    Science.gov (United States)

    Lumpkin, Angela

    2011-01-01

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

  7. The evolution of future geogenic matter fluxes due Enhanced Weathering: Results from the Antwerp Experiment

    Science.gov (United States)

    Hartmann, Jens; Weiss, Andreas; Struyf, Eric; Schoelynck, Jonas; Meire, Patrick; Amann, Thorben

    2015-04-01

    Understanding the evolution of geogenic matter fluxes in soils due the application of rock products ontop of soils is relevant to evaluate alteration of soil solutions and saturation states of solutes. In the future the practice of applying rock products will continue and areas affected will likely spread (Hartmann et al., 2013). This trend will likely be fuelled by attempts to optimize carbon dioxide removal by increasing biomass production, soil organic carbon stocks, increase crop production or afforestation. All those efforts demand a certain amount of geogenic nutrients, which need to be replaced. To investigate the release patterns and the downward transport of an array of elements, and to study their fate as well as reaction processes, altered through this practice, a mesocosm experiment was established at Antwerp University. Extended results will be presented (c.f., Weiss et al., 2014) focusing on the release and transport of DIC (dissolved inorganic carbon) and Mg (magnesium) in the soil column downwards after the application of 22 kg m-2 olivine powder. Elevated DIC and Mg concentrations are detected in case of olivine is applied to mesocosms with wheat and barley, if compared to the mesocsoms without plants, and without olivine. The change patterns in concentrations and fluxes will be discussed. Hartmann, J., et al. (2013) Enhanced chemical weathering as a geoengineering strategy to reduce atmospheric carbon dioxide, supply nutrients, and mitigate ocean acidification. Reviews of Geophysics; 51(2), 113-149. doi: 10.1002/rog.20004 Weiss, A., et al. (2014) The overlooked compartment of the critical-zone-complex, considering the evolution of future geogenic matter fluxes: Agricultural topsoils. Procedia Earth and Planetary Science, 10, 339-342. doi:10.1016/j.proeps.2014.08.032

  8. Explaining DAMPE results by dark matter with hierarchical lepton-specific Yukawa interactions

    Science.gov (United States)

    Liu, Guoli; Wang, Fei; Wang, Wenyu; Yang, Jin-Min

    2018-02-01

    We propose to interpret the DAMPE electron excess at 1.5 TeV through scalar or Dirac fermion dark matter (DM) annihilation with doubly charged scalar mediators that have lepton-specific Yukawa couplings. The hierarchy of such lepton-specific Yukawa couplings is generated through the Froggatt-Nielsen mechanism, so that the dark matter annihilation products can be dominantly electrons. Stringent constraints from LEP2 on intermediate vector boson production can be evaded in our scenarios. In the case of scalar DM, we discuss one scenario with DM annihilating directly to leptons and another scenario with DM annihilating to scalar mediators followed by their decays. We also discuss the Breit-Wigner resonant enhancement and the Sommerfeld enhancement in the case where the s-wave annihilation process is small or helicity-suppressed. With both types of enhancement, constraints on the parameters can be relaxed and new ways for model building can be opened in explaining the DAMPE results. Supported by National Natural Science Foundation of China (11105124, 11105125, 11375001, 11675147, 11675242), the Open Project Program of State Key Laboratory of Theoretical Physics, Institute of Theoretical Physics, Chinese Academy of Sciences (Y5KF121CJ1), the Innovation Talent project of Henan Province (15HASTIT017), the Young-Talent Foundation of Zhengzhou University, the CAS Center for Excellence in Particle Physics (CCEPP), the CAS Key Research Program of Frontier Sciences and a Key R&D Program of Ministry of Science and Technology of China (2017YFA0402200-04)

  9. Inelastic dark matter, non-standard halos and the DAMA/LIBRA results

    International Nuclear Information System (INIS)

    March-Russell, John; McCabe, Christopher; McCullough, Matthew

    2009-01-01

    The DAMA collaboration have claimed to detect particle dark matter (DM) via an annual modulation in their observed recoil event rate. This appears to be in strong disagreement with the null results of other experiments if interpreted in terms of elastic DM scattering, while agreement for a small region of parameter space is possible for inelastic DM (iDM) due to the altered kinematics of the collision. To date most analyses assume a simple galactic halo DM velocity distribution, the Standard Halo Model, but direct experimental support for the SHM is severely lacking and theoretical studies indicate possible significant differences. We investigate the dependence of DAMA and the other direct detection experiments on the local DM velocity distribution, utilizing the results of the Via Lactea and Dark Disc numerical simulations. We also investigate effects of varying the solar circular velocity, the DM escape velocity, and the DAMA quenching factor within experimental limits. Our data set includes the latest ZEPLIN-III results, as well as full publicly available data sets. Due to the more sensitive dependence of the inelastic cross section on the velocity distribution, we find that with Via Lactea the DAMA results can be consistent with all other experiments over an enlarged region of iDM parameter space, with higher mass particles being preferred, while Dark Disc does not lead to an improvement. A definitive test of DAMA for iDM requires heavy element detectors.

  10. Dark Matter Search Results from the PICO-60 C_{3}F_{8} Bubble Chamber.

    Science.gov (United States)

    Amole, C; Ardid, M; Arnquist, I J; Asner, D M; Baxter, D; Behnke, E; Bhattacharjee, P; Borsodi, H; Bou-Cabo, M; Campion, P; Cao, G; Chen, C J; Chowdhury, U; Clark, K; Collar, J I; Cooper, P S; Crisler, M; Crowder, G; Dahl, C E; Das, M; Fallows, S; Farine, J; Felis, I; Filgas, R; Girard, F; Giroux, G; Hall, J; Harris, O; Hoppe, E W; Jin, M; Krauss, C B; Laurin, M; Lawson, I; Leblanc, A; Levine, I; Lippincott, W H; Mamedov, F; Maurya, D; Mitra, P; Nania, T; Neilson, R; Noble, A J; Olson, S; Ortega, A; Plante, A; Podviyanuk, R; Priya, S; Robinson, A E; Roeder, A; Rucinski, R; Scallon, O; Seth, S; Sonnenschein, A; Starinski, N; Štekl, I; Tardif, F; Vázquez-Jáuregui, E; Wells, J; Wichoski, U; Yan, Y; Zacek, V; Zhang, J

    2017-06-23

    New results are reported from the operation of the PICO-60 dark matter detector, a bubble chamber filled with 52 kg of C_{3}F_{8} located in the SNOLAB underground laboratory. As in previous PICO bubble chambers, PICO-60 C_{3}F_{8} exhibits excellent electron recoil and alpha decay rejection, and the observed multiple-scattering neutron rate indicates a single-scatter neutron background of less than one event per month. A blind analysis of an efficiency-corrected 1167-kg day exposure at a 3.3-keV thermodynamic threshold reveals no single-scattering nuclear recoil candidates, consistent with the predicted background. These results set the most stringent direct-detection constraint to date on the weakly interacting massive particle (WIMP)-proton spin-dependent cross section at 3.4×10^{-41}  cm^{2} for a 30-GeV c^{-2} WIMP, more than 1 order of magnitude improvement from previous PICO results.

  11. Dark Matter Search Results from the PICO -60 C 3F8 Bubble Chamber

    Science.gov (United States)

    Amole, C.; Ardid, M.; Arnquist, I. J.; Asner, D. M.; Baxter, D.; Behnke, E.; Bhattacharjee, P.; Borsodi, H.; Bou-Cabo, M.; Campion, P.; Cao, G.; Chen, C. J.; Chowdhury, U.; Clark, K.; Collar, J. I.; Cooper, P. S.; Crisler, M.; Crowder, G.; Dahl, C. E.; Das, M.; Fallows, S.; Farine, J.; Felis, I.; Filgas, R.; Girard, F.; Giroux, G.; Hall, J.; Harris, O.; Hoppe, E. W.; Jin, M.; Krauss, C. B.; Laurin, M.; Lawson, I.; Leblanc, A.; Levine, I.; Lippincott, W. H.; Mamedov, F.; Maurya, D.; Mitra, P.; Nania, T.; Neilson, R.; Noble, A. J.; Olson, S.; Ortega, A.; Plante, A.; Podviyanuk, R.; Priya, S.; Robinson, A. E.; Roeder, A.; Rucinski, R.; Scallon, O.; Seth, S.; Sonnenschein, A.; Starinski, N.; Štekl, I.; Tardif, F.; Vázquez-Jáuregui, E.; Wells, J.; Wichoski, U.; Yan, Y.; Zacek, V.; Zhang, J.; PICO Collaboration

    2017-06-01

    New results are reported from the operation of the PICO-60 dark matter detector, a bubble chamber filled with 52 kg of C3 F8 located in the SNOLAB underground laboratory. As in previous PICO bubble chambers, PICO -60 C 3F8 exhibits excellent electron recoil and alpha decay rejection, and the observed multiple-scattering neutron rate indicates a single-scatter neutron background of less than one event per month. A blind analysis of an efficiency-corrected 1167-kg day exposure at a 3.3-keV thermodynamic threshold reveals no single-scattering nuclear recoil candidates, consistent with the predicted background. These results set the most stringent direct-detection constraint to date on the weakly interacting massive particle (WIMP)-proton spin-dependent cross section at 3.4 ×10-41 cm2 for a 30 -GeV c-2 WIMP, more than 1 order of magnitude improvement from previous PICO results.

  12. Book Review: Mentoring and coaching: Tools and techniques for implementation

    Directory of Open Access Journals (Sweden)

    Fiona Donald

    2007-10-01

    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.

  13. The expected background spectrum in NaI dark matter detectors and the DAMA result

    Energy Technology Data Exchange (ETDEWEB)

    Kudryavtsev, V A; Robinson, M; Spooner, N J C, E-mail: v.kudryavtsev@sheffield.ac.u [Department of Physics and Astronomy, University of Sheffield, Sheffield S3 7RH (United Kingdom)

    2010-01-01

    Detailed Monte Carlo simulations of the expected radioactive background rates and spectra in NaI crystals are presented. The obtained spectra are then compared to those measured in the DAMA/LIBRA experiment. The simulations can be made consistent with the measured DAMA spectrum only by assuming higher than reported concentrations of some isotopes and even so leave very little room for the dark matter signal. We conclude that any interpretation of the annual modulation of the event rate observed by DAMA as a dark matter signal, should include full consideration of the background spectrum. This would significantly restrict the range of dark matter models capable of explaining the modulation effect.

  14. Long-term citrus organic farming strategy results in soil organic matter recovery

    Science.gov (United States)

    Novara, Agata; Pereira, Paulo; Barone, Ettore; Giménez Morera, Antonio; Keesstra, Saskia; Gristina, Luciano; Jordán, Antonio; Parras-Alcantara, Luis; Cerdà, Artemi

    2017-04-01

    ABSTRACT Soils play a key role in the Earth System (Keesstra et al., 2012; Brevick et al., 2015). Soils are a key resource for the human societies (Mol and Keesstra, 2012) and they are relevant to achieve the sustainability such as the United Nations Goals highlight (Keesstra et al., 2016). Agriculture soils, especially those under conventional tillage, are prone to organic matter mineralization, soil erosion, compaction and increase of greenhouse gases emission (Novara et al., 2011; Bruun et al., 2015; de Moraes et al., 2015; Choudhury et al., 2016; del Mar et al., 2016). The adoption of organic farming and sustainable management practices may provide a sustainable crop productivity, and in the meanwhile mitigate the negative impact of agriculture on ecosystem services benefits (Laudicina et al., 2015; Parras-Alcantara et al., 2015; 2016). The aim of this study was to examine, under field conditions, the long-term changes of soil organic matter under organic farming management in citrus orchards in Mediterranean environment and evaluate the ecosystem service on C sequestration in terms of economic benefits. The research was carried out at the Alcoleja Experimental Station located in the Cànyoles river watershed in the Eastern Spain on 45year old citrus plantation. Soil Organic Matter (SOM) content was monitored for 20 years at 6 different soil depth. The profitability of citrus plantation was estimated under conventional and organic management. Results showed that SOM in the 0-30 cm soil depth was the double after 20 years of organic farming management, ranging from 0.8 g kg-1 in 1995 to 1.5 g kg-1 in 2006. The highest SOM increase was in the top soil layer (368% of SOM increase in comparison to the initial SOM content) and decreased with soil depth. The effect of organic farming was relevant after 5 years since land management change, indicating that in Mediterranean environment the duration of long term studies should be higher than five years and proper policy

  15. Mentoring: The Contextualisation of Learning--Mentor, Protege and Organisational Gain in Higher Education.

    Science.gov (United States)

    Dutton, Chris

    2003-01-01

    A British university's hospitality education program matched students with industry mentors. For students, mentoring helped contextualize learning and contributed to personal development. Mentors gained personal satisfaction, and employers were able to hire vocationally aware graduates. (Contains 43 references.) (SK)

  16. First results from the NEWS-G direct dark matter search experiment at the LSM

    Science.gov (United States)

    Arnaud, Q.; Asner, D.; Bard, J.-P.; Brossard, A.; Cai, B.; Chapellier, M.; Clark, M.; Corcoran, E. C.; Dandl, T.; Dastgheibi-Fard, A.; Dering, K.; Di Stefano, P.; Durnford, D.; Gerbier, G.; Giomataris, I.; Gorel, P.; Gros, M.; Guillaudin, O.; Hoppe, E. W.; Kamaha, A.; Katsioulas, I.; Kelly, D. G.; Martin, R. D.; McDonald, J.; Muraz, J.-F.; Mols, J.-P.; Navick, X.-F.; Papaevangelou, T.; Piquemal, F.; Roth, S.; Santos, D.; Savvidis, I.; Ulrich, A.; Vazquez de Sola Fernandez, F.; Zampaolo, M.

    2018-01-01

    New Experiments With Spheres-Gas (NEWS-G) is a direct dark matter detection experiment using Spherical Proportional Counters (SPCs) with light noble gases to search for low-mass Weakly Interacting Massive Particles (WIMPs). We report the results from the first physics run taken at the Laboratoire Souterrain de Modane (LSM) with SEDINE, a 60 cm diameter prototype SPC operated with a mixture of Ne + CH4 (0.7%) at 3.1 bars for a total exposure of 9.6 kg · days. New constraints are set on the spin-independent WIMP-nucleon scattering cross-section in the sub-GeV/c2 mass region. We exclude cross-sections above 4.4 ×10-37cm2 at 90% confidence level (C.L.) for a 0.5 GeV/c2 WIMP. The competitive results obtained with SEDINE are promising for the next phase of the NEWS-G experiment: a 140 cm diameter SPC to be installed at SNOLAB by summer 2018.

  17. Faculty Motivation to Mentor Students Through Undergraduate Research Programs: A Study of Enabling and Constraining Factors.

    Science.gov (United States)

    Morales, Danielle X; Grineski, Sara E; Collins, Timothy W

    2017-08-01

    Undergraduate research experiences are a "high impact" educational practice that confer benefits to students. However, little attention has been paid to understanding faculty motivation to mentor undergraduate students through research training programs, even as the number of programs has grown, requiring increasing numbers of faculty mentors. To address this, we introduce a conceptual model for understanding faculty motivation to mentor and test it by using empirical data to identify factors that enable and constrain faculty engagement in an undergraduate research program. Using cross-sectional survey data collected in 2013, we employed generalized linear modeling to analyze data from 536 faculty across 13 research institutions to examine how expected costs/benefits, dispositional factors, situational factors, previous experience, and demographic factors predicted faculty motivation to mentor. Results show that faculty who placed greater value on the opportunity to increase diversity in the academy through mentorship of underrepresented minorities were more likely to be interested in serving as mentors. Faculty who agreed more strongly that mentoring undergraduate students was time consuming and their institution's reward structures were at odds with mentoring, or who had more constrained access to undergraduate students were less likely to be interested in serving as mentors. Mid-career faculty were more likely than late-career faculty to be interested in serving as mentors. Findings have implications for improving undergraduate research experiences, since the success of training programs hinges on engaging highly motivated faculty members as mentors.

  18. Early Career Mentoring for Translational Researchers: Mentee Perspectives on Challenges and Issues

    Science.gov (United States)

    Keller, Thomas E.; Collier, Peter J.; Blakeslee, Jennifer E.; Logan, Kay; McCracken, Karen; Morris, Cynthia

    2014-01-01

    Background and purposes The education and training of early career biomedical translational researchers often involves formal mentoring by more experienced colleagues. This study investigated the nature of these mentoring relationships from the perspective of mentees. The objective was to understand the challenges and issues encountered by mentees in forming and maintaining productive mentoring relationships. Method Three focus groups (n=14) were conducted with early career researchers who had mentored career development awards. Thematic analysis identified, categorized, and illustrated the challenges and issues reported by mentees. Results The range of mentee challenges was reflected in five major categories: 1) network—finding appropriate mentors to meet various needs; 2) access—structuring schedules and opportunities to receive mentoring; 3) expectations—negotiating the mechanics of the mentoring relationship and its purpose; 4) alignment—managing mentor-mentee mismatches regarding interests, priorities, and goals; and 5) skills and supports—developing the institutional supports to be successful. Conclusions Mentoring relationships created for academic training and career development contend with tasks common to many other relationships, namely recognizing compatibility, finding time, establishing patterns, agreeing to goals, and achieving aims. Identifying challenges faced by mentees can facilitate the development of appropriate trainings and supports to foster mentoring relationships in academic and career settings. PMID:25010230

  19. Peer mentoring program in an interprofessional and interdisciplinary curriculum in Brazil.

    Science.gov (United States)

    de Oliveira, Camila Aparecida Machado; de França Carvalho, Carolina Prado; Céspedes, Isabel Cristina; de Oliveira, Flávia; Le Sueur-Maluf, Luciana

    2015-01-01

    The Federal University of São Paulo, Baixada Santista Campus was founded in 2006 with five degree-granting programs in physical education, physiotherapy, nutrition, psychology, and occupational therapy. The guiding principle behind the programs' educational mission was centered on the development of health care professionals capable of working in interdisciplinary teams with an emphasis on holistic patient care. This pedagogical structure required peer-mentoring programs in order to integrate different areas of knowledge and to improve learning strategies among new generations of students. The authors' objective in the present report is to discuss the strategies and activities of the peer-mentoring program in histophysiology and gross anatomy in an interdisciplinary and interprofessional curriculum. Evaluations by students, mentors and professors are presented, along with a statistical analysis of variance comparing student performance in the module assessments according to their participation in the peer-mentoring activities. The results demonstrated that students who participated in peer-mentoring activities enjoyed a higher rate of academic success than those who did not participate. In addition, student and mentor evaluations of the peer mentoring program were highly positive. The program enabled mentors to gain a deeper knowledge of the subjects addressed in the learning modules, as well as to develop intrinsic teaching skills during their time as mentors. In short, the authors believe that the peer-mentoring program has been validated for its effectiveness in raising student academic performance. © 2015 American Association of Anatomists.

  20. Dark Matter Results from First 98.7 Days of Data from the PandaX-II Experiment

    Science.gov (United States)

    Tan, Andi; Xiao, Mengjiao; Cui, Xiangyi; Chen, Xun; Chen, Yunhua; Fang, Deqing; Fu, Changbo; Giboni, Karl; Giuliani, Franco; Gong, Haowei; Guo, Xuyuan; Han, Ke; Hu, Shouyang; Huang, Xingtao; Ji, Xiangdong; Ju, Yonglin; Lei, Siao; Li, Shaoli; Li, Xiaomei; Li, Xinglong; Liang, Hao; Lin, Qing; Liu, Huaxuan; Liu, Jianglai; Lorenzon, Wolfgang; Ma, Yugang; Mao, Yajun; Ni, Kaixuan; Ren, Xiangxiang; Schubnell, Michael; Shen, Manbin; Shi, Fang; Wang, Hongwei; Wang, Jimin; Wang, Meng; Wang, Qiuhong; Wang, Siguang; Wang, Xuming; Wang, Zhou; Wu, Shiyong; Xiao, Xiang; Xie, Pengwei; Yan, Binbin; Yang, Yong; Yue, Jianfeng; Zeng, Xionghui; Zhang, Hongguang; Zhang, Hua; Zhang, Huanqiao; Zhang, Tao; Zhao, Li; Zhou, Jing; Zhou, Ning; Zhou, Xiaopeng; PandaX-II Collaboration

    2016-09-01

    We report the weakly interacting massive particle (WIMP) dark matter search results using the first physics-run data of the PandaX-II 500 kg liquid xenon dual-phase time-projection chamber, operating at the China JinPing underground laboratory. No dark matter candidate is identified above background. In combination with the data set during the commissioning run, with a total exposure of 3.3 ×104 kg day , the most stringent limit to the spin-independent interaction between the ordinary and WIMP dark matter is set for a range of dark matter mass between 5 and 1000 GeV /c2 . The best upper limit on the scattering cross section is found 2.5 ×10-46 cm2 for the WIMP mass 40 GeV /c2 at 90% confidence level.

  1. Dark Matter Results from First 98.7 Days of Data from the PandaX-II Experiment.

    Science.gov (United States)

    Tan, Andi; Xiao, Mengjiao; Cui, Xiangyi; Chen, Xun; Chen, Yunhua; Fang, Deqing; Fu, Changbo; Giboni, Karl; Giuliani, Franco; Gong, Haowei; Guo, Xuyuan; Han, Ke; Hu, Shouyang; Huang, Xingtao; Ji, Xiangdong; Ju, Yonglin; Lei, Siao; Li, Shaoli; Li, Xiaomei; Li, Xinglong; Liang, Hao; Lin, Qing; Liu, Huaxuan; Liu, Jianglai; Lorenzon, Wolfgang; Ma, Yugang; Mao, Yajun; Ni, Kaixuan; Ren, Xiangxiang; Schubnell, Michael; Shen, Manbin; Shi, Fang; Wang, Hongwei; Wang, Jimin; Wang, Meng; Wang, Qiuhong; Wang, Siguang; Wang, Xuming; Wang, Zhou; Wu, Shiyong; Xiao, Xiang; Xie, Pengwei; Yan, Binbin; Yang, Yong; Yue, Jianfeng; Zeng, Xionghui; Zhang, Hongguang; Zhang, Hua; Zhang, Huanqiao; Zhang, Tao; Zhao, Li; Zhou, Jing; Zhou, Ning; Zhou, Xiaopeng

    2016-09-16

    We report the weakly interacting massive particle (WIMP) dark matter search results using the first physics-run data of the PandaX-II 500 kg liquid xenon dual-phase time-projection chamber, operating at the China JinPing underground laboratory. No dark matter candidate is identified above background. In combination with the data set during the commissioning run, with a total exposure of 3.3×10^{4}  kg day, the most stringent limit to the spin-independent interaction between the ordinary and WIMP dark matter is set for a range of dark matter mass between 5 and 1000  GeV/c^{2}. The best upper limit on the scattering cross section is found 2.5×10^{-46}  cm^{2} for the WIMP mass 40  GeV/c^{2} at 90% confidence level.

  2. Dynamics of the organic matter from the soil resulting from the changes of the Amazon northeastern ground use

    International Nuclear Information System (INIS)

    Camargo, Plinio Barbosa de; Martinelli, Luiz Antonio; Victoria, Reynaldo Luiz; Trumbore, Susan

    1997-01-01

    Aiming a better understanding of the problems related with carbon dynamic in the Amazon soils, soil profiles have been sampled for the determination of: soil carbon content and the variations between areas covered with natural forests, pastures and brush woods; average permanence time of the soil organic matter and the variations between different vegetal covering types; soil organic matter quality in terms of the refractory characteristics and the variation resulting from the changes in the vegetation type. The obtained answers define the soil organic matter dynamic itself. Therefore, the organic matter elementary analysis has been combined, by determining the carbon concentration, with the use of carbon natural isotope 14 C and the stable 13 C

  3. Origin of ΔNeff as a result of an interaction between dark radiation and dark matter

    International Nuclear Information System (INIS)

    Bjaelde, Ole Eggers; Das, Subinoy; Moss, Adam

    2012-01-01

    Results from the Wilkinson Microwave Anisotropy Probe (WMAP), Atacama Cosmology Telescope (ACT) and recently from the South Pole Telescope (SPT) have indicated the possible existence of an extra radiation component in addition to the well known three neutrino species predicted by the Standard Model of particle physics. In this paper, we explore the possibility of the apparent extra dark radiation being linked directly to the physics of cold dark matter (CDM). In particular, we consider a generic scenario where dark radiation, as a result of an interaction, is produced directly by a fraction of the dark matter density effectively decaying into dark radiation. At an early epoch when the dark matter density is negligible, as an obvious consequence, the density of dark radiation is also very small. As the Universe approaches matter radiation equality, the dark matter density starts to dominate thereby increasing the content of dark radiation and changing the expansion rate of the Universe. As this increase in dark radiation content happens naturally after Big Bang Nucleosynthesis (BBN), it can relax the possible tension with lower values of radiation degrees of freedom measured from light element abundances compared to that of the CMB. We numerically confront this scenario with WMAP+ACT and WMAP+SPT data and derive an upper limit on the allowed fraction of dark matter decaying into dark radiation

  4. 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.

  5. results

    Directory of Open Access Journals (Sweden)

    Salabura Piotr

    2017-01-01

    Full Text Available HADES experiment at GSI is the only high precision experiment probing nuclear matter in the beam energy range of a few AGeV. Pion, proton and ion beams are used to study rare dielectron and strangeness probes to diagnose properties of strongly interacting matter in this energy regime. Selected results from p + A and A + A collisions are presented and discussed.

  6. 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

  7. 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.

  8. 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.

  9. Innovations in coaching and mentoring: implications for nurse leadership development.

    Science.gov (United States)

    Fielden, Sandra L; Davidson, Marilyn J; Sutherland, Valerie J

    2009-05-01

    This longitudinal study sought to examine ways in which coaching and mentoring relationships impact on the professional development of nurses in terms of career and leadership behaviours, and evaluating the differences and similarities between those coaching and mentoring relationships. According to the UK government, leadership in nursing is essential to the improvement of service delivery, and the development and training of all nurses is vital in achieving effective change. A coaching and mentoring programme was used to explore the comparative advantages of these two approaches for the leadership development of nurses in acute, primary care and mental health settings. A longitudinal in-depth study was conducted to measure differences and similarities between the mentoring and coaching process as a result of a six-month coaching/mentoring programme. Five nurses from six UK Health Care Trusts were allocated to a coaching group (n = 15) or a mentoring group (n = 15), these were coached or mentored by a member of the senior directorate from their own Trust. Qualitative and quantitative data were collected at three time points (T1 = baseline, T2 = 4 months and T3 = 9 months) using semi-structured interviews and questionnaires. While mentoring was perceived to be 'support' and coaching was described as 'action', descriptions of the actual process and content were quite similar. However, while both groups reported significant development in terms of career development, leadership skills and capabilities, mentees reported the highest level of development with significantly higher scores in eight areas of leadership and management and in three areas of career impact. Implications for nurses and health services are discussed.

  10. Developing the quality of early childhood mentoring institutions

    Directory of Open Access Journals (Sweden)

    Sri Hartini

    2017-09-01

    Full Text Available The study was to uncover the concept of quality improvement, the supporting and the inhibiting factors within the quality improve and the quality improvement in the early childhood mentoring institutions/kindergarten. The study was a qualitative research. The subjects in the study were kindergarten principals, kindergarten teachers and parents. The data were gathered by means of observation, interview and documentation. For the data analysis, the researcher selected the qualitative descriptive data analysis method. The results of the study were as follows. First, the concept of educational quality improvement in the early childhood mentoring institutions/ kindergarten has been improveed from the vision, the mission and the objectives and the concept includes the aspects of planning, process and output which has synergy from one to another. The planning has been formulated in the curriculum, the syllabus and the daily activity plan. Second, the approach, the strategy and the technique of quality improvement has maximized the well-qualified schools’ resources, have been supported by the sufficient facilities and have been funded by the sufficient budget. Third, the supporting factors within the quality improvement of early childhood mentoring institutions/kindergarten have been the increasing awareness within the society toward the significance of early childhood mentoring institutions, the massive socialization conducted by the Office of Education through the provision of training programs in relation to the early childhood mentoring institution/kindergarten management and the human resources empowerment toward developing the quality of early childhood mentoring institutions. Fourth, the inhibiting factors within the quality improvement of early childhood mentoring institutions have been the lack of society care and participation, the less quality human resources that early childhood mentoring institutions have, the fund limitation, the

  11. 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. Copyright © 2013 Elsevier Inc. All rights reserved.

  12. Antimatter and Dark Matter Search in Space: BESS-Polar Results

    Science.gov (United States)

    Mitchell, John W.; Yamamoto, Akira

    2009-01-01

    The apex of the Balloon-borne Experiment with a Superconducting Spectrometer program was reached with the Antarctic flight of BESS-Polar II, during the 2007-2008 Austral Summer, that obtained 24.5 days of data on over 4.7 billion cosmic-ray events. The US-Japan BESS Collaboration uses elementary particle measurements to study the early Universe and provides fundamental data on the spectra of light cosmic-ray elements and isotopes. BESS measures the energy spectra of cosmic-ray antiprotons to investigate signatures of possible exotic sources, such as dark-matter candidates, and searches for heavier anti-nuclei that might reach Earth from antimatter domains formed during symmetry breaking processes in the early Universe. Since 1993, BESS has carried out eleven high-latitude balloon flights, two of long duration, that together have defined the study of antiprotons below about 4 GeV, provided standard references for light element and isotope spectra, and set the most sensitive limits on the existence of anti-deuterons and anti-helium, The BESS-Polar II flight took place at Solar Minimum, when the sensitivity of the low-energy antiproton measurements to a primary source is greatest. The rich BESS-Polar II dataset more than doubles the combined data from all earlier BESS flights and has 10-20 times the statistics of BESS data from the previous Solar Minimum. Here, we summarize the scientific results of BESS program, focusing on the results obtained using data from the long-duration flights of BESS-Polar I (2004) and BESS-Polar II.

  13. Mentoring and its impact on intellectual capital: through the eyes of the mentee.

    Science.gov (United States)

    Thomka, Lisa A

    2007-01-01

    Recently, the concept of mentoring, and the use of mentorship programs, is being touted as a strategic means within healthcare organizations to address the nursing shortage that promises to continue well into the future. Mentoring, on the surface, could also be considered as an excellent means of supporting the development and retention of intellectual capital and succession planning within nursing. However, without a better understanding of the concept of mentoring, nurse leaders can never really know the full impact of mentoring in order to achieve such goals within the organization. Several key results from a study of mentorship in nursing support the concept of ongoing knowledge sharing within the discipline, as seen through the eyes of the mentee. The implications for nurse leaders shift the focus from formal mentoring programs to the creation of practice settings that foster the development of mentoring relationships.

  14. Exploring Protective factors among homeless youth: the role of natural mentors.

    Science.gov (United States)

    Dang, Michelle T; Conger, Katherine J; Breslau, Joshua; Miller, Elizabeth

    2014-08-01

    This study explored the presence and characteristics of natural mentors among 197 homeless youth and the association between natural mentoring relationships and youth functioning. Few studies have explored protective factors in the lives of homeless youth and how these may buffer against poor health outcomes. Relationships with natural mentors have been shown to have protective effects on adolescent functioning among the general adolescent population, and, thus, warrant further investigation with homeless youth. Results from this study revealed that 73.6% of homeless youth have natural mentoring relationships, split between kin and non-kin relationships. Having a natural mentor was associated with higher satisfaction with social support and fewer risky sexual behaviors. Findings suggest that natural mentors may play a protective role in the lives of homeless youth and should be considered an important source of social support that may enhance youth resilience.

  15. The Effect of Mentoring on Protégés' Organizational Deviance.

    Science.gov (United States)

    Chen, Cheng; Wen, Peng

    2016-08-01

    The aim of the present study was to investigate the effect of mentoring on protégés' organizational deviance. The sample comprised 202 ongoing formal mentoring dyads in the People's Republic of China (mentor samples: 61.9% male, M age = 36.8 years; protégé samples: 57.4% male, M age = 25.0 years). The regression results showed that mentoring was negatively related to protégés' organizational deviance. Moreover, job embeddedness and organizational identification mediated the association between mentoring and protégés' organizational deviance. Furthermore, the perceived developmental climate played a significant moderating role in the relationships between mentoring and job embeddedness and organizational identification such that the relationships were stronger when protégés perceived a stronger developmental climate. The theoretical and practical implications of this study were discussed. © The Author(s) 2016.

  16. Enhancing nursing students' education by coaching mentors.

    Science.gov (United States)

    Huggins, David

    2016-04-01

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

  17. Preliminary Results of Clover and Grass Coverage and Total Dry Matter Estimation in Clover-Grass Crops Using Image Analysis

    Directory of Open Access Journals (Sweden)

    Anders K. Mortensen

    2017-12-01

    Full Text Available The clover-grass ratio is an important factor in composing feed ratios for livestock. Cameras in the field allow the user to estimate the clover-grass ratio using image analysis; however, current methods assume the total dry matter is known. This paper presents the preliminary results of an image analysis method for non-destructively estimating the total dry matter of clover-grass. The presented method includes three steps: (1 classification of image illumination using a histogram of the difference in excess green and excess red; (2 segmentation of clover and grass using edge detection and morphology; and (3 estimation of total dry matter using grass coverage derived from the segmentation and climate parameters. The method was developed and evaluated on images captured in a clover-grass plot experiment during the spring growing season. The preliminary results are promising and show a high correlation between the image-based total dry matter estimate and the harvested dry matter ( R 2 = 0.93 with an RMSE of 210 kg ha − 1 .

  18. Mentorship as practitioner collaboration: Mentors' perspective

    Directory of Open Access Journals (Sweden)

    Miškeljin Lidija D.

    2016-01-01

    Full Text Available Based on conducted researches many authors point out that professionalism in the field of education in early childhood is closely linked with the skill of critical study of pedagogic practice and the ability of changing it. In accordance with modern views and research of professional development which indicate the fact that training professionals is not sufficient if we want to create a sustainable change the issue of mentorship development becomes increasingly topical. The paper considers a concept of mentorship in the frame of the project Kindergartens without borders 2 - quality inclusive preschool education in Serbia, based on a systemic approach to professional development, as a support to improving the quality and the development of ethical practice of preschool education. The new concept of mentorship includes active integration and synergy of the requirements of practice and theory, competence in mutual process of learning and reflexive examination of one's own practice, i.e. the ability of critical thinking and changing practice. The qualitative research was aimed at considering the perspective of mentors in the light of the mentoring concept. The results show that mentors see this kind of support as important in the processes of introducing changes in the practice and the development of quality in all dimensions of real context. The conclusion states that it is necessary to change the concept of professional development in order to ensure important support in the processes of changing the practice and the development of quality in all dimensions of real context.

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

    Directory of Open Access Journals (Sweden)

    Paul O. Olson

    2014-07-01

    Full Text Available 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 identified for an integrated framework: Insight from reflection and meta-learning; Working with the whole person; Competence modelling; Deep listening, beyond words; Emotional intelligence; Coaching for results; and Systemic thinking and team development.

  20. Supersymmetric model for dark matter and baryogenesis motivated by the recent CDMS result.

    Science.gov (United States)

    Allahverdi, Rouzbeh; Dutta, Bhaskar; Mohapatra, Rabindra N; Sinha, Kuver

    2013-08-02

    We discuss a supersymmetric model for cogenesis of dark and baryonic matter where the dark matter (DM) has mass in the 8-10 GeV range as indicated by several direct detection searches, including most recently the CDMS experiment with the desired cross section. The DM candidate is a real scalar field. Two key distinguishing features of the model are the following: (i) in contrast with the conventional weakly interacting massive particle dark matter scenarios where thermal freeze-out is responsible for the observed relic density, our model uses nonthermal production of dark matter after reheating of the Universe caused by moduli decay at temperatures below the QCD phase transition, a feature which alleviates the relic overabundance problem caused by small annihilation cross section of light DM particles and (ii) baryogenesis occurs also at similar low temperatures from the decay of TeV scale mediator particles arising from moduli decay. A possible test of this model is the existence of colored particles with TeV masses accessible at the LHC.

  1. Exploratory Study Examining the Joint Impacts of Mentoring and Managerial Coaching on Organizational Commitment

    Directory of Open Access Journals (Sweden)

    Hyung Rok Woo

    2017-01-01

    Full Text Available A number of organizations have adopted coaching and mentoring interventions to discover and foster the potential capabilities of employees. These practices are seen as competitive drivers to cultivate innovation and creativity in turbulent business environments. However, the literature has not investigated the question of how coaching and mentoring are interrelated. By examining this connection, this study explores the joint effects of these practices on the organizational commitment of employees. The results from survey data of 247 employees, who were coachees as well as protégés at the same time, from 17 companies in South Korea suggested that mentoring moderates the positive relationship between managerial coaching and organizational commitment. In addition, the moderating effects also depended on the extent of the homogeneity of their coach and mentor. The positive relationship between managerial coaching and organizational commitment strongly increased with conditions of higher mentoring and lower homogeneity of coach and mentor. Conversely, the relationship became negative when both mentoring practice and the homogeneity of coach and mentor were low. These results could provide practical implications to organizations that are concurrently adopting both coaching and mentoring programs by helping managers to better understand their joint effects.

  2. Career Development Institute with Enhanced Mentoring: A Revisit.

    Science.gov (United States)

    Kupfer, David J; Schatzberg, Alan F; Dunn, Leslie O; Schneider, Andrea K; Moore, Tara L; DeRosier, Melissa

    2016-06-01

    The need for innovative methods to promote training, advancement, and retention of clinical and translational investigators in order to build a pipeline of trainees to focus on mental health-relevant research careers is pressing. The specific aim of the Career Development Institute for Psychiatry is to provide the necessary skill set and support to a nationally selected broad-based group of young psychiatrists and PhD researchers to launch and maintain successful research careers in academic psychiatry. The program targets such career skills as writing, negotiating, time management, juggling multiple demanding responsibilities, networking, project management, responsible conduct of research, and career goal setting. The current program builds on the previous program by adding a longitudinal, long-distance, virtual mentoring, and training program, seen as integral components to sustaining these career skills. Career development activities occur in four phases over a 24-month period for each annual class of up to 18 participants: online baseline career and skills self-assessment and goal setting, preparations for 4-day in-person workshop, long-distance structured mentoring and online continued learning, peer-mentoring activities, and post-program career progress and process evaluation. Program instructors and mentors consist of faculty from the University of Pittsburgh and Stanford University as well as successful past program graduates from other universities as peer mentors. A comprehensive website facilitates long-distance activities to occur online. Continued training occurs via webinars every other month by experts discussing topics selected for the needs of each particular class. Personally assigned mentors meet individually bimonthly with participants via a secure web-based "mentor center" that allows mentor dyads to collaborate, share, review, and discuss career goals and research activities. Preliminary results after the first 24 months are favorable. Almost

  3. Development of a Technology Mentor Survey Instrument: Understanding Student Mentors' Benefits

    Science.gov (United States)

    Pamuk, Sonmez; Thompson, Ann D.

    2009-01-01

    Agreement on the effectiveness of the technology mentoring approach in addressing educators' needs for learning different technologies has been growing. Literature on the concept of mentoring in general and technology mentoring specifically has indicated mentoring relationships in different settings provide benefits for the less experienced…

  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. Clarifying pre-service teacher perceptions of mentor teachers' developing use of mentoring skills

    NARCIS (Netherlands)

    Prof. Dr. Theo Bergen; Dr. Niels Brouwer; Dr. Paul Hennissen; Dr. F.J.A.J. Crasborn; Prof. Dr. Fred Korthagen

    2011-01-01

    The aim of this study is to clarify how pre-service teachers perceive mentor teachers' use of mentoring skills. Sixty stimulated-recall interviews were conducted, each in connection with a previously recorded mentoring dialogue. A quantitative analysis showed that six types of mentoring skills

  6. Differences of Mentoring Experiences across Grade Span among Principals, Mentors, and Mentees

    Science.gov (United States)

    Frels, Rebecca K.; Zientek, Linda Reichwein; Onwuegbuzie, Anthony J.

    2013-01-01

    The purpose of this mixed research study was to examine mentoring experiences specific to grade span through the perspective of principals, mentors, and mentees. An instrument containing items on demographics, administrative support, and mentoring program components was administered to first-year teachers (n = 998), mentors (n = 791), and…

  7. 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…

  8. Building Relationships: A Guide for New Mentors. National Mentoring Center Technical Assistance Packet #4.

    Science.gov (United States)

    Jucovy, Linda

    This guide describes 10 important features of successful mentors' attitudes and styles, using data from an examination of 82 pairs of mentors and adolescents in Big Brothers Big Sisters mentoring programs nationwide. The key reasons that certain mentoring relationships succeeded while others failed was related to the expectations and approaches of…

  9. 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…

  10. The Assessment and Mentoring Program (AMP): Final Year Pre-Service Physical Education Peer Mentors' Perceptions of Effective Mentoring

    Science.gov (United States)

    Jenkinson, Kate A.; Benson, Amanda C.

    2017-01-01

    In the teacher education context, most peer mentoring programs have focused on pre-service teachers and a qualified teacher mentor within schools (Hobson, et.al., 2009; Ambrosetti, Knight & Dekkers, 2014). Few studies have focused on mentoring between pre-service physical education teachers. Therefore, we describe the Assessment and Mentoring…

  11. The relationship of mentoring on middle school girls' science-related attitudes

    Science.gov (United States)

    Clark, Lynette M.

    This quantitative study examined the science-related attitudes of middle school girls who attended a science-focused mentoring program and those of middle school girls who attended a traditional mentoring program. Theories related to this study include social cognitive theory, cognitive development theory, and possible selves' theory. These theories emphasize social and learning experiences that may impact the science-related attitudes of middle school girls. The research questions examined the science-related attitudes of middle school girls who participate in a science-related mentoring program. The hypotheses suggested that there are significant differences that exist between the attitudes of middle school female participants in a science-related mentoring program and female participants in a traditional mentoring program. The quantitative data were collected through a survey entitled the Test of Science-Related Attitudes (TOSRA) which measures science-related attitudes. The population of interest for this study is 11-15 year old middle school girls of various racial and socio-economic backgrounds. The sample groups for the study were middle school girls participating in either a science-focused mentoring program or a traditional mentoring program. Results of the study indicated that no significant difference existed between the science-related attitudes of middle school girls in a science-related mentoring program and the attitudes of those in a traditional mentoring program. The practical implications for examining the concerns of the study would be further investigations to increase middle school girls' science-related attitudes.

  12. Factors Associated with Successful Mentoring of Parents Addressing Childhood Obesity: A Mixed Methods Approach

    Directory of Open Access Journals (Sweden)

    Gabriela Abigail Villanueva

    2016-01-01

    Full Text Available Objective. Parents mentoring other parents as a behavioral intervention for child obesity is novel with limited data describing the experience and dynamics of this approach. This study aimed to describe the experiences of parent mentors and the self-efficacy and attitudes of their mentees in the context of a clinical trial for childhood obesity. Methods. The context for this study was a randomized clinical trial using either parent mentors or a community health worker engaging parents of obese children in behavioral change over six months. Parent mentors were interviewed at the mid-point of the intervention using a semistructured questionnaire to elicit their perceptions and experiences during the process of mentoring. Parent mentees completed a survey assessing their self-efficacy, perception of the parent mentor, and attitudes and beliefs related to their child’s weight. Results. The qualitative analysis of parent mentor interviews indicated high commitment despite their nonprofessional status, facing challenges of engagement with fellow parents and attitudes of persistence and being nonjudgmental. The parent mentee ratings of parent mentors were overall very high and similar to the ratings of a community health worker (paraprofessional. Conclusion. The data suggest that a parent mentor model of intervention for child obesity is an acceptable mode of approaching behavior change in the Hispanic population around childhood obesity with potential for scalability if proven effective.

  13. Utilizing Peer Mentor Roles in Learning Communities

    Science.gov (United States)

    Rieske, Laura Jo; Benjamin, Mimi

    2015-01-01

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

  14. Defence Health Service Mentoring Program Evaluation 2001

    National Research Council Canada - National Science Library

    Highfield, Jane

    2002-01-01

    ...). DHS commissioned the Directorate of Strategic Personnel Planning and Research (DSPPR) to evaluate a recent Mentoring Program trial in order to assess the effectiveness and organizational value of Mentoring within DHS...

  15. Opinion & Special Articles: Mentoring in neurology

    Science.gov (United States)

    Lee, Paul R.

    2014-01-01

    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. PMID:24616198

  16. Reconstruction of real-space linear matter power spectrum from multipoles of BOSS DR12 results

    Science.gov (United States)

    Lee, Seokcheon

    2018-02-01

    Recently, the power spectrum (PS) multipoles using the Baryon Oscillation Spectroscopic Survey (BOSS) Data Release 12 (DR12) sample are analyzed [1]. The based model for the analysis is the so-called TNS quasi-linear model and the analysis provides the multipoles up to the hexadecapole [2]. Thus, one might be able to recover the real-space linear matter PS by using the combinations of multipoles to investigate the cosmology [3]. We provide the analytic form of the ratio of quadrupole (hexadecapole) to monopole moments of the quasi-linear PS including the Fingers-of-God (FoG) effect to recover the real-space PS in the linear regime. One expects that observed values of the ratios of multipoles should be consistent with those of the linear theory at large scales. Thus, we compare the ratios of multipoles of the linear theory, including the FoG effect with the measured values. From these, we recover the linear matter power spectra in real-space. These recovered power spectra are consistent with the linear matter power spectra.

  17. A facilitated mentoring process for engineers

    Energy Technology Data Exchange (ETDEWEB)

    Donald, L.; Clark, M.

    1993-11-01

    Mentoring has been occurring in organizations for many, many years through a natural pairing process of people wanting to help one another. The numerous benefits of mentoring to both the protege and the mentor are widely known. In this paper we describe a Facilitated Mentoring Pilot Program for engineers, successfully completed in June, 1993. This career development tool can help make ``Every Engineer a Leader.``

  18. Enhancing nursing students' education by coaching mentors

    OpenAIRE

    Huggins, David

    2016-01-01

    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...

  19. 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.

  20. Charles Wagley: mentor and colleague

    Directory of Open Access Journals (Sweden)

    Maxine L. Margolis

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

  1. Electronic Mentoring: Quantifying the Programmatic Effort.

    Science.gov (United States)

    Single, Peg Boyle; Muller, Carol B.

    This paper reports on experiences conducting and evaluating MentorNet, a nationwide structured electronic mentoring (ementoring) program that pairs women engineering students, related science students, and math students with industry professionals and provides support to aid the development of year-long ementoring relationships. MentorNet's goal…

  2. 78 FR 853 - National Mentoring Month, 2013

    Science.gov (United States)

    2013-01-07

    ... 8922 of December 31, 2012 National Mentoring Month, 2013 By the President of the United States of... mission to serve others. During National Mentoring Month, we pay special tribute to the men and women who... help young people see the strength within themselves. We created the Corporate Mentoring Challenge...

  3. 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...

  4. 77 FR 207 - National Mentoring Month, 2012

    Science.gov (United States)

    2012-01-03

    ... Vol. 77 Tuesday, No. 1 January 3, 2012 Part IV The President Proclamation 8768--National Mentoring... National Mentoring Month, 2012 By the President of the United States of America A Proclamation Every day... Nation's youth for a bright future. During National Mentoring Month, we celebrate the contributions of...

  5. 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…

  6. 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…

  7. 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…

  8. Mentoring Academic Journal Reviewers: Brokering Reviewing Knowledge

    Science.gov (United States)

    Adamson, John

    2012-01-01

    This paper reports on an ongoing programme to develop new academic journal reviewers through mentoring. It analyses data from correspondence between experienced reviewer/mentors and new reviewer/mentees at an online journal. With the overlying objective of improving internal review quality, the mentoring programme has been initiated to raise…

  9. 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…

  10. Particulate matter in the indoor air of classrooms—exploratory results from Munich and surrounding area

    Science.gov (United States)

    Fromme, H.; Twardella, D.; Dietrich, S.; Heitmann, D.; Schierl, R.; Liebl, B.; Rüden, H.

    in humidity by 10%, by 0.5 μg m -3 per increase in CO 2 indoor concentration by 100 ppm, and a decrease by 2.8 μg m -3 in 5-7th grade classes and by 7.3 μg m -3 in class 8-11 compared to 1-4th class. During the winter period, the associations were stronger regarding class level, reverse regarding humidity (a decrease by 6.4 μg m -3 per increase in 10% humidity) and absent regarding CO 2 indoor concentration. The median PNC measured in 36 classrooms ranged between 2622 and 12,145 particles cm -3 (median: 5660 particles cm -3). The results clearly show that exposure to particulate matter in school is high. The increased PM concentrations in winter and their correlation with high CO 2 concentrations indicate that inadequate ventilation plays a major role in the establishment of poor indoor air quality. Additionally, the increased PM concentration in low level classes and in rooms with high number of pupils suggest that the physical activity of pupils, which is assumed to be more pronounced in younger children, contributes to a constant process of resuspension of sedimented particles. Further investigations are necessary to increase knowledge on predictors of PM concentration, to assess the toxic potential of indoor particles and to develop and test strategies how to ensure improved indoor air quality in schools.

  11. Forging a link between mentoring and collaboration: a new training model for implementation science.

    Science.gov (United States)

    Luke, Douglas A; Baumann, Ana A; Carothers, Bobbi J; Landsverk, John; Proctor, Enola K

    2016-10-13

    Training investigators for the rapidly developing field of implementation science requires both mentoring and scientific collaboration. Using social network descriptive analyses, visualization, and modeling, this paper presents results of an evaluation of the mentoring and collaborations fostered over time through the National Institute of Mental Health (NIMH) supported by Implementation Research Institute (IRI). Data were comprised of IRI participant self-reported collaborations and mentoring relationships, measured in three annual surveys from 2012 to 2014. Network descriptive statistics, visualizations, and network statistical modeling were conducted to examine patterns of mentoring and collaboration among IRI participants and to model the relationship between mentoring and subsequent collaboration. Findings suggest that IRI is successful in forming mentoring relationships among its participants, and that these mentoring relationships are related to future scientific collaborations. Exponential random graph network models demonstrated that mentoring received in 2012 was positively and significantly related to the likelihood of having a scientific collaboration 2 years later in 2014 (p = 0.001). More specifically, mentoring was significantly related to future collaborations focusing on new research (p = 0.009), grant submissions (p = 0.003), and publications (p = 0.017). Predictions based on the network model suggest that for every additional mentoring relationships established in 2012, the likelihood of a scientific collaboration 2 years later is increased by almost 7 %. These results support the importance of mentoring in implementation science specifically and team science more generally. Mentoring relationships were established quickly and early by the IRI core faculty. IRI fellows reported increasing scientific collaboration of all types over time, including starting new research, submitting new grants, presenting research results, and

  12. El desarrollo de los recursos humanos a través del mentoring: El caso español The human resources development through mentoring: The Spanish case The human resources development through mentoring: The Spanish case

    Directory of Open Access Journals (Sweden)

    Félix Angel Grande Torraleja

    2012-04-01

    Full Text Available Objeto: El mentoring es una práctica para favorecer el desarrollo de los recursos humanos cada día más utilizada por las empresas. Sin embargo, la investigación sobre el tema presenta aún numerosos aspectos que no se han abordado lo suficiente. El objetivo de este trabajo es conocer esta práctica, analizar sus efectos y conocer que beneficios que reporta a los individuos y a las empresas que la utilizan, exponiendo una serie de indicaciones prácticas para que su aplicación resulte efectiva. Posteriormente, procedemos a contrastar los planteamientos anteriores, analizando el impacto del mentoring en el rendimiento, tanto a nivel organizacional como a nivel individual, en una muestra de empresas españolas. Los resultados reflejan que existe una relación causal directa entre el empleo de los programas de mentoring y el crecimiento de la empresa y su capital humano.Diseño/metodología/enfoque: Tras el planteamiento teórico se procede a contrastar las hipótesis mediante la metodología de ecuaciones estructurales, realizando previamente un análisis factorial confirmatorio de las escalas de medida.Aportaciones y resultados: Los resultados muestran la existencia de un efecto causal y directo de la aplicación del mentoring y el rendimiento de las empresas de la muestra. De este modo validamos los planteamientos teóricos formulados y contribuimos a un conocimiento más profundo de esta práctica, sus condiciones de efectividad y los beneficios que reporta a la empresa.Implicaciones prácticas: El mentoring se inicia con la incorporación del pupilo, un empleado con posibilidades de promoción y mejora, cuyo plan de carrera contempla la utilización de esta técnica. A partir de este instante, el siguiente paso será elegir el mentor, normalmente una persona con más experiencia y conocedora de la organización. Gran parte del éxito del mentoring se basa en la adecuada elección del mentor, por ello debe ser analizado de manera

  13. 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.

  14. Using attachment theory in mentoring.

    Science.gov (United States)

    Miles, Kerri

    Attachment theory is a useful way to understand the bond between children and the people with whom they have emotional ties--usually caregivers. The theory can also help us to understand any adult relationship that provides closeness and a sense of attachment, especially in times of stress or need. Understanding the nature, cause and effect of the role and function of attachment from a training and development perspective, and different styles of attachment, may improve the quality of the mentoring experience for both mentors and mentees.

  15. First results from the DarkSide-50 dark matter experiment at Laboratori Nazionali del Gran Sasso

    Directory of Open Access Journals (Sweden)

    P. Agnes

    2015-04-01

    Full Text Available We report the first results of DarkSide-50, a direct search for dark matter operating in the underground Laboratori Nazionali del Gran Sasso (LNGS and searching for the rare nuclear recoils possibly induced by weakly interacting massive particles (WIMPs. The dark matter detector is a Liquid Argon Time Projection Chamber with a (46.4±0.7 kg active mass, operated inside a 30 t organic liquid scintillator neutron veto, which is in turn installed at the center of a 1 kt water Cherenkov veto for the residual flux of cosmic rays. We report here the null results of a dark matter search for a (1422±67 kgd exposure with an atmospheric argon fill. This is the most sensitive dark matter search performed with an argon target, corresponding to a 90% CL upper limit on the WIMP-nucleon spin-independent cross section of 6.1×10−44 cm2 for a WIMP mass of 100 Gev/c2.

  16. The current practice of mentoring across Accreditation Council of Graduate Medical Education – International accredited programs in Qatar from faculty and trainees perspectives

    Science.gov (United States)

    Suliman, Shireen; Al-Mohammed, Ahmed; Al Mohanadi, Dabia; Allen, Margaret; Bylund, Carma L

    2018-01-01

    Purpose Mentoring plays a vital role in academic productivity, personal development, and career guidance for students, residents, fellows, and junior faculty. A culture of mentoring is spreading across residency and fellowship training programs in Hamad Medical Corporation, the main teaching tertiary care facility in Qatar. However, there is insufficient knowledge about the current practice of mentoring in these programs. Methods We conducted a cross-sectional study by surveying all faculty and trainees in all residency and fellowship training programs in Qatar. Each completed a web-based questionnaire that asked about the current experience, self-efficacy and measures of improvement of the current practice of mentoring across training programs. Results A total of 393/650 faculty members (61%), 187/250 fellows (74%), and 405/650 residents (62%) responded to the two surveys. Most (74% of faculty members) reported being current mentors, while 67% of residents and fellows reported that they currently have mentors. Faculty who received training in mentoring and those who had an established formal mentoring program in their departments were more likely to enroll in mentoring than others (86%, Pmentoring initiative in their departments were to develop a structured mentoring program and to train the mentors. Content analysis revealed participants’ confusion differentiating between the terms mentoring and supervision. Conclusion Based on the current study, many existing mentoring relationships have an evident confusion between supervision and mentoring roles. Developing structured mentoring program and training both faculty and trainees in mentoring is recommended to improve the current practice of mentoring within the training programs. PMID:29416385

  17. Pharmacy resident-led student mentoring program: A focus on developing mentoring skills.

    Science.gov (United States)

    Howard, Meredith L; Steuber, Taylor D; Nisly, Sarah A; Wilhoite, Jessica; Saum, Lindsay

    2017-11-01

    Formalized mentoring programs are often credited for influencing professional development of mentees. Unfortunately, little information exists regarding advancement of mentoring skills. We report the development and evaluation of a program to cultivate mentoring skills in pharmacy residents. Advanced pharmacy practice experience students and pharmacy residents were contacted for program participation. Resident mentors were paired with a student mentee for the program. Mentors were provided resources and support throughout the program. Sessions were held to facilitate mentoring relationships and to discuss professional development topics. Pre- and post-perception surveys were administered to mentors to measure changes in mentoring comfort and ability. Only matched pre- and post-surveys were included for analysis. The program was held and evaluated over two separate academic years FINDINGS: Fifty-three residents mentored 54 students over two cycles of the program. Mentors' matched perception surveys (n = 26) reported increased comfort in mentoring (p effectiveness in provision of written and oral feedback (p = 0.004 and p = 0.013 respectively). Mentors also reported heightened belief that serving as a student mentor will be beneficial to their long-term career goals (p = 0.034). Overall, this formal resident-led student mentoring program improved resident comfort serving in a mentoring role. Copyright © 2017 Elsevier Inc. All rights reserved.

  18. Mentor Perspectives on the Place of Undergraduate Research Mentoring in Academic Identity and Career Development: An Analysis of Award Winning Mentors

    Science.gov (United States)

    Hall, Eric E.; Walkington, Helen; Shanahan, Jenny Olin; Ackley, Elizabeth; Stewart, Kearsley A.

    2018-01-01

    This study examines how Undergraduate Research (UR) mentoring fits into the career profile of award-winning UR mentors and the factors that motivate engagement as UR mentors. Twenty-four award-winning UR mentors in four countries were interviewed about their mentoring practices. Six themes emerged: (1) Academic Identity and Motivations; (2)…

  19. First results from the IllustrisTNG simulations: matter and galaxy clustering

    Science.gov (United States)

    Springel, Volker; Pakmor, Rüdiger; Pillepich, Annalisa; Weinberger, Rainer; Nelson, Dylan; Hernquist, Lars; Vogelsberger, Mark; Genel, Shy; Torrey, Paul; Marinacci, Federico; Naiman, Jill

    2018-03-01

    Hydrodynamical simulations of galaxy formation have now reached sufficient volume to make precision predictions for clustering on cosmologically relevant scales. Here, we use our new IllustrisTNG simulations to study the non-linear correlation functions and power spectra of baryons, dark matter, galaxies, and haloes over an exceptionally large range of scales. We find that baryonic effects increase the clustering of dark matter on small scales and damp the total matter power spectrum on scales up to k ˜ 10 h Mpc-1 by 20 per cent. The non-linear two-point correlation function of the stellar mass is close to a power-law over a wide range of scales and approximately invariant in time from very high redshift to the present. The two-point correlation function of the simulated galaxies agrees well with Sloan Digital Sky Survey at its mean redshift z ≃ 0.1, both as a function of stellar mass and when split according to galaxy colour, apart from a mild excess in the clustering of red galaxies in the stellar mass range of109-1010 h-2 M⊙. Given this agreement, the TNG simulations can make valuable theoretical predictions for the clustering bias of different galaxy samples. We find that the clustering length of the galaxy autocorrelation function depends strongly on stellar mass and redshift. Its power-law slope γ is nearly invariant with stellar mass, but declines from γ ˜ 1.8 at redshift z = 0 to γ ˜ 1.6 at redshift z ˜ 1, beyond which the slope steepens again. We detect significant scale dependences in the bias of different observational tracers of large-scale structure, extending well into the range of the baryonic acoustic oscillations and causing nominal (yet fortunately correctable) shifts of the acoustic peaks of around ˜ 5 per cent.

  20. The Study of Mentor\\'s Performance from Students View in Alborz University of Medical Sciences 2013

    Directory of Open Access Journals (Sweden)

    M. Davoodabadi

    2016-05-01

    Full Text Available Background: students are exposed to stress for many reasons and there are situations which they need guidance. Mentorship programs have been successful in managing these situations. These programs are one of the main university tasks, which sometimes get less attention which affects its performance. The study aim is to determine the mentor's performance from students view in Alborz University of medical sciences. Methods: In a cross-sectional design, 304 students randomly entered to the study. A self administrated questionnaire were used after reliability and validity been confirmed. Independent-T Test, one way ANOVA and bonferroni post hoc, and Chi-square tests were used for data analysis. Results: Mean performance score was 78.53(±22.54 which assumed as to be moderate performance. The score was different between different fields of study (P<0.0001. There was no significant difference by mentor's or student's gender; however the performance score were higher when mentor and student had same sex (P<0.042.   52.6% were satisfied of having a mentorship program in the university. Groups that had more visits had higher satisfaction rates (P<0.0001 but their mean performance score was lower (P<0.0001. Conclusion: It is necessary to identify and resolve barriers of proper mentorship program running. Measures and incentives to make mentors put sufficient time   and also strategies to increase students' participation in selecting their mentors, the professor, students and mentors having, using of higher grade students to help new students under supervision of mentor must be considered. It is needed to survey program performance in medical universities by the Ministry of Health using a similar and standard instrument.

  1. Redesigning a clinical mentoring program for improved outcomes in the clinical training of clerks

    Science.gov (United States)

    Lin, Chia-Der; Lin, Blossom Yen-Ju; Lin, Cheng-Chieh; Lee, Cheng-Chun

    2015-01-01

    Introduction Mentorship has been noted as critical to medical students adapting to clinical training in the medical workplace. A lack of infrastructure in a mentoring program might deter relationship building between mentors and mentees. This study assessed the effect of a redesigned clinical mentoring program from the perspective of clerks. The objective was to assess the benefits of the redesigned program and identify potential improvements. Methods A redesigned clinical mentoring program was launched in a medical center according to previous theoretical and practical studies on clinical training workplaces, including the elements of mentor qualifications, positive and active enhancers for mentor–mentee relationship building, the timing of mentoring performance evaluation, and financial and professional incentives. A four-wave web survey was conducted, comprising one evaluation of the former mentoring program and three evaluations of the redesigned clinical mentoring program. Sixty-four fifth-year medical students in clerkships who responded to the first wave and to at least two of the three following waves were included in the study. A structured and validated questionnaire encompassing 15 items on mentor performance and the personal characteristics of the clerks was used. Mixed linear models were developed for repeated measurements and to adjust for personal characteristics. Results The results revealed that the redesigned mentoring program improved the mentors’ performance over time for most evaluated items regarding professional development and personal support provided to the mentees. Conclusions Our findings serve as an improved framework for the role of the institution and demonstrate how institutional policies, programs, and structures can shape a clinical mentoring program. We recommend the adoption of mentorship schemes for other cohorts of medical students and for different learning and training stages involved in becoming a physician. PMID

  2. Pre-Service Teachers' Evaluation of Their Mentor Teachers, School Experiences, and Theory-Practice Relationship

    Science.gov (United States)

    Alemdag, Ecenaz; Simsek, Pinar Özdemir

    2017-01-01

    This case study investigated practicum experiences of pre-service teachers by focusing on their evaluation of mentor teachers, school experiences, and theory-practice relationships. Interviews were conducted with six teacher candidates, and observations in the participants' practice schools were made. The results revealed that mentor teachers had…

  3. Beyond Boomer Meets NextGen: Examining Mentoring Practices among Pennsylvania Academic Librarians

    Science.gov (United States)

    Neyer, Linda; Yelinek, Kathryn

    2011-01-01

    A survey to assess mentoring experiences and attitudes towards work of Pennsylvania academic librarians was conducted in September 2006 with questions concerning mentoring experiences, work experiences, and attitudes towards work. Results of the survey are analyzed for differences among those librarians responding, especially generational…

  4. Mentoring and New Teacher Induction in the United States: A Review and Analysis of Current Practices

    Science.gov (United States)

    Bullough, Robert V., Jr.

    2012-01-01

    In this article, current practices were reviewed in mentoring and induction across three large states--New York, Texas, and California--and one small state, Utah. Patterns and trends are described in the United States, program results and evolving views of mentoring are discussed, gaps in the research literature are identified, and the future of…

  5. The Effect of Peer-Mentoring Program on Nursing Students’ Clinical Environment Stressors

    Directory of Open Access Journals (Sweden)

    F Sardari Kashkooli

    2014-01-01

    Results: There was a significant difference between stress scores before and after of the intervention in both groups (p=0.00. Mean difference of clinical environment stress factors in two groups were not statistically significant (p=0.99. Conclusions: Peer-mentoring program is not significant effective on clinical environment stress reduction. Key Words: Nursing Education, Peer Mentoring, Clinical Environment Stressors

  6. Good and Bad Mentoring: Field Experiences in Pre-Service Teacher ...

    African Journals Online (AJOL)

    Results indicate that student teachers valued communication where mentors would provide feedback by discussing openly with them their strengths and weaknesses. In addition, participants valued mentors who put into consideration the social needs of the student teacher in addition to the real teaching issues. Participants ...

  7. Experience of Dormitory Peer Mentors: A Journey of Self Learning and Development

    Science.gov (United States)

    Lin, Yii-nii; Lai, Pi-hui; Chiu, Yi-Hsing Claire; Hsieh, Hui-Hsing; Chen, Yien-Hua

    2016-01-01

    The study looked back on the one-year experience of the first group of peer mentors of a university at northern Taiwan. Twelve peer mentors (six males and six females; with an average age of 21.45) took part in the study. A qualitative phenomenological approach and in-depth interviews were adopted. The results showed that participants deemed the…

  8. Relationship of Advisory Mentoring to MBA Career Maturity: An Anticipatory Socialization Perspective

    Science.gov (United States)

    Wu, Melien; Chang, Chen-Chieh

    2009-01-01

    This study investigates the influences of gender and work experiences on career maturity, as well as the relationship between advisory mentoring and career maturity. Analytical results from 528 full-time MBA students are summarized as follows: (a) gender exerts significant differences in advisory mentoring functions (instrumental and…

  9. Results from the two-tower run of the Cryogenic Dark Matter Search

    Energy Technology Data Exchange (ETDEWEB)

    Reisetter, Angela Jean [Minnesota U.

    2005-01-01

    The Cryogenic Dark Matter Search has completed two runs at the Soudan Underground Laboratory In the second, two towers of detectors were operated from March to August 2004. CDMS used Ge and Si ZIP (Z-sensitive, Ionization, and Phonon) detectors, operated at 50mK, to look for Weakly Interacting Massive Particles (WIMPs) which may make up most of the dark matter in our universe. These detectors are surrounded by lead and polyethylene shielding as well as an active muon veto. These shields, as well as the overburden of Soudan rock, provide a low background environment for the detectors. The ZIP detectors record the ratio of ionization signal to phonon signal to discriminate between nuclear recoils, characteristic of WIMPs and neutrons, and electron recoils, characteristic of gamma and beta backgrounds. They also provide timing information from the four phonon channels that is used to reject surface events, for which ionization collection is poor. A blind analysis, dened using calibration data taken in situ throughout the run, provides a denition of the WIMP signal region by rejecting backgrounds. This analysis applied to the WIMP search data gives a limit on the spin independent WIMP-nucleon cross-section that is an order of magnitude lower than any other experiment has published.

  10. Results on MeV-scale dark matter from a gram-scale cryogenic calorimeter operated above ground

    Energy Technology Data Exchange (ETDEWEB)

    Angloher, G.; Bauer, P.; Bento, A.; Iachellini, N.F.; Hauff, D.; Kiefer, M.; Mancuso, M.; Petricca, F.; Proebst, F.; Reindl, F.; Rothe, J.; Seidel, W.; Stodolsky, L.; Strauss, R.; Tanzke, A.; Wuestrich, M. [Max-Planck-Institut fuer Physik, Muenchen (Germany); Bucci, C.; Canonica, L.; Gorla, P.; Pagliarone, C.; Schaeffner, K. [Laboratori Nazionali del Gran Sasso, INFN, Assergi (Italy); Defay, X.; Erb, A.; Feilitzsch, F. v.; Lanfranchi, J.C.; Langenkaemper, A.; Mondragon, E.; Muenster, A.; Oberauer, L.; Potzel, W.; Schoenert, S.; Thi, H.H.T.; Ulrich, A.; Wawoczny, S.; Willers, M.; Zoeller, A. [Technische Universitaet Muenchen, Physik-Department and Excellence Cluster Universe, Garching (Germany); Guetlein, A.; Kluck, H.; Puig, R.; Schieck, J.; Stahlberg, M.; Tuerkoglu, C. [Institut fuer Hochenergiephysik der Oesterreichischen Akademie der Wissenschaften, Vienna (Austria); Vienna University of Technology, Atominstitut, Vienna (Austria); Jochum, J.; Loebell, J.; Strandhagen, C.; Uffinger, M.; Usherov, I. [Eberhard-Karls-Universitaet Tuebingen, Tuebingen (Germany); Kraus, H. [University of Oxford, Department of Physics, Oxford (United Kingdom); Collaboration: CRESST Collaboration

    2017-09-15

    Models for light dark matter particles with masses below 1 GeV/c{sup 2} are a natural and well-motivated alternative to so-far unobserved weakly interacting massive particles. Gram-scale cryogenic calorimeters provide the required detector performance to detect these particles and extend the direct dark matter search program of CRESST. A prototype 0.5 g sapphire detector developed for the ν-cleus experiment has achieved an energy threshold of E{sub th} = (19.7 ± 0.9)eV. This is one order of magnitude lower than for previous devices and independent of the type of particle interaction. The result presented here is obtained in a setup above ground without significant shielding against ambient and cosmogenic radiation. Although operated in a high-background environment, the detector probes a new range of light-mass dark matter particles previously not accessible by direct searches. We report the first limit on the spin-independent dark matter particle-nucleon cross section for masses between 140 and 500 MeV/c{sup 2}. (orig.)

  11. Results on MeV-scale dark matter from a gram-scale cryogenic calorimeter operated above ground

    Science.gov (United States)

    Angloher, G.; Bauer, P.; Bento, A.; Bucci, C.; Canonica, L.; Defay, X.; Erb, A.; Feilitzsch, F. v.; Iachellini, N. Ferreiro; Gorla, P.; Gütlein, A.; Hauff, D.; Jochum, J.; Kiefer, M.; Kluck, H.; Kraus, H.; Lanfranchi, J.-C.; Langenkämper, A.; Loebell, J.; Mancuso, M.; Mondragon, E.; Münster, A.; Oberauer, L.; Pagliarone, C.; Petricca, F.; Potzel, W.; Pröbst, F.; Puig, R.; Reindl, F.; Rothe, J.; Schäffner, K.; Schieck, J.; Schönert, S.; Seidel, W.; Stahlberg, M.; Stodolsky, L.; Strandhagen, C.; Strauss, R.; Tanzke, A.; Thi, H. H. Trinh; Türkoǧlu, C.; Uffinger, M.; Ulrich, A.; Usherov, I.; Wawoczny, S.; Willers, M.; Wüstrich, M.; Zöller, A.

    2017-09-01

    Models for light dark matter particles with masses below 1 GeV/c^2 are a natural and well-motivated alternative to so-far unobserved weakly interacting massive particles. Gram-scale cryogenic calorimeters provide the required detector performance to detect these particles and extend the direct dark matter search program of CRESST. A prototype 0.5 g sapphire detector developed for the ν -cleus experiment has achieved an energy threshold of E_{th}=(19.7± 0.9) eV. This is one order of magnitude lower than for previous devices and independent of the type of particle interaction. The result presented here is obtained in a setup above ground without significant shielding against ambient and cosmogenic radiation. Although operated in a high-background environment, the detector probes a new range of light-mass dark matter particles previously not accessible by direct searches. We report the first limit on the spin-independent dark matter particle-nucleon cross section for masses between 140 and 500 MeV/c^2.

  12. Deriving Competencies for Mentors of Clinical and Translational Scholars

    Science.gov (United States)

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

    2012-01-01

    Abstract Although the importance of research mentorship has been well established, the role of mentors of junior clinical and translational science investigators is not clearly defined. The authors attempt to derive a list of actionable competencies for mentors from a series of complementary methods. We examined focus groups, the literature, competencies derived for clinical and translational scholars, mentor training curricula, mentor evaluation forms and finally conducted an expert panel process in order to compose this list. These efforts resulted in a set of competencies that include generic competencies expected of all mentors, competencies specific to scientists, and competencies that are clinical and translational research specific. They are divided into six thematic areas: (1) Communication and managing the relationship, (2) Psychosocial support, (3) Career and professional development, (4) Professional enculturation and scientific integrity, (5) Research development, and (6) Clinical and translational investigator development. For each thematic area, we have listed associated competencies, 19 in total. For each competency, we list examples that are actionable and measurable. Although a comprehensive approach was used to derive this list of competencies, further work will be required to parse out how to apply and adapt them, as well future research directions and evaluation processes. Clin Trans Sci 2012; Volume 5: 273–280 PMID:22686206

  13. Deriving competencies for mentors of clinical and translational scholars.

    Science.gov (United States)

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

    2012-06-01

    Although the importance of research mentorship has been well established, the role of mentors of junior clinical and translational science investigators is not clearly defined. The authors attempt to derive a list of actionable competencies for mentors from a series of complementary methods. We examined focus groups, the literature, competencies derived for clinical and translational scholars, mentor training curricula, mentor evaluation forms and finally conducted an expert panel process in order to compose this list. These efforts resulted in a set of competencies that include generic competencies expected of all mentors, competencies specific to scientists, and competencies that are clinical and translational research specific. They are divided into six thematic areas: (1) Communication and managing the relationship, (2) Psychosocial support, (3) Career and professional development, (4) Professional enculturation and scientific integrity, (5) Research development, and (6) Clinical and translational investigator development. For each thematic area, we have listed associated competencies, 19 in total. For each competency, we list examples that are actionable and measurable. Although a comprehensive approach was used to derive this list of competencies, further work will be required to parse out how to apply and adapt them, as well future research directions and evaluation processes. © 2012 Wiley Periodicals, Inc.

  14. New Program for New Faculty Mentoring at California State University, Chico

    Science.gov (United States)

    Teasdale, R.; McCarthy, K.; Phillips, C.; Silliman, K.; Fosen, C.; Thomas, M.

    2015-12-01

    CSU, Chico is a comprehensive university with high expectations for both teaching (4 courses per semester) and scholarly work. In an attempt to introduce faculty to their new positions, a two-day New Faculty Orientation has been offered for the last two decades. In AY 2014-15, in an attempt to improve the first year experience for new faculty, the Office of Faculty Affairs established and assessed a New Faculty Mentoring program. Eight college-based mentors were selected based on recommendations by College Deans who suggested successful teachers and scholars who could provide the social and leadership skills to effectively guide others. Based on a needs-assessment survey new faculty completed during orientation, mentors met with their new faculty cohort at least monthly to discuss campus resources, host workshops and provide other support in areas of time management, work-life balance, teaching pedagogies, discipline-specific internal and external funding resources, student support resources, and the preparation of Review/Retention documents. Mentors were paid a small stipend for their work and met twice each semester to discuss readings on mentoring best practices, their mentoring activities with new faculty and to compare the needs of their mentees. Survey results from 28 of 37 new faculty respondents indicate they valued Review/Retention workshops, mentor reviews of teaching and the opportunity to visit mentor classrooms for examples of good teaching practices. Social events helped establish cohorts, although some mentees indicated that some cohorts were too large. An unforeseen outcome was recognition that mid-year hires need to also be included in new faculty cohort groups. Moving forward, mentors will continue to work with their original mentees for a 2nd year. A new group of mentors will be identified for faculty starting in fall 2015 who will work with smaller first-year faculty cohorts and will coordinate with the first generation mentors for peer support.

  15. E-Mentoring at A Distance: An Approach to Support Professional Development in Workplaces

    Directory of Open Access Journals (Sweden)

    Hasan TANIS

    2017-07-01

    Full Text Available The rapid growth of technology has had a significant effect on educational activities. As a result of this growth, a shift has taken place from a behaviorist teaching style to a constructivist perspective which enables adult learners to build up knowledge collaboratively. Mentoring, a valuable tool within the constructivism approach, can offer a two-way knowledge-sharing environment in which participants can adopt what they learn into their workplaces through a process called transformative learning. Mentoring has now embraced technological advances so that participants can contact each other with synchronous and asynchronous communication tools such as Skype and e-mail respectively. This research project was conducted in a governmental company as a case study in order to study how the participants of mentoring understand their roles, and how they perceive these roles when communicating through Skype and e-mail. The project culminates in suggestions for a new e-mentoring model for practitioners. One of the findings in the research shows that the understanding of the mentoring relationship is diverse, and most participants have confusion about the different meanings of coaching, mentoring and consulting. However, almost all the participants agree that mentors should have a strong position to foster transformative learning in a mentoring process. Although transformative learning has not occurred in the relationships, Skype is a supporting technology for mentors to complement e-mail dialogs by clarification, and building up a trusting relationship. Moreover, some mentors often take an active role to manage and control the relationships as a leading position, but mentees mostly support this action by asking good questions and initiating meetings. Additionally, e-mail is used as a storage tool to review previous conversations, and it is used to re-schedule and initiate online meetings. Lastly, the researcher reflects on the implementation process as

  16. 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

    from which others. We have applied it to Bologna Plan and Plan 96 separately. The results are discussed. Acknowledgements Funded provided by educational innovation projects "Training of mentors' students in different subjects in the first degree and postgraduate ETSI Agrónomos" and "Students mentoring system in undergraduate and graduate courses at ETS Ingenieros Agrónomos" given by UPM are gratefully appreciated.

  17. Mentoring Program as an Instrument of Enhancing Mentees’ Self- Efficacy

    Directory of Open Access Journals (Sweden)

    Azman Ismail

    2015-06-01

    Full Text Available This study investigates the correlation between mentoring program and mentees‘ selfefficacy. Self-report questionnaires were employed to collect data from undergraduate business students at a research university in Malaysia. The results of SmartPLS path model showed two essential findings: firstly, communication was positively and significantly correlated with mentees‘ self-efficacy. Secondly, support was positively and significantly correlated with mentees‘ selfefficacy. The result demonstrates that mentoring program does act as an important determinant of mentees‘ self-efficacy in the organizational sample. Further, the paper provides discussion, implications and conclusion.

  18. Faculty Mentoring Undergraduates: The Nature, Development, and Benefits of Mentoring Relationships

    Directory of Open Access Journals (Sweden)

    Elizabeth McKinsey

    2016-03-01

    Full Text Available Educational research shows that close student-faculty interaction is a key factor in college student learning and success. Most literature on undergraduate mentoring, however, focuses on planned programs of mentoring for targeted groups of students by non-faculty professionals or student peers. Based on the research literature and student and faculty testimony from a residential liberal arts college, this article shows that unplanned “natural” mentoring can be crucial to student learning and development and illustrates some best practices. It advances understanding of faculty mentoring by differentiating it from teaching, characterizing several functional types of mentoring, and identifying the phases through which a mentoring relationship develops. Arguing that benefits to students, faculty, and institutions outweigh the risks and costs of mentoring, it is written for faculty who want to be better mentors and provides evidence that administrators should value and reward mentoring.

  19. The effectiveness and implementation of mentoring program for newly graduated nurses: A systematic review.

    Science.gov (United States)

    Zhang, Yuanyuan; Qian, Yan; Wu, Juemin; Wen, Fule; Zhang, Yaqing

    2016-02-01

    Newly graduated nurses suffer from occupational stress during the transition from school to employment as a result of inadequacy, interpersonal relationships, and the overwhelming workload. Mentoring programs have proved effective in facilitating this transition. To evaluate the effectiveness of a mentoring program on the mentor, mentee, and organization. The Cochrane Library, Medline, Ovid, Elsevier, Embase, CINAHL, CBM, CNKI, and WanFang Data databases were searched to identify relevant publications in English or Chinese up to October 2014. This is a systematic review. This review identified nine potentially eligible studies, and the methodological quality levels of the included studies were all ranked as level B. These studies revealed that the turnover rate can be decreased through a mentoring program. Additionally, mentoring can enhance nursing competency and establish a supportive workforce environment, resulting in positive outcomes. This review reveals that a mentoring program has positive effects on the mentors, mentees, and organizations. A successful mentorship program should include rigorous mentor selection and adequate training. Additionally, potential barriers such as time constraints and scheduling limitations should be taken into consideration during implementation. Copyright © 2015 Elsevier Ltd. All rights reserved.

  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.

  1. Juvenile reentry and aftercare interventions: is mentoring a promising direction?

    Science.gov (United States)

    Abrams, Laura S; Mizel, Matthew L; Nguyen, Viet; Shlonsky, Aron

    2014-01-01

    This study uses systematic review methods to investigate the use of mentoring programs to assist young people in successfully transitioning back into their communities following a juvenile correctional placement. Few studies were found that used comparison or control groups and measured recidivism outcomes. The results of the studies were mixed, with one study finding no differences between groups, and the other two studies finding some recidivism reductions among youth who received the intervention. However, the absence of detailed information on the interventions, weak research designs, and the diversity of the mentoring programs contributed to an overall dearth of knowledge about the effectiveness of these interventions in reducing recidivism.

  2. Dark Matter Search Results from the PICO-2L C3F8 Bubble Chamber.

    Science.gov (United States)

    Amole, C; Ardid, M; Asner, D M; Baxter, D; Behnke, E; Bhattacharjee, P; Borsodi, H; Bou-Cabo, M; Brice, S J; Broemmelsiek, D; Clark, K; Collar, J I; Cooper, P S; Crisler, M; Dahl, C E; Daley, S; Das, M; Debris, F; Dhungana, N; Farine, J; Felis, I; Filgas, R; Fines-Neuschild, M; Girard, F; Giroux, G; Hai, M; Hall, J; Harris, O; Jackson, C M; Jin, M; Krauss, C B; Lafrenière, M; Laurin, M; Lawson, I; Levine, I; Lippincott, W H; Mann, E; Martin, J P; Maurya, D; Mitra, P; Neilson, R; Noble, A J; Plante, A; Podviianiuk, R B; Priya, S; Robinson, A E; Ruschman, M; Scallon, O; Seth, S; Sonnenschein, A; Starinski, N; Štekl, I; Vázquez-Jáuregui, E; Wells, J; Wichoski, U; Zacek, V; Zhang, J

    2015-06-12

    New data are reported from the operation of a 2 liter C3F8 bubble chamber in the SNOLAB underground laboratory, with a total exposure of 211.5 kg days at four different energy thresholds below 10 keV. These data show that C3F8 provides excellent electron-recoil and alpha rejection capabilities at very low thresholds. The chamber exhibits an electron-recoil sensitivity of 98.2%. These data also include the first observation of a dependence of acoustic signal on alpha energy. Twelve single nuclear recoil event candidates were observed during the run. The candidate events exhibit timing characteristics that are not consistent with the hypothesis of a uniform time distribution, and no evidence for a dark matter signal is claimed. These data provide the most sensitive direct detection constraints on WIMP-proton spin-dependent scattering to date, with significant sensitivity at low WIMP masses for spin-independent WIMP-nucleon scattering.

  3. Are Facilitated Mentoring Programs Beneficial? A Randomized Experimental Field Study

    Science.gov (United States)

    Egan, Toby Marshall; Song, Zhaoli

    2008-01-01

    Results from a pretest-posttest randomized field experiment study with a control group comparing the impact of high- and low-level-facilitated mentoring programs on new employees' performance and perceptions about their jobs and organization were reported in this paper. Results indicated increases in job satisfaction, organizational commitment,…

  4. Assessment of Relationship between Young Researchers and Mentors and Implications for Knowledge Transfer

    Directory of Open Access Journals (Sweden)

    Ana Arzensek

    2017-09-01

    Full Text Available Key factors in relationships among Slovenian postgraduate students with a Young researcher status and their mentors are addressed. It was assumed that relationship determines assessment of the usefulness of the training and of knowledge transfer by Young researchers. The problem was explored quantitatively with a survey and qualitatively with focus groups method. Results show that Young researchers are on average satisfied with their mentors and were given good guidance both in contents and methodology. Differences can be observed regarding inclusion in research projects, where mentors of Young researchers in economy scored lower. With factor analysis it was shown that factor ‘mentorship’ is significantly correlated with the assessment of the programme. Analysis of focus groups indicated diverse experiences in mentoring both groups reported about. It was concluded that mentors who encourage the transfer of knowledge are exceptional in their ability to communicate and are teamwork-oriented; they foster active involvement of the candidate in the research group.

  5. Paying it forward: Four-year analysis of the Eastern Association for the Surgery of Trauma Mentoring Program.

    Science.gov (United States)

    Zakrison, Tanya L; Polk, Travis M; Dixon, Rachel; Ekeh, Akpofure P; Gross, Kirby R; Davis, Kimberly A; Kurek, Stanley J; Stassen, Nicole A; Patel, Mayur B

    2017-07-01

    Mentorship programs in surgery are used to overcome barriers to clinical and academic productivity, research success, and work-life balance. We sought to determine if the Eastern Association for the Surgery of Trauma (EAST) Mentoring Program has met its goals of fostering academic and personal growth in young acute care surgeons. We conducted a systematic program evaluation of EAST Mentoring Program's first 4 years. Demographic information was collected from EAST records, mentorship program applications, and mentee-mentor career development plans. We reviewed the career development plans for thematic commonalities and results of a structured, online questionnaire distributed since program inception. A mixed methods approach was used to better understand the program goals from both mentee and mentor perspectives, as well as attitudes and barriers regarding the perceived success of this career development program. During 2012 to 2015, 65 mentoring dyads were paired and 60 completed the program. Of 184 surveys distributed, 108 were returned (57% response rate). Respondents were evenly distributed between mentees and mentors (53 vs. 55, p = 0.768). In participant surveys, mentoring relationships were viewed to focus on research (45%), "sticky situations" (e.g., communication, work-life balance) (27%), education (18%), or administrative issues (10%). Mentees were more focused on research and education versus mentors (74% vs. 50%; p = 0.040). Mentees felt that goals were "always" or "usually" met versus mentors (89% vs. 77%; p = 0.096). Two barriers to successful mentorship included time and communication, with most pairs communicating by email. Most respondents (91%) planned to continue the relationship beyond the EAST Mentoring Program and recommended the experience to colleagues. Mentee satisfaction with the EAST Mentoring Program was high. Mentoring is a beneficial tool to promote success among EAST's young members, but differences exist between mentee and mentor

  6. Measuring the Effectiveness of Mentoring as a Knowledge Translation Intervention for Implementing Empirical Evidence: A Systematic Review

    Science.gov (United States)

    Abdullah, Ghadah; Rossy, Dianne; Ploeg, Jenny; Davies, Barbara; Higuchi, Kathryn; Sikora, Lindsey; Stacey, Dawn

    2014-01-01

    Background Mentoring as a knowledge translation (KT) intervention uses social influence among healthcare professionals to increase use of evidence in clinical practice. Aim To determine the effectiveness of mentoring as a KT intervention designed to increase healthcare professionals’ use of evidence in clinical practice. Methods A systematic review was conducted using electronic databases (i.e., MEDLINE, CINAHL), grey literature, and hand searching. Eligible studies evaluated mentoring of healthcare professionals responsible for patient care to enhance the uptake of evidence into practice. Mentoring is defined as (a) a mentor more experienced than mentee; (b) individualized support based on mentee's needs; and (c) involved in an interpersonal relationship as indicated by mutual benefit, engagement, and commitment. Two reviewers independently screened citations for eligibility, extracted data, and appraised quality of studies. Data were analyzed descriptively. Results Of 10,669 citations from 1988 to 2012, 10 studies were eligible. Mentoring as a KT intervention was evaluated in Canada, USA, and Australia. Exposure to mentoring compared to no mentoring improved some behavioral outcomes (one study). Compared to controls or other multifaceted interventions, multifaceted interventions with mentoring improved practitioners’ knowledge (four of five studies), beliefs (four of six studies), and impact on organizational outcomes (three of four studies). There were mixed findings for changes in professionals’ behaviors and impact on practitioners’ and patients’ outcomes: some outcomes improved, while others showed no difference. Linking Evidence to Action Only one study evaluated the effectiveness of mentoring alone as a KT intervention and showed improvement in some behavioral outcomes. The other nine studies that evaluated the effectiveness of mentoring as part of a multifaceted intervention showed mixed findings, making it difficult to determine the added effect

  7. Solid Matter

    CERN Document Server

    Angelo, Joseph A

    2011-01-01

    Supported by a generous quantity of full-color illustrations and interesting sidebars, Solid Matter introduces the basic characteristics and properties of solid matter. It briefly describes the cosmic connection of the elements, leading readers through several key events in human pre-history that resulted in more advanced uses of matter in the solid state. Chapters include:. -Solid Matter: An Initial Perspective. -Physical Behavior of Matter. -The Gravity of Matter. -Fundamentals of Materials Science. -Rocks and Minerals. -Metals. -Building Materials. -Carbon Earth's Most Versatile Element. -S

  8. 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.

  9. Mentoring: A Natural Role for Learning Community Faculty

    Science.gov (United States)

    Hessenauer, Sarah L.; Law, Kristi

    2017-01-01

    The purpose of this article is to highlight mentoring as an important piece of leading a learning community. The authors will share a definition of mentoring which is applicable to the learning community experience. Characteristics of mentoring will be described, including types of mentoring and mentor-mentee relationships. The authors will apply…

  10. Structured Mentoring for Workforce Engagement and Professional Development in Public Health Settings.

    Science.gov (United States)

    Dopson, Stephanie A; Griffey, Sue; Ghiya, Neelam; Laird, Susan; Cyphert, Aubrey; Iskander, John

    2017-05-01

    Mentoring is commonly used to facilitate professional growth and workforce development in a variety of settings. Organizations can use mentoring to help achieve broader personnel goals including leadership development and succession planning. While mentorship can be incorporated into training programs in public health, there are other examples of structured mentoring, with time commitments ranging from minutes to months or longer. Based on a review of the literature in public health and aggregated personal subject matter expertise of existing programs at the Centers for Disease Control and Prevention, we summarize selected mentoring models that vary primarily by time commitments and meeting frequency and identify specific work situations to which they may be applicable, primarily from the federal job experience point of view. We also suggest specific tasks that mentor-mentee pairs can undertake, including review of writing samples, practice interviews, and development of the mentee's social media presence. The mentor-mentee relationship should be viewed as a reciprocally beneficial one that can be a source of learning and personal growth for individuals at all levels of professional achievement and across the span of their careers.

  11. Focal Gray Matter Plasticity as a Function of Long Duration Head Down Tilted Bed Rest: Preliminary Results

    Science.gov (United States)

    Koppelmans, V.; Erdeniz, B.; DeDios, Y. E.; Wood, S. J.; Reuter-Lorenz, P. A.; Kofman, I.; Bloomberg, J. J.; Mulavara, A. P.; Seidler, R. D.

    2014-01-01

    Long duration spaceflight (i.e., 22 days or longer) has been associated with changes in sensorimotor systems, resulting in difficulties that astronauts experience with posture control, locomotion, and manual control. The microgravity environment is an important causal factor for spaceflight induced sensorimotor changes. Whether these sensorimotor changes are solely related to peripheral changes from reduced vestibular stimulation, body unloading, body fluid shifts or that they may be related to structural and functional brain changes is yet unknown. However, a recent study reported associations between microgravity and flattening of the posterior eye globe and protrusion of the optic nerve [1] possibly as the result of increased intracranial pressure due to microgravity induced bodily fluid shifts [3]. Moreover, elevated intracranial pressure has been related to white matter microstructural damage [2]. Thus, it is possible that spaceflight may affect brain structure and thereby cognitive functioning. Long duration head down tilt bed rest has been suggested as an exclusionary analog to study microgravity effects on the sensorimotor system [4]. Bed rest mimics microgravity in body unloading and bodily fluid shifts. In consideration of the health and performance of crewmembers both in- and post-flight, we are conducting a prospective longitudinal 70-day bed rest study as an analog to investigate the effects of microgravity on brain structure [5]. Here we present results of the first six subjects. Six subjects were assessed at 12 and 7 days before-, at 7, 30, and 70 days in-, and at 8 and 12 days post 70 days of bed rest at the NASA bed rest facility in UTMB, Galveston, TX, USA. At each time point structural MRI scans (i.e., high resolution T1-weighted imaging and Diffusion Tensor Imaging (DTI)) were obtained using a 3T Siemens scanner. Focal changes over time in gray matter density were assessed using the voxel based morphometry 8 (VBM8) toolbox under SPM

  12. Perturbation theory for BAO reconstructed fields: One-loop results in the real-space matter density field

    Science.gov (United States)

    Hikage, Chiaki; Koyama, Kazuya; Heavens, Alan

    2017-08-01

    We compute the power spectrum at one-loop order in standard perturbation theory for the matter density field to which a standard Lagrangian baryonic acoustic oscillation (BAO) reconstruction technique is applied. The BAO reconstruction method corrects the bulk motion associated with the gravitational evolution using the inverse Zel'dovich approximation (ZA) for the smoothed density field. We find that the overall amplitude of one-loop contributions in the matter power spectrum substantially decreases after reconstruction. The reconstructed power spectrum thereby approaches the initial linear spectrum when the smoothed density field is close enough to linear, i.e., the smoothing scale Rs≳10 h-1 Mpc . On smaller Rs, however, the deviation from the linear spectrum becomes significant on large scales (k ≲Rs-1 ) due to the nonlinearity in the smoothed density field, and the reconstruction is inaccurate. Compared with N-body simulations, we show that the reconstructed power spectrum at one-loop order agrees with simulations better than the unreconstructed power spectrum. We also calculate the tree-level bispectrum in standard perturbation theory to investigate non-Gaussianity in the reconstructed matter density field. We show that the amplitude of the bispectrum significantly decreases for small k after reconstruction and that the tree-level bispectrum agrees well with N-body results in the weakly nonlinear regime.

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

    Science.gov (United States)

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

    2015-01-01

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

  14. Mentoring Interventions for Underrepresented Scholars in Biomedical and Behavioral Sciences: Effects on Quality of Mentoring Interactions and Discussions

    Science.gov (United States)

    Lewis, Vivian; Martina, Camille A.; McDermott, Michael P.; Chaudron, Linda; Trief, Paula M.; LaGuardia, Jennifer G.; Sharp, Daryl; Goodman, Steven R.; Morse, Gene D.; Ryan, Richard M.

    2017-01-01

    Mentors rarely receive education about the unique needs of underrepresented scholars in the biomedical and behavioral sciences. We hypothesized that mentor-training and peer-mentoring interventions for these scholars would enrich the perceived quality and breadth of discussions between mentor-protégé dyads (i.e., mentor-protégé pairs). Our…

  15. ZEPLIN-III direct dark matter search : final results and measurements in support of next generation instruments

    Science.gov (United States)

    Reichhart, Lea

    2013-12-01

    Astrophysical observations give convincing evidence for a vast non-baryonic component, the so-called dark matter, accounting for over 20% of the overall content of our Universe. Direct dark matter search experiments explore the possibility of interactions of these dark matter particles with ordinary baryonic matter via elastic scattering resulting in single nuclear recoils. The ZEPLIN-III detector operated on the basis of a dualphase (liquid/gas) xenon target, recording events in two separate response channels { scintillation and ionisation. These allow discrimination between electron recoils (from background radiation) and the signal expected from Weakly Interacting Massive Particle (WIMP) elastic scatters. Following a productive first exposure, the detector was upgraded with a new array of ultra-low background photomultiplier tubes, reducing the electron recoil background by over an order of magnitude. A second major upgrade to the detector was the incorporation of a tonne-scale active veto detector system, surrounding the WIMP target. Calibration and science data taken in coincidence with ZEPLIN-III showed rejection of up to 30% of the dominant electron recoil background and over 60% of neutron induced nuclear recoils. Data taking for the second science run finished in May 2011 with a total accrued raw fiducial exposure of 1,344 kg days. With this extensive data set, from over 300 days of run time, a limit on the spin-independent WIMP-nucleon cross-section of 4.8 10-8 pb near 50 GeV/c2 WIMP mass with 90% confidence was set. This result combined with the first science run of ZEPLIN-III excludes the scalar cross-section above 3.9 10-8 pb. Studying the background data taken by the veto detector allowed a calculation of the neutron yield induced by high energy cosmic-ray muons in lead of (5.8 0.2) 10-3 neutrons/muon/(g/cm2) for a mean muon energy of 260 GeV. Measurements of this kind are of great importance for large scale direct dark matter search experiments and

  16. From teacher to mentor: a case study on the development of mentoring skills

    Directory of Open Access Journals (Sweden)

    Larissa Goulart Da Silva

    2017-06-01

    Full Text Available The purpose of this paper is twofold. First, based on a literature review, the characteristics of a good mentoring practice are presented; and second, based on an action research I analyze how one teacher developed these characteristics (or not during the process of becoming a mentor. Concerning the first objective, several researchers (MAYNARD, 2000; ORLANDI, 2001; RANDALL; THORNTON, 2001 have addressed the mentoring process. Considering their findings, it is possible to devise a list of good mentoring practices, consisting of characteristics, such as sharing expertise, developing an interpersonal relationship, understanding the mentoring situation, challenging and supporting, among others. Regarding the second objective, the data presented here are transcripts of the interactions between a novice mentor and student-teachers. These interactions show that even though all the characteristics of a good mentor were displayed during these sessions of mentoring, the extent to which they were displayed varies considerably.

  17. The quantity, quality and characteristics of Aboriginal and Torres Strait Islander Australian mentoring literature: a systematic review

    OpenAIRE

    Bainbridge, Roxanne; Tsey, Komla; McCalman, Janya; Towle, Simon

    2014-01-01

    Background Mentoring is a key predictor of empowerment and prospectively a game changer in the quest to improve health inequities. This systematic review reports on the state of evidence on mentoring for Indigenous Australians by identifying the quantity, nature, quality and characteristics of mentoring publications. Methods Thirteen databases were searched using specific search strings from 1983 - 2012. Grey literature was also canvassed. The resultant publications were mined to identify the...

  18. Developing Leaders Via Reflective Mentoring

    Science.gov (United States)

    2013-12-01

    active role in the relationship and away from the supervisor-subordinate paradigm.20 The mentor becomes a facilitator rather than an authority...learn, or pedagogy , is the form of education most Americans are familiar with from formal education in which the student takes a submissive role...interaction does not enable the highest potential for the fullest development of the mentee. Whereas in pedagogy the focus is on how the teacher transmits

  19. 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.

  20. Mentoring medical students in your general practice.

    Science.gov (United States)

    Fraser, John

    2016-05-01

    Mentoring medical students in general practices is becoming more common in Australia due to formalised scholarship programs and informal approaches by students. This paper defines mentoring in Australian general practice. Practical suggestions are made on how to structure a mentorship program in your practice. Mentoring differs from leadership and teaching. It is a long-term relationship between a student and an experienced general practitioner. Avoiding summative assessment in mentorship is important to its success. Mentoring is about forming a safe place to confidentially discuss personal and professional issues between a mentor and student. This is based on defining roles and mutual trust. At the same time, students crave formative feedback. Unfortunately, present feedback models are based on teaching principles that can blur the differences between assessor, teacher and mentor. Mentorship can provide students with orientation and learning experiences so that they are prepared for practice as an intern.

  1. More mentoring needed? A cross-sectional study of mentoring programs for medical students in Germany

    OpenAIRE

    Meinel, Felix G; Dimitriadis, Konstantinos; von der Borch, Philip; St?rmann, Sylv?re; Niedermaier, Sophie

    2011-01-01

    Abstract Background Despite increasing recognition that mentoring is essential early in medical careers, little is known about the prevalence of mentoring programs for medical students. We conducted this study to survey all medical schools in Germany regarding the prevalence of mentoring programs for medical students as well as the characteristics, goals and effectiveness of these programs. Methods A definition of mentoring was established and program inclusion criteria were determined based ...

  2. General surgical trainee experiences of mentoring: a UK regional audit.

    Science.gov (United States)

    Jaffer, Usman; Pennell, Aaron; Musonda, Patrick

    2010-01-01

    Mentoring is advocated as an essential adjunct in work-based learning providing support in career and noncareer related issues. This study aims to investigate trainee experiences and satisfaction with mentoring arrangements. E-mail survey of surgical trainees from the East of England Higher Surgical Training Deanery, UK. Factors affecting presence of a mentoring relationship and satisfaction with mentoring arrangements were analyzed. Of all respondents, 62.85% stated that they were not sure or did not have a mentor; 34.29% said that they had had a meaningful meeting with their mentor; 57.14% said that they were aware of the responsibilities of a mentor; 34.29% strongly agreed or agreed that mentoring had been useful; 25.71% said that mentoring had been useful in career development; and 20% found it useful in noncareer related issues. Of those with a mentor, only 31.43% were satisfied with mentoring. Factors affecting satisfaction with mentoring included having had a meaningful meeting, having clear objectives set, and help in job transition and noncareer related issues. Knowledge of a mentor's responsibilities was also associated with satisfaction. The only factor associated with the presence of a mentoring relationship was having a mentor appointed. We advocate the establishment of a mentoring matching scheme for mentors and mentees together with mentor training to improve mentoring provision for surgical trainees. Copyright 2010 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  3. A conceptual framework for a mentoring model for nurse educators ...

    African Journals Online (AJOL)

    Transformation in South Africa resulted in changes in the mandate of Higher Education Institutions (HEIs). Therefore, the need to design a mentoring model for recruiting and retaining nurse educators to meet the demands of teaching and learning became evident. The aim of the study was to develop a conceptual ...

  4. Sugar and Spice and Science: Encouraging Girls through Media Mentoring

    Science.gov (United States)

    Gray, Jennifer B.

    2005-01-01

    Studies indicate that long held gender stereotypes lead females to a decreased self-confidence and interest in the sciences. As a result, only a minority of women pursue coursework and careers in science and technology-based fields. Several gender-based studies in science and technology education indicate that mentoring may hold great promise in…

  5. Exploring the Links between Mentoring and Work-Integrated Learning

    Science.gov (United States)

    Smith-Ruig, Theresa

    2014-01-01

    The role of work-integrated learning (WIL) is a popular focus at many universities, including among academics in the business disciplines in Australia. This article explores whether a mentoring programme provided for female business and law students results in similar benefits as those reported for WIL activities and, hence, provides career- and…

  6. Mentoring BUGS: An Integrated Science and Technology Curriculum

    Science.gov (United States)

    Harrell, Pamela Esprivalo; Walker, Michelle; Hildreth, Bertina; Tyler-Wood, Tandra

    2004-01-01

    The current study describes an authentic learning experience designed to develop technology and science process skills through a carefully scaffolded curriculum using mealworms as a content focus. An individual mentor assigned to each 4th and 5th grade girl participating in the program delivered the curriculum. Results indicate mastery of science…

  7. Virtual Mentoring for Volunteer Leadership Development

    OpenAIRE

    Guloy, Sheryl

    2015-01-01

    Calls to investigate leadership development in the nonprofit and voluntary sector have been put forth as concerns about leadership succession have increased. To respond to this call to investigate this under-researched area, this design-based, multiple case study provides rich, thick descriptions of the development of the mentoring relationships, between mentor and mentee pairs, over the course of a virtual mentoring program for volunteer leadership development, in a Catholic nonprofit. I exp...

  8. The mentoring of overseas trained teachers

    OpenAIRE

    Warner, Lionel; Qayoom, Abdul

    2013-01-01

    Much research has been undertaken into the value of mentoring for beginning teachers. Less research has been done into the mentoring of Overseas Trained Teachers (OTTs). The studies that have been undertaken suggest that mentors’ lack of cultural knowledge and of the pedagogical challenges faced by OTT-mentees may inhibit the integration of such teachers into school life. It may be that effective tailor-made training cannot be provided for OTTs by mentors whose skills or knowledge are insuffi...

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

    Science.gov (United States)

    Green, Janet; Jackson, Debra

    2014-01-01

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

  10. Changes in Mentor Efficacy and Perceptions Following Participation in a Youth Mentoring Program

    Science.gov (United States)

    Strapp, Chehalis M.; Gilles, Andrew W.; Spalding, Anne E.; Hughes, Caleb T.; Baldwin, Annika M.; Guy, Kendra L.; Feakin, Kenna R.; Lamb, Adam D.

    2014-01-01

    Although mentoring programs are increasing in popularity as a preventative intervention strategy for youth, little is known about the experience from the mentor's perspective. In this study, we describe a longitudinal assessment of 41 mentors, including 13 men and 28 women (M[subscript age]?=?21.93?years, SD?=?3.21) working with at-risk youth in a…

  11. 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…

  12. Peer Group Mentoring Programmes in Finnish Higher Education--Mentors' Perspectives

    Science.gov (United States)

    Skaniakos, Terhi; Penttinen, Leena; Lairio, Marjatta

    2014-01-01

    Peer mentoring is one of the most important guidance practices for first-year students entering higher education and academic life. We are interested in mentors' roles and apply the ideas of group counseling in order to increase the understanding of peer mentoring. Other aspects of guidance--content, methods, and collaboration--are approached on…

  13. "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…

  14. New Teachers' Perspectives of Informal Mentoring: Quality of Mentoring and Contributors

    Science.gov (United States)

    Du, Fengning; Wang, Qi

    2017-01-01

    As an individual socialization initiative, informal mentoring has often been lauded as an effective tool to provide spontaneous and immediate social-emotional and career-related assistance to new teachers. Little is known about how informal mentoring is perpetuated in workplace. Through the conceptual lens of dynamic process theory of mentoring,…

  15. Toward Mentoring in Palliative Social Work: A Narrative Review of Mentoring Programs in Social Work.

    Science.gov (United States)

    Toh, Ying Pin; Karthik, R; Teo, Chia Chia; Suppiah, Sarasvathy; Cheung, Siew Li; Krishna, Lalit

    2018-03-01

    Mentoring by an experienced practitioner enhances professional well-being, promotes resilience, and provides a means of addressing poor job satisfaction and high burnout rates among medical social workers. This is a crucial source of support for social workers working in fields with high risk of compassion fatigue and burnout like palliative care. Implementing such a program, however, is hindered by differences in understanding and application of mentoring practice. This narrative review of mentoring practice in social work seeks to identify key elements and common approaches within successful mentoring programs in social work that could be adapted to guide the design of new mentoring programs in medical social work. Methodology and Data Sources: A literature search of mentoring programs in social work between January 1, 2000, and December 31, 2015, using Pubmed, CINAHL, OVID, ERIC, Scopus, Cochrane and ScienceDirect databases, involving a senior experienced mentor and undergraduate and/or junior postgraduates, was carried out. A total of 1302 abstracts were retrieved, 22 full-text articles were analyzed, and 8 articles were included. Thematic analysis of the included articles revealed 7 themes pertaining to the mentoring process, outcomes and barriers, and the characteristics of mentoring relationships, mentors, mentees, and host organizations. Common themes in prevailing mentoring practices help identify key elements for the design of an effective mentoring program in medical social work. We conclude with a discussion of the implications of these findings upon clinical practice in palliative care and on sustaining such a program.

  16. 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.

    2011-01-01

    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…

  17. Mentoring as a Learning Tool: Enhancing the Effectiveness of an Undergraduate Business Mentoring Program

    Science.gov (United States)

    D'Abate, Caroline P.; Eddy, Erik R.

    2008-01-01

    Mentoring can be used as a pedagogical alternative both to extend and augment the educational experience of business students. This article addresses a gap in the literature regarding the use and effectiveness of mentoring in undergraduate business education by examining improvements to an existing mentoring program. After reviewing the mentoring…

  18. Strengthening foundation phase teacher education through mentoring

    Directory of Open Access Journals (Sweden)

    Kerryn Dixon

    2012-07-01

    Full Text Available This paper explores a multidimensional mentorship model implemented between lecturers from the foundation phase at the Wits School of Education and four master’s students from the University of Limpopo, as part of the Departments of Education’s research initiative to strengthen foundation phase teacher education. Using three critical incidents, we interrogate mentors’ experiences of their mentoring practices. Two sets of literature, mentoring and social capital are used as a lens for analysing these incidents. Initial findings suggest the relationship has moved from the initiation to cultivation stage (Kram, 1985; Ragins & Kram, 2007. But, cultural preconceptions, implicit assumptions and institutional practices can impede or enhance information flows and trust. It is argued that weak ties characterised by mentors’ heterogeneity is a strength that has resulted in growing professional development. Through a process of reflection-on-practice, we have begun to think of ourselves as a fledging community of practice. This opens up possibilities for the larger research project.

  19. Mentoring Revisited: New Challenges and Strategies

    National Research Council Canada - National Science Library

    Strong, Ronald

    2002-01-01

    .... Ineffectual leadership attributes contribute to the lack of effectual mentoring. Reports and surveys indicate that such leadership practices have led to the high attrition rate of junior officers...

  20. Results from the Super Cryogenic Dark Matter Search Experiment at Soudan

    Energy Technology Data Exchange (ETDEWEB)

    Agnese, R.; Aramaki, T.; Arnquist, I. J.; Baker, W.; Balakishiyeva, D.; Banik, S.; Barker, D.; Basu Thakur, R.; Bauer, D. A.; Binder, T.; Bowles, M. A.; Brink, P. L.; Bunker, R.; Cabrera, B.; Caldwell, D. O.; Calkins, R.; Cartaro, C.; Cerdeño, D. G.; Chang, Y.; Chen, Y.; Cooley, J.; Cornell, B.; Cushman, P.; Daal, M.; Di Stefano, P. C. F.; Doughty, T.; Fascione, E.; Figueroa-Feliciano, E.; Fritts, M.; Gerbier, G.; Germond, R.; Ghaith, M.; Godfrey, G. L.; Golwala, S. R.; Hall, J.; Harris, H. R.; Hong, Z.; Hoppe, E. W.; Hsu, L.; Huber, M. E.; Iyer, V.; Jardin, D.; Jastram, A.; Jena, C.; Kelsey, M. H.; Kennedy, A.; Kubik, A.; Kurinsky, N. A.; Loer, B.; Lopez Asamar, E.; Lukens, P.; MacDonell, D.; Mahapatra, R.; Mandic, V.; Mast, N.; Miller, E. H.; Mirabolfathi, N.; Mohanty, B.; Morales Mendoza, J. D.; Nelson, J.; Orrell, J. L.; Oser, S. M.; Page, K.; Page, W. A.; Partridge, R.; Penalver Martinez, M.; Pepin, M.; Phipps, A.; Poudel, S.; Pyle, M.; Qiu, H.; Rau, W.; Redl, P.; Reisetter, A.; Reynolds, T.; Roberts, A.; Robinson, A. E.; Rogers, H. E.; Saab, T.; Sadoulet, B.; Sander, J.; Schneck, K.; Schnee, R. W.; Scorza, S.; Senapati, K.; Serfass, B.; Speller, D.; Stein, M.; Street, J.; Tanaka, H. A.; Toback, D.; Underwood, R.; Villano, A. N.; von Krosigk, B.; Welliver, B.; Wilson, J. S.; Wilson, M. J.; Wright, D. H.; Yellin, S.; Yen, J. J.; Young, B. A.; Zhang, X.; Zhao, X.

    2018-02-01

    We report the result of a blinded search for Weakly Interacting Massive Particles (WIMPs) using the full SuperCDMS Soudan dataset. With an exposure of 1690 kg days, a single event was observed after unblinding, consistent with expected backgrounds. This analysis (combined with previous Ge results) sets an upper limit on the spin-independent WIMP-nucleon cross section of 1.4x10^-44 (1.0x10^-44) cm^2 at 46 GeV/c^2 . These results set the strongest limits for WIMP-germanium-nucleus interactions for masses >12 GeV/c^2.

  1. Mentoring in Medicine Program Encourages Careers in Health | NIH MedlinePlus the Magazine

    Science.gov (United States)

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

  2. Experimental focal neocortical epilepsy is associated with reduced white matter volume growth : results from multiparametric MRI analysis

    NARCIS (Netherlands)

    Otte, Wim; van Meer, Maurits P A; van der Marel, Kajo; Zwartbol, René; Viergever, Max A.; Braun, Kees P J; Dijkhuizen, Rick M.

    2015-01-01

    Focal epilepsy has recently been associated with remote white matter damage, including reduced white matter volume. Longitudinal assessment of these white matter changes, in relation to functional mechanisms and consequences, may be ideally done by in vivo neuroimaging in well-controlled

  3. The learning and mentoring experiences of Paralympic coaches.

    Science.gov (United States)

    Fairhurst, Katherine E; Bloom, Gordon A; Harvey, William J

    2017-04-01

    Participation in the Paralympic Games has grown substantially, yet the same growth and development has not occurred with empirical literature for coaching in disability sport. The purpose of the current study was to explore Paralympic coaches' perceptions of their learning and educational experiences, including their formal and informal mentoring opportunities. Six highly successful and experienced Paralympic coaches were individually interviewed in this qualitative study. The interview data were analyzed following Braun and Clarke's guidelines for thematic analysis. Results demonstrated that Paralympic coaches faced several challenges to acquire disability specific coaching knowledge and skills. These challenges led the participants to utilize an array of informal learning situations, such as actively seeking mentoring relationships when they first entered the field. After becoming expert coaches, they gave back to their sport by making mentoring opportunities available for aspiring coaches. The results of the current study address the value and importance of mentoring as a structured source of education and career development for aspiring Paralympic coaches. Crown Copyright © 2016. Published by Elsevier Inc. All rights reserved.

  4. Results from the Super Cryogenic Dark Matter Search Experiment at Soudan.

    Science.gov (United States)

    Agnese, R; Aramaki, T; Arnquist, I J; Baker, W; Balakishiyeva, D; Banik, S; Barker, D; Basu Thakur, R; Bauer, D A; Binder, T; Bowles, M A; Brink, P L; Bunker, R; Cabrera, B; Caldwell, D O; Calkins, R; Cartaro, C; Cerdeño, D G; Chang, Y; Chen, Y; Cooley, J; Cornell, B; Cushman, P; Daal, M; Di Stefano, P C F; Doughty, T; Fascione, E; Figueroa-Feliciano, E; Fritts, M; Gerbier, G; Germond, R; Ghaith, M; Godfrey, G L; Golwala, S R; Hall, J; Harris, H R; Hong, Z; Hoppe, E W; Hsu, L; Huber, M E; Iyer, V; Jardin, D; Jastram, A; Jena, C; Kelsey, M H; Kennedy, A; Kubik, A; Kurinsky, N A; Loer, B; Lopez Asamar, E; Lukens, P; MacDonell, D; Mahapatra, R; Mandic, V; Mast, N; Miller, E H; Mirabolfathi, N; Mohanty, B; Morales Mendoza, J D; Nelson, J; Orrell, J L; Oser, S M; Page, K; Page, W A; Partridge, R; Penalver Martinez, M; Pepin, M; Phipps, A; Poudel, S; Pyle, M; Qiu, H; Rau, W; Redl, P; Reisetter, A; Reynolds, T; Roberts, A; Robinson, A E; Rogers, H E; Saab, T; Sadoulet, B; Sander, J; Schneck, K; Schnee, R W; Scorza, S; Senapati, K; Serfass, B; Speller, D; Stein, M; Street, J; Tanaka, H A; Toback, D; Underwood, R; Villano, A N; von Krosigk, B; Welliver, B; Wilson, J S; Wilson, M J; Wright, D H; Yellin, S; Yen, J J; Young, B A; Zhang, X; Zhao, X

    2018-02-09

    We report the result of a blinded search for weakly interacting massive particles (WIMPs) using the majority of the SuperCDMS Soudan data set. With an exposure of 1690 kg d, a single candidate event is observed, consistent with expected backgrounds. This analysis (combined with previous Ge results) sets an upper limit on the spin-independent WIMP-nucleon cross section of 1.4×10^{-44} (1.0×10^{-44})  cm^{2} at 46  GeV/c^{2}. These results set the strongest limits for WIMP-germanium-nucleus interactions for masses >12  GeV/c^{2}.

  5. Assessing Student-Mentor Interaction During a Summer REU for Two Year College Students

    Science.gov (United States)

    Doser, D. I.; Olivarez, A.; Rohrbaugh, R.; Villalobos, J. I.

    2017-12-01

    UTEP-ROCCS (Research Opportunities for Community College Students) is a summer REU program designed exclusively for two-year college students. The program differs from other summer REU's in several ways. First, the participants are only in El Paso during the month of June to begin their research projects, with subsequent research carried out at their home institutions with intensive virtual mentoring in July. Second, the mentoring team is a unique mix of 2-year and 4-year college faculty and undergraduate juniors and seniors. Our first cohort of 6 ROCCS students began their research in June 2017 supported by 2 UTEP undergraduate mentors and 5 faculty mentors. Preliminary results of a series of 4 weekly road checks indicate that 95% of the time the participants felt the faculty and student mentors were supportive, encouraging, and able to respond to their questions and concerns. All felt they received constructive, useful critiques of their field and research work, were motivated by the mentors to learn more and were challenged to extend their abilities and skills for the success of their research projects. Over 70% of the time they felt the mentors encouraged them by suggesting appropriate and available resources when they were struggling. And, most importantly, over 96% of the time they felt the experience stimulated their interest in geology as a future career. We hope to observe similar trends in the road checks of July 2017 as participants prepare their results for the AGU's fall virtual undergraduate poster session.

  6. Mentoring Top Leadership Promotes Organizational Innovativeness through Psychological Safety and Is Moderated by Cognitive Adaptability

    Science.gov (United States)

    Moore, James H.; Wang, Zhongming

    2017-01-01

    Mentoring continues to build momentum among startups and established enterprises due to its positive impact on individuals and organizations. Unlike previous studies, this research focuses on mentoring higher level leadership, such as the CEO, and demonstrates its unique relationship to organizational innovativeness. Our sample included 200 mentored executives and entrepreneurs who personally identify and exploit opportunities. Our findings confirm that mentoring top leaders positively relates to their perceived innovativeness of the organization and that the relationship is mediated by these leaders’ perception of psychological safety within the organization. Our findings also confirm that the relationship is negatively moderated by these leaders’ cognitive adaptability. The reliability and validity of the results have been proved by using confirmatory factor analysis and advanced regression analytics. As a result, this work demonstrates the value of mentoring top leadership and advocates the importance of establishing a psychologically safe environment to inspire not only top leadership to try new avenues but also for all those within the organization to speak up and speak out. Additionally, our findings encourage organizations to proactively and selectively prioritize mentoring among top leadership, taking into account their differing levels of cognitive adaptability. Finally, further research could focus on how to provide greater support for mentors of higher level leaders. PMID:28303114

  7. Mentoring Top Leadership Promotes Organizational Innovativeness through Psychological Safety and Is Moderated by Cognitive Adaptability.

    Science.gov (United States)

    Moore, James H; Wang, Zhongming

    2017-01-01

    Mentoring continues to build momentum among startups and established enterprises due to its positive impact on individuals and organizations. Unlike previous studies, this research focuses on mentoring higher level leadership, such as the CEO, and demonstrates its unique relationship to organizational innovativeness. Our sample included 200 mentored executives and entrepreneurs who personally identify and exploit opportunities. Our findings confirm that mentoring top leaders positively relates to their perceived innovativeness of the organization and that the relationship is mediated by these leaders' perception of psychological safety within the organization. Our findings also confirm that the relationship is negatively moderated by these leaders' cognitive adaptability. The reliability and validity of the results have been proved by using confirmatory factor analysis and advanced regression analytics. As a result, this work demonstrates the value of mentoring top leadership and advocates the importance of establishing a psychologically safe environment to inspire not only top leadership to try new avenues but also for all those within the organization to speak up and speak out. Additionally, our findings encourage organizations to proactively and selectively prioritize mentoring among top leadership, taking into account their differing levels of cognitive adaptability. Finally, further research could focus on how to provide greater support for mentors of higher level leaders.

  8. First results of the IGEX dark matter experiment at the Canfranc Underground Laboratory

    International Nuclear Information System (INIS)

    Cebrian, S.; Morales, A.; Aalseth, C.E.; Avignone, F.T.; Brodzinski, R.L.; Garcia, E.; Gonzalez, D.; Hensley, W.K.; Irastorza, I.G.; Kirpichnikov, I.V.; Klimenko, A.A.; Miley, H.S.; Morales, J.; Ortiz de Solorzano, A.; Osetrov, S.B.; Pogosov, V.S.; Puimedon, J.; Reeves, J.H.; Sarsa, M.L.; Scopel, S.; Smolnikov, A.A.; Tamanyan, A.G.; Vasenko, A.A.; Vasiliev, S.I.; Villar, J.A.

    2001-01-01

    The enriched 76 Ge double-beta decay detectors from the International Germanium EXperiment (IGEX), operating in the Canfranc Underground Laboratory with an overbuden of 2450 m.w.e., were recently upgraded to use them also in a search for WIMPs. This paper presents a description of the experiment and the data analysis as well as a new exclusion plot, σ(m), derived from the IGEX data for WIMP-nucleon spin-independent interaction. To obtain this result, 30 days of data from one 2-kg IGEX detector, with an energy threshold E thr ∼ 4 keV, have been considered. These results improve the exclusion limits derived from other conventional ionization germanium experiments in the ∼ 50 GeV DAMA region

  9. Promoting professional identity, motivation, and persistence: Benefits of an informal mentoring program for female undergraduate students.

    Directory of Open Access Journals (Sweden)

    Paul R Hernandez

    Full Text Available Women are underrepresented in a number of science, technology, engineering, and mathematics (STEM disciplines. Limited diversity in the development of the STEM workforce has negative implications for scientific innovation, creativity, and social relevance. The current study reports the first-year results of the PROmoting Geoscience Research, Education, and SuccesS (PROGRESS program, a novel theory-driven informal mentoring program aimed at supporting first- and second-year female STEM majors. Using a prospective, longitudinal, multi-site (i.e., 7 universities in Colorado/Wyoming Front Range & Carolinas, propensity score matched design, we compare mentoring and persistence outcomes for women in and out of PROGRESS (N = 116. Women in PROGRESS attended an off-site weekend workshop and gained access to a network of volunteer female scientific mentors from on- and off-campus (i.e., university faculty, graduate students, and outside scientific professionals. The results indicate that women in PROGRESS had larger networks of developmental mentoring relationships and were more likely to be mentored by faculty members and peers than matched controls. Mentoring support from a faculty member benefited early-undergraduate women by strengthening their scientific identity and their interest in earth and environmental science career pathways. Further, support from a faculty mentor had a positive indirect impact on women's scientific persistence intentions, through strengthened scientific identity development. These results imply that first- and second- year undergraduate women's mentoring support networks can be enhanced through provision of protégé training and access to more senior women in the sciences willing to provide mentoring support.

  10. Promoting professional identity, motivation, and persistence: Benefits of an informal mentoring program for female undergraduate students.

    Science.gov (United States)

    Hernandez, Paul R; Bloodhart, Brittany; Barnes, Rebecca T; Adams, Amanda S; Clinton, Sandra M; Pollack, Ilana; Godfrey, Elaine; Burt, Melissa; Fischer, Emily V

    2017-01-01

    Women are underrepresented in a number of science, technology, engineering, and mathematics (STEM) disciplines. Limited diversity in the development of the STEM workforce has negative implications for scientific innovation, creativity, and social relevance. The current study reports the first-year results of the PROmoting Geoscience Research, Education, and SuccesS (PROGRESS) program, a novel theory-driven informal mentoring program aimed at supporting first- and second-year female STEM majors. Using a prospective, longitudinal, multi-site (i.e., 7 universities in Colorado/Wyoming Front Range & Carolinas), propensity score matched design, we compare mentoring and persistence outcomes for women in and out of PROGRESS (N = 116). Women in PROGRESS attended an off-site weekend workshop and gained access to a network of volunteer female scientific mentors from on- and off-campus (i.e., university faculty, graduate students, and outside scientific professionals). The results indicate that women in PROGRESS had larger networks of developmental mentoring relationships and were more likely to be mentored by faculty members and peers than matched controls. Mentoring support from a faculty member benefited early-undergraduate women by strengthening their scientific identity and their interest in earth and environmental science career pathways. Further, support from a faculty mentor had a positive indirect impact on women's scientific persistence intentions, through strengthened scientific identity development. These results imply that first- and second- year undergraduate women's mentoring support networks can be enhanced through provision of protégé training and access to more senior women in the sciences willing to provide mentoring support.

  11. Granulocyte macrophage colony-stimulating factor treatment results in recovery of motor function after white matter damage in mice.

    Science.gov (United States)

    Theoret, Jennifer K; Jadavji, Nafisa M; Zhang, Min; Smith, Patrice D

    2016-01-01

    Clinical stroke usually results from a cerebral ischaemic event, and is frequently a debilitating condition with limited treatment options. A significant proportion of clinical strokes result from specific damage to the subcortical white matter (SWM), but currently there are few animal models available to investigate the pathogenesis and potential therapeutic strategies to promote recovery. Granulocyte macrophage colony-stimulating factor (GM-CSF) is a cytokine that has been previously shown to promote neuroprotective effects after brain damage; however, the mechanisms mediating this effect are not known. Here, it is reported that GM-CSF treatment results in dramatic functional improvement in a white matter model of stroke in mice. SWM stroke was induced in mice by unilateral injections of the vasoconstrictor, endothelin-1 (ET-1). The results reveal that ET-1-induced stroke impairs skilled motor function on the single pellet-reaching task and results in forelimb asymmetry, in adult mice. Treatment with GM-CSF, after stroke, restores motor function and abolishes forelimb asymmetry. The results also indicate that GM-CSF promotes its effects by activating mammalian target of rapamycin signalling mechanisms in the brain following stroke injury. Additionally, a significant increase in GM-CSF receptor expression was found in the ipsilateral hemisphere of the ET-1-injected brain. Taken together, the present study highlights the use of an under-utilized mouse model of stroke (using ET-1) and suggests that GM-CSF treatment can attenuate ET-1-induced functional deficits. © 2015 Federation of European Neuroscience Societies and John Wiley & Sons Ltd.

  12. Peer-mentors Reflect on the Benefits of Mentoring: An Autoethography

    Directory of Open Access Journals (Sweden)

    Sarah R Booth

    2016-11-01

    Full Text Available Many PhD candidates bring with them a wealth of knowledge and skills; however, these may not sufficiently prepare candidates to work with high autonomy on a project with often limited interaction with the wider research community. A peer-mentor program model, in which a mentor delivers dyadic and group support to higher degree by research students from different disciplines and backgrounds, has the potential to enhance candidates’ knowledge and skills. However, the mentors themselves can experience significant advantages, as peer-mentoring can also have a positive effect on the mentors’ research experience. In order to further understanding of the potential benefits of peer-mentoring for mentors, three researchers explore their experiences as peer-mentors through an autoethnographic framework. Through discussing their personal experiences as peer-mentors, the researchers identified a range of benefits for themselves. These benefits in-volved finding that peer- mentoring enhanced their own learning, fostered reflective practice, and provided current tertiary teaching and research support experience. Peer mentoring also gave them broad exposure to a breadth of disciplines, theories, and methods; provided project management insights; created opportunities for professional networking; supported their social needs; and gave them invaluable insight into other candidate/supervisor relationships. Their role in a peer-mentor model has shaped their experiences as PhD candidates and also informed their decisions after graduation.

  13. Standardization of reflectance measurements in dispersed organic matter: results of an exercise to improve interlaboratory agreement

    Science.gov (United States)

    Hackley, Paul C.; Araujo, Carla Viviane; Borrego, Angeles G.; Bouzinos, Antonis; Cardott, Brian; Cook, Alan C.; Eble, Cortland; Flores, Deolinda; Gentzis, Thomas; Gonçalves, Paula Alexandra; Filho, João Graciano Mendonça; Hámor-Vidó, Mária; Jelonek, Iwona; Kommeren, Kees; Knowles, Wayne; Kus, Jolanta; Mastalerz, Maria; Menezes, Taíssa Rêgo; Newman, Jane; Pawlewicz, Mark; Pickel, Walter; Potter, Judith; Ranasinghe, Paddy; Read, Harold; Reyes, Julito; Rodriguez, Genaro De La Rosa; de Souza, Igor Viegas Alves Fernandes; Suarez-Ruiz, Isabel; Sýkorová, Ivana; Valentine, Brett J.

    2015-01-01

    Vitrinite reflectance generally is considered the most robust thermal maturity parameter available for application to hydrocarbon exploration and petroleum system evaluation. However, until 2011 there was no standardized methodology available to provide guidelines for vitrinite reflectance measurements in shale. Efforts to correct this deficiency resulted in publication of ASTM D7708: Standard test method for microscopical determination of the reflectance of vitrinite dispersed in sedimentary rocks. In 2012-2013, an interlaboratory exercise was conducted to establish precision limits for the D7708 measurement technique. Six samples, representing a wide variety of shale, were tested in duplicate by 28 analysts in 22 laboratories from 14 countries. Samples ranged from immature to overmature (0.31-1.53% Ro), from organic-lean to organic-rich (1-22 wt.% total organic carbon), and contained Type I (lacustrine), Type II (marine), and Type III (terrestrial) kerogens. Repeatability limits (maximum difference between valid repetitive results from same operator, same conditions) ranged from 0.03-0.11% absolute reflectance, whereas reproducibility limits (maximum difference between valid results obtained on same test material by different operators, different laboratories) ranged from 0.12-0.54% absolute reflectance. Repeatability and reproducibility limits degraded consistently with increasing maturity and decreasing organic content. However, samples with terrestrial kerogens (Type III) fell off this trend, showing improved levels of reproducibility due to higher vitrinite content and improved ease of identification. Operators did not consistently meet the reporting requirements of the test method, indicating that a common reporting template is required to improve data quality. The most difficult problem encountered was the petrographic distinction of solid bitumens and low-reflecting inert macerals from vitrinite when vitrinite occurred with reflectance ranges overlapping

  14. Dark matter search results from the commissioning run of PandaX-II

    Science.gov (United States)

    Tan, Andi; Xiao, Xiang; Cui, Xiangyi; Chen, Xun; Chen, Yunhua; Fang, Deqing; Fu, Changbo; Giboni, Karl; Giuliani, Franco; Gong, Haowei; Hu, Shouyang; Huang, Xingtao; Ji, Xiangdong; Ju, Yonglin; Lei, Siao; Li, Shaoli; Li, Xiaomei; Li, Xinglong; Liang, Hao; Lin, Qing; Liu, Huaxuan; Liu, Jianglai; Lorenzon, Wolfgang; Ma, Yugang; Mao, Yajun; Ni, Kaixuan; Pushkin, Kirill; Ren, Xiangxiang; Schubnell, Michael; Shen, Manbin; Shi, Fang; Stephenson, Scott; Wang, Hongwei; Wang, Jiming; Wang, Meng; Wang, Qiuhong; Wang, Siguang; Wang, Xuming; Wang, Zhou; Wu, Shiyong; Xiao, Mengjiao; Xie, Pengwei; Yan, Binbin; Yang, Yong; Yue, Jianfeng; Zeng, Xionghui; Zhang, Hongguang; Zhang, Hua; Zhang, Huanqiao; Zhang, Tao; Zhao, Li; Zhou, Jing; Zhou, Xiaopeng; PandaX-II Collaboration

    2016-06-01

    We present the results of a search for weakly interacting massive particles (WIMPs) from the commissioning run of the PandaX-II experiment located at the China Jinping Underground Laboratory. A WIMP search data set with an exposure of 306 ×19.1 kg -day was taken, while its dominant Kr 85 background was used as the electron recoil calibration. No WIMP candidates are identified, and a 90% upper limit is set on the spin-independent elastic WIMP-nucleon cross section with a lowest excluded cross section of 2.97 ×10-45 cm2 at a WIMP mass of 44.7 GeV /c2 .

  15. Which Dimensions of Patient-Centeredness Matter? - Results of a Web-Based Expert Delphi Survey.

    Directory of Open Access Journals (Sweden)

    Jördis M Zill

    Full Text Available Present models and definitions of patient-centeredness revealed a lack of conceptual clarity. Based on a prior systematic literature review, we developed an integrative model with 15 dimensions of patient-centeredness. The aims of this study were to 1 validate, and 2 prioritize these dimensions.A two-round web-based Delphi study was conducted. 297 international experts were invited to participate. In round one they were asked to 1 give an individual rating on a nine-point-scale on relevance and clarity of the dimensions, 2 add missing dimensions, and 3 prioritize the dimensions. In round two, experts received feedback about the results of round one and were asked to reflect and re-rate their own results. The cut-off for the validation of a dimension was a median < 7 on one of the criteria.105 experts participated in round one and 71 in round two. In round one, one new dimension was suggested and included for discussion in round two. In round two, this dimension did not reach sufficient ratings to be included in the model. Eleven dimensions reached a median ≥ 7 on both criteria (relevance and clarity. Four dimensions had a median < 7 on one or both criteria. The five dimensions rated as most important were: patient as a unique person, patient involvement in care, patient information, clinician-patient communication and patient empowerment.11 out of the 15 dimensions have been validated through experts' ratings. Further research on the four dimensions that received insufficient ratings is recommended. The priority order of the dimensions can help researchers and clinicians to focus on the most important dimensions of patient-centeredness. Overall, the model provides a useful framework that can be used in the development of measures, interventions, and medical education curricula, as well as the adoption of a new perspective in health policy.

  16. A National Survey of Mentoring Practices for Young Investigators in Circulatory and Respiratory Health.

    Science.gov (United States)

    Mottillo, Salvatore; Boyle, Pierre; Jacobi Cadete, Lindsay D; Rouleau, Jean-Lucien; Eisenberg, Mark J

    2016-01-01

    Background. Improving mentorship may help decrease the shortage of young investigators (graduate students, postdoctoral fellows, and new investigators) available to work as independent researchers in cardiovascular and respiratory health. Objectives. To determine (1) the mentoring practices for trainees affiliated with the Canadian Institutes of Health Research (CIHR), Institute of Circulatory and Respiratory Health (ICRH), (2) the positive attributes of mentors, and (3) the recommendations regarding what makes good mentorship. Methods. We conducted a survey and descriptive analysis of young investigators with a CIHR Training and Salary Award from 2010 to 2013 or who submitted an abstract to the ICRH 2014 Young Investigators Forum. Clinicians were compared to nonclinicians. Results. Of 172 participants, 7.0% had no mentor. Only 43.6% had defined goals and 40.7% had defined timelines, while 54.1% had informal forms of mentorship. A significant proportion (33.1%) felt that their current mentorship did not meet their needs. Among clinicians, 22.2% would not have chosen the same mentor again versus 11.4% of nonclinicians. All participants favored mentors who provided guidance on career and work-life balance. Suggestions for improved mentoring included formal mentorship, increased networking, and quality assurance. Conclusion. There is an important need to improve mentoring in cardiovascular and respiratory health.

  17. A model for mentoring newly-appointed nurse educators in nursing education institutions in South Africa

    Directory of Open Access Journals (Sweden)

    Eunice Seekoe

    2014-02-01

    Full Text Available Background: South Africa transformed higher education through the enactment of the Higher Education Act (No. 101 of 1997. The researcher identified the need to develop a model for the mentoring of newly-appointed nurse educators in nursing education institutions in South Africa. Objectives: To develop and describe the model for mentoring newly-appointed nurse educators in nursing education institutions in South Africa. Method: A qualitative and theory-generating design was used (following empirical findings regarding needs analysis in order to develop the model. The conceptualisation of the framework focused on the context, content, process and the theoretical domains that influenced the model. Ideas from different theories were borrowed from and integrated with the literature and deductive and inductive strategies were applied. Results: The structure of the model is multidimensional and complex in nature (macro, mesoand micro based on the philosophy of reflective practice, competency-based practice andcritical learning theories. The assumptions are in relation to stakeholders, context, mentoring, outcome, process and dynamic. The stakeholders are the mentor and mentee within an interactive participatory relationship. The mentoring takes place within the process with a sequence of activities such as relationship building, development, engagement, reflective process and assessment. Capacity building and empowerment are outcomes of mentoring driven by motivation. Conclusion: The implication for nurse managers is that the model can be used to develop mentoring programmes for newly-appointed nurse educators.

  18. The effects of academic mentoring perceptions of research assistants on their organizational commitment

    Directory of Open Access Journals (Sweden)

    Çiftçi Nusret

    2017-01-01

    Full Text Available Mentoring can be expressed as a supportive relationship in which an experienced person transfers his or her expertise and knowledge to someone else. Universities are one of the most appropriate environments that this process, the samples of which can be seen in many sectors, is experienced. Academicianship is one of the professions in which the mentoring process is the most intense and most-needed. This study was aimed to investigate how research assistants perceive the academic mentor and mentee relationship, how these perceptions are related to the desired working behaviour, performance, and organizational effectiveness, and how these relationships affect “organizational commitment,” which has an increasing importance. Thus, both a sample based on the academic mentoring process was obtained and the academic mentoring process, as a factor affecting the organizational commitment, was studied. As a result of the research, it was found that there was a positive relationship between perceived mentoring and organizational commitment, affective commitment from subcategories of commitment. The relationship between normative commitment and organizational commitment were also found to be positive and meaningful. However, no relationship between perceived mentoring and continuance was found, and the established regression model did not make sense either.

  19. A National Survey of Mentoring Practices for Young Investigators in Circulatory and Respiratory Health

    Science.gov (United States)

    Mottillo, Salvatore; Boyle, Pierre; Jacobi Cadete, Lindsay D.; Rouleau, Jean-Lucien; Eisenberg, Mark J.

    2016-01-01

    Background. Improving mentorship may help decrease the shortage of young investigators (graduate students, postdoctoral fellows, and new investigators) available to work as independent researchers in cardiovascular and respiratory health. Objectives. To determine (1) the mentoring practices for trainees affiliated with the Canadian Institutes of Health Research (CIHR), Institute of Circulatory and Respiratory Health (ICRH), (2) the positive attributes of mentors, and (3) the recommendations regarding what makes good mentorship. Methods. We conducted a survey and descriptive analysis of young investigators with a CIHR Training and Salary Award from 2010 to 2013 or who submitted an abstract to the ICRH 2014 Young Investigators Forum. Clinicians were compared to nonclinicians. Results. Of 172 participants, 7.0% had no mentor. Only 43.6% had defined goals and 40.7% had defined timelines, while 54.1% had informal forms of mentorship. A significant proportion (33.1%) felt that their current mentorship did not meet their needs. Among clinicians, 22.2% would not have chosen the same mentor again versus 11.4% of nonclinicians. All participants favored mentors who provided guidance on career and work-life balance. Suggestions for improved mentoring included formal mentorship, increased networking, and quality assurance. Conclusion. There is an important need to improve mentoring in cardiovascular and respiratory health. PMID:27445544

  20. Implementation and Evaluation of Technology Mentoring Program Developed for Teacher Educators: A 6M-Framework

    Directory of Open Access Journals (Sweden)

    Selim Gunuc

    2015-06-01

    Full Text Available The purpose of this basic research is to determine the problems experienced in the Technology Mentoring Program (TMP, and the study discusses how these problems affect the process in general. The implementation was carried out with teacher educators in the education faculty. 8 doctorate students (mentors provided technology mentoring implementation for one academic term to 9 teacher educators (mentees employed in the Education Faculty. The data were collected via the mentee and the mentor interview form, mentor reflections and organization meeting reflections. As a result, the problems based on the mentor, on the mentee and on the organization/institution were determined. In order to carry out TMP more effectively and successfully, a 6M-framework (Modifying, Meeting, Matching, Managing, Mentoring - Monitoring was suggested within the scope of this study. It could be stated that fewer problems will be encountered and that the process will be carried out more effectively and successfully when the structure in this framework is taken into consideration.

  1. The Effects of Non-Academic Mentoring on School-Related Cognitions: A Pilot Study

    Directory of Open Access Journals (Sweden)

    Stacey S. MacArthur

    2013-03-01

    Full Text Available Mentoring has been shown to positively influence various youth outcomes and developmental assets. The 4-H Mentoring: Youth and Families with Promise (4-H YFP program is a multi-component program designed to enhance individual, familial, and social assets of at-risk youth. This pilot study examines the effects of participation in the 4-H YFP program on school-related cognitions. Data were collected on 20 mentored at-risk youth and 18 waiting list youth. RMANOVA analyses identified significant differences on one scale and expected trends on five additional scales. Ecological systems theory is used to inform the interpretation of results.

  2. Mentoring--A New Mantra for Education?

    Science.gov (United States)

    Sundli, Liv

    2007-01-01

    Mentoring has become an important part of teacher education, as an element in both the enhancement of reflective practice and the professional development of schools. Yet the concept remains confused. Problematic issues such as the elements of power and control, and the danger of dependence and intimacy are seldom heard when mentoring is…

  3. Personality Predictors of Participation as a Mentor

    Science.gov (United States)

    Niehoff, Brian P.

    2006-01-01

    Purpose: The purpose of this paper is to focus on the personality characteristics of mentors. Design/methodology/approach: The five factor model of personality was used to examine relationships between personality and participation as a mentor. A sample of 194 practicing veterinarians were surveyed on the five factor model of personality and a…

  4. Women and Mentoring in Collegiate Athletics

    Science.gov (United States)

    Smith, Allison B.; Taylor, Elizabeth A.; Hardin, Robin

    2016-01-01

    The number of women working and participating in intercollegiate athletics has steadily increased the past four decades. This has led for a need to develop women as leaders within collegiate athletics and one way of doing this is through mentoring. Mentoring provides guidance in regard to both the professional development and psychosocial support.…

  5. Transforming beginner teacher mentoring interventions for social ...

    African Journals Online (AJOL)

    This article reports on an investigation into the use of action research for beginner teachers' professional development through the use of peer mentoring. Action research principles were applied by the mentor and the participating mentees/peers, forming a scholarly community of practice. The mentees were empowered to ...

  6. Empowering Untenured Faculty through Mosaic Mentoring

    Science.gov (United States)

    Kanuka, Heather; Marini, Anthony

    2004-01-01

    Mentoring programs have consistently demonstrated their value in assisting new and early faculty members to make successful adjustments and productive contributions to the academy. Yet, mentoring programs have failed to be consistently implemented despite their efficacy and increasing levels of job dissatisfaction reported by new and early faculty…

  7. I Am Mentor, I Am Coach

    Science.gov (United States)

    Augustine-Shaw, Donna; Reilly, Marceta

    2017-01-01

    Preparing good leaders depends not only on providing good initial professional learning, but also on creating a strong support structure during the early years of practice. However, what good mentoring looks and sounds like varies widely in practice. Many mentoring programs for education leaders consist of buddy-like relationships that provide…

  8. 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…

  9. 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…

  10. 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…

  11. Mindfulness Practices in Mentoring and Teaching

    Science.gov (United States)

    Trube, Barbara

    2017-01-01

    Mentoring, including peer mentoring, is a key element of teacher education programs and subsequent teaching practice. In order to share the benefits of mindfulness practices, a faculty member in a state university in the Midwestern United States promoted the practice of mindfulness by teacher candidates enrolled in her courses. As members of a…

  12. Does Nationality Matter in the B2C Environment? Results from a Two Nation Study

    Science.gov (United States)

    Peikari, Hamid Reza

    Different studies have explored the relations between different dimensions of e-commerce transactions and lots of models and findings have been proposed to the academic and business worlds. However, there is a doubt on the applications and generalization of such models and findings in different countries and nations. In other words, this study argues that the relations among the variables of a model ay differ in different countries, which raises questions on the findings of researchers collecting data in one country to test their hypotheses. This study intends to examine if different nations have different perceptions toward the elements of Website interface, security and purchase intention on Internet. Moreover, a simple model was developed to investigate whether the independent variables of the model are equally important in different nations and significantly influence the dependent variable in such nations or not. Since majority of the studies in the context of e-commerce were either focused on the developed countries which have a high e-readiness indices and overall ranks, two developing countries with different e-readiness indices and ranks were selected for the data collection. The results showed that the samples had different significant perceptions of security and some of the Website interface factors. Moreover, it was found that the significance of relations among the independent variables ad the dependent variable are different between the samples, which questions the findings of the researchers testing their model and hypotheses only based on the data collected in one country.

  13. Venture Capitalist Enabled Entrepreneurial Mentoring

    DEFF Research Database (Denmark)

    Agrawal, Anirudh

    2018-01-01

    Traditionally the success of a venture capital model has been anchored around two dimensions‚ namely equity as a trade for investment and start-up valuation and profitable exits. Scholars have focused less on the inter-organizational interaction between the venture capital (VC) and start......, have entrepreneurs as investors, and that engage frequently with investees over managerial and market issues. Using these cases, this study proposes an antecedent‚ action and outcome model of venture capital enabled entrepreneurial mentoring in India. This model can be expanded in the global context....

  14. Mentoring - The knowledge acquired for future ideas

    Directory of Open Access Journals (Sweden)

    Magda Zupančič

    2012-05-01

    Full Text Available Mentoring is a tool which enables the transfer of knowledge: it is receiving more and more attention in work environments. Mentoring offers new knowledge and competences, new job opportunities to job seekers on the one hand, and reduces labour market imbalances in the demand and supply of professions on the other. Mentoring includes various forms of activities, connects younger and older employees, those experienced and the first job seekers. In the times of economic crisis, mentoring can enable a smoother transition of youth from education/training into the labour market, and might contribute to lower unemployment rates for young people. By respecting the responsibilities of all partners involved, Slovenia could develop its own system of knowledge transfer on the basis of the experiences of the successful countries which have already implemented mentoring schemes. This could help Slovenia broaden its existing stock of knowledge and experiences and improve its performance in the labour market.

  15. Peer mentoring of adults with spinal cord injury: a transformational leadership perspective.

    Science.gov (United States)

    Beauchamp, Mark R; Scarlett, Louisa J; Ruissen, Geralyn R; Connelly, Catherine E; McBride, Christopher B; Casemore, Sheila; Martin Ginis, Kathleen A

    2016-09-01

    Drawing from the tenets of transformational leadership theory, the purpose of this study was to examine the nature of effective peer mentoring of adults with a spinal cord injury (SCI) from the perspective of mentees. The study utilised a qualitative methodology (informed by a social constructionist approach), involving 15 adult mentees with a SCI (mean age = 47.2; mean time since injury = 14.5 years), in which data were obtained via semi-structured interviews. The results revealed that effective mentoring, as used by mentors with SCIs, closely aligns with the core components of transformational leadership. Specifically, all four dimensions of transformational leadership (idealised influence, inspirational motivation, individualised consideration and intellectual stimulation) as displayed by mentors with a SCI were evident in their interactions with mentees. Participants who perceived their mentors to use transformational leadership behaviours reported increases in motivation, self-confidence, hope and overall well-being, relatedness with their mentor, greater comfort/acceptance of their situation, a redefined sense of their limitations, as well as greater engagement in various life pursuits. Displays of transformational leadership by peer mentors (i.e. transformational mentoring) were reported by mentees to be associated with a range of adaptive psychological and behavioural outcomes. The results have the potential to inform the development and dissemination of peer mentor-based interventions and initiatives. Implications for Rehabilitation Within the context of spinal cord injury (SCI) rehabilitation, positive peer mentorship is reflected in mentors' use of transformational leadership behaviours (idealised influence, inspirational motivation, individualised consideration and intellectual stimulation). When SCI peer mentors use transformational leadership behaviours, mentees report a redefined sense of their limitations, and increased self-confidence, hope

  16. Finding a mentor: the complete examination of an online academic matchmaking tool for physician-faculty

    Directory of Open Access Journals (Sweden)

    Martinez GF

    2014-12-01

    Full Text Available Background: To have a successful career in academic medicine, finding a mentor is critical for physician-faculty. However, finding the most appropriate mentor can be challenging for junior faculty. As identifying a mentor pool and improving the search process are paramount to both a mentoring program’s success, and the academic medical community, innovative methods that optimize mentees’ searches are needed. This cross-sectional study examines the search and match process for just over 60 junior physician-faculty mentees participating in a department-based junior faculty mentoring program. To extend beyond traditional approaches to connect new faculty with mentors, we implement and examine an online matchmaking technology that aids their search and match process. Methods: We describe the software used and events leading to implementation. A concurrent mixed method design was applied wherein quantitative and qualitative data, collected via e-surveys, provide a comprehensive analysis of primary usage patterns, decision making, and participants’ satisfaction with the approach. Results: Mentees reported using the software to primarily search for potential mentors in and out of their department, followed by negotiating their primary mentor selection with their division chief’s recommendations with those of the software, and finally, using online recommendations for self-matching as appropriate. Mentees found the online service to be user-friendly while allowing for a non-threatening introduction to busy senior mentors. Conclusions: Our approach is a step toward examining the use of technology in the search and match process for junior physician-faculty. Findings underscore the complexity of the search and match process.

  17. 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. © 2014 Wiley Periodicals, Inc.

  18. Leadership mentoring in nursing research, career development and scholarly productivity: A systematic review.

    Science.gov (United States)

    Hafsteinsdóttir, Thóra B; van der Zwaag, Angeli M; Schuurmans, Marieke J

    2017-10-01

    Although nursing has been an academic discipline for decades, the infrastructure for nursing research in many countries is still fragile and struggling. Postdoctoral nurses have difficulties developing sustaining careers in nursing research due to lack of career opportunities. Considerable research has been conducted on leadership and mentoring in various areas of nursing. We aimed to systematically review the literature investigating leadership programs and mentoring for postdoctoral nurse researchers, as well as the influence of leadership and mentoring on research productivity, research career development, leadership knowledge and skills, the nurses' health and well-being, staff relationships, work culture and collaboration, salaries and postdoctoral nurses' experiences. A systematic review following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement was conducted. The electronic databases PubMed, CINAHL and EMBASE were searched without time limits for eligible studies up to January 2016. Reference lists of included articles were also searched manually and authors were contacted to inquire about other relevant papers. Two authors independently assessed eligibility of studies for inclusion. Titles and abstracts were matched with the inclusion criteria: studies investigating leadership and mentoring programs for postdoctoral nurses and leadership and mentoring influencing research productivity, and career development; and leadership knowledge and skills and other outcomes. The quality of the studies was appraised using the Centre for Evidence-Based Medicine for surveys, the Critical Appraisal Skill Program Qualitative Appraisal Checklist for qualitative studies, and a critical appraisal list for mixed methods studies. Any disagreements were resolved by consensus. Data were extracted by two reviewers. We screened 1775 titles and abstracts, resulting in 15 studies, which included quantitative, descriptive, qualitative and mixed

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

    Directory of Open Access Journals (Sweden)

    Byron A. Foster

    2016-01-01

    Full Text Available 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<0.001. Conclusion. The model of a parent mentor clinical trial is feasible, and both randomized groups experienced small, sustained effects on adiposity in an obese, Hispanic population.

  20. Are You Satisfied? Exploring the Mediating Effects of Mentoring Communication Strategies in Predicting Chinese International Graduate Students' Program Satisfaction

    Science.gov (United States)

    Yang, Qinghua; Orrego Dunleavy, Victoria; Phillips, Jasmine Rene

    2016-01-01

    This study examined how mentoring initiation and maintenance strategies mediate the relationship between acculturative stress and intercultural communication competence on Chinese graduate students' program satisfaction. Results supported a partial mediation effect for mentoring maintenance strategies. By specifying the mediating effect, the model…

  1. 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.

  2. 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. Copyright © 2015 Longwoods Publishing.

  3. The learning experiences of mentees and mentors in a nursing school's mentoring programme.

    Science.gov (United States)

    Joubert, Annemarie; de Villiers, Johanna

    2015-03-24

    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. 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. 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. 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. 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.

  4. Peer to peer mentoring: Outcomes of third-year midwifery students mentoring first-year students.

    Science.gov (United States)

    Hogan, Rosemarie; Fox, Deborah; Barratt-See, Georgina

    2017-06-01

    Undergraduate midwifery students commonly experience anxiety in relation to their first clinical placement. A peer mentoring program for midwifery students was implemented in an urban Australian university. The participants were first-year mentee and third-year mentor students studying a three-year Bachelor degree in midwifery. The program offered peer support to first-year midwifery students who had little or no previous exposure to hospital clinical settings. Mentors received the opportunity to develop mentoring and leadership skills. The aim was to explore the benefits, if any, of a peer mentoring program for midwifery students. The peer mentoring program was implemented in 2012. Sixty-three peer mentors and 170 mentees participated over three academic years. Surveys were distributed at the end of each academic year. Quantitative survey data were analysed descriptively and qualitative survey data were analysed thematically using NVivo 10 software. Over 80% of mentors and mentees felt that the program helped mentees adjust to their midwifery clinical placement. At least 75% of mentors benefited, in developing their communication, mentoring and leadership skills. Three themes emerged from the qualitative data, including 'Receiving start-up advice'; 'Knowing she was there' and 'Wanting more face to face time'. There is a paucity of literature on midwifery student peer mentoring. The findings of this program demonstrate the value of peer support for mentees and adds knowledge about the mentor experience for undergraduate midwifery students. The peer mentor program was of benefit to the majority of midwifery students. Copyright © 2017 Australian College of Midwives. Published by Elsevier Ltd. All rights reserved.

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

    Science.gov (United States)

    Taylor, Rosemarye T.; Karcinski, Lisa

    2016-01-01

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

  6. 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…

  7. 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…

  8. Evaluating a Psychology Graduate Student Peer Mentoring Program

    Science.gov (United States)

    Fleck, Christina; Mullins, Morell E.

    2012-01-01

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

  9. 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…

  10. Faculty and Undergraduate Student Perceptions of an Integrated Mentoring Approach

    Science.gov (United States)

    Livingstone, Nicola; Naismith, Nicola

    2018-01-01

    The role of an academic mentor is typically diverse, discipline specific and institutionally heterogeneous. Mentoring relationships are commonplace, yet the experience and delivery of mentoring in universities reflect a broad spectrum of approaches and execution. This article reflects on the pedagogic evolution of mentoring, examining the student…

  11. 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…

  12. A Novel Large-scale Mentoring Program for Medical Students based on a Quantitative and Qualitative Needs Analysis

    Science.gov (United States)

    von der Borch, Philip; Dimitriadis, Konstantinos; Störmann, Sylvère; Meinel, Felix G.; Moder, Stefan; Reincke, Martin; Tekian, Ara; Fischer, Martin R.

    2011-01-01

    Purpose: Mentoring plays an important role in students' performance and career. The authors of this study assessed the need for mentoring among medical students and established a novel large-scale mentoring program at Ludwig-Maximilians-University (LMU) Munich School of Medicine. Methods: Needs assessment was conducted using a survey distributed to all students at the medical school (n=578 of 4,109 students, return rate 14.1%). In addition, the authors held focus groups with selected medical students (n=24) and faculty physicians (n=22). All students signing up for the individual mentoring completed a survey addressing their expectations (n=534). Results: Needs assessment revealed that 83% of medical students expressed overall satisfaction with the teaching at LMU. In contrast, only 36.5% were satisfied with how the faculty supports their individual professional development and 86% of students voiced a desire for more personal and professional support. When asked to define the role of a mentor, 55.6% "very much" wanted their mentors to act as counselors, arrange contacts for them (36.4%), and provide ideas for professional development (28.1%). Topics that future mentees "very much" wished to discuss included research (56.6%), final year electives (55.8%) and experiences abroad (45.5%). Conclusions: Based on the strong desire for mentoring among medical students, the authors developed a novel two-tiered system that introduces one-to-one mentoring for students in their clinical years and offers society-based peer mentoring for pre-clinical students. One year after launching the program, more than 300 clinical students had experienced one-to-one mentoring and 1,503 students and physicians were involved in peer mentoring societies. PMID:21818236

  13. Effects of Mentoring Speed Dating as an Innovative Matching Tool in Undergraduate Medical Education: A Mixed Methods Study

    Science.gov (United States)

    Guse, Jennifer; Schweigert, Eva; Kulms, Gerhild; Heinen, Ines; Martens, Claudia; Guse, Andreas H.

    2016-01-01

    Objectives Choosing the right mentor is crucial for effective mentorship. Yet, many medical students have difficulties finding a suitable mentor. Thus we developed mentoring speed dating (MSD) as a promising matching tool to connect students and faculty mentors successfully. The purpose of this study was to explore mentees’ and mentors’ experience with MSD and investigate the impact of MSD on the perceived mentorship quality and continuance of the mentoring relationship. Methods The authors completed a mixed methods study at the University Medical Center Hamburg-Eppendorf, Germany, between June 2011 and March 2014. They conducted four focus groups with mentees and mentors who participated in a mentoring speed dating event and analyzed transcripts using conventional content analysis with inductive categorizing. In addition, three mentoring cohorts (two matched via MSD, one matched via conventional online profiles) were surveyed on mentorship satisfaction and the 1-year continuance of their mentorship was monitored. Fifteen mentees and fifteen mentors participated in the focus groups. The authors identified several themes such as short and long term benefits of MSD and fulfillment of expectations. Benefits included finding out about the personal connection, matching expectations, providing an efficient overview of candidates. The survey was completed by 93 students (n = 29 without MSD; n = 64 with MSD). Independent t-tests and multivariate analysis of variance were used to analyze the impact of MSD on student’s mentorship satisfaction. Results There were significant differences in responses to the items “Commitment of mentor” (p = .019) and “Constructive feedback” (p = .038) among the students who attended MSD and the students without MSD. After one year far more mentoring relationships existed among those mentees who participated in MSD in comparison to the “no MSD group”. Conclusion MSD is a valuable matching tool with beneficial effects on the

  14. Composition, dynamics, and fate of leached dissolved organic matter in terrestrial ecosystems: Results from a decomposition experiment

    Science.gov (United States)

    Cleveland, C.C.; Neff, J.C.; Townsend, A.R.; Hood, E.

    2004-01-01

    Fluxes of dissolved organic matter (DOM) are an important vector for the movement of carbon (C) and nutrients both within and between ecosystems. However, although DOM fluxes from throughfall and through litterfall can be large, little is known about the fate of DOM leached from plant canopies, or from the litter layer into the soil horizon. In this study, our objectives were to determine the importance of plant-litter leachate as a vehicle for DOM movement, and to track DOM decomposition [including dissolve organic carbon (DOC) and dissolved organic nitrogen (DON) fractions], as well as DOM chemical and isotopic dynamics, during a long-term laboratory incubation experiment using fresh leaves and litter from several ecosystem types. The water-extractable fraction of organic C was high for all five plant species, as was the biodegradable fraction; in most cases, more than 70% of the initial DOM was decomposed in the first 10 days of the experiment. The chemical composition of the DOM changed as decomposition proceeded, with humic (hydrophobic) fractions becoming relatively more abundant than nonhumic (hydrophilic) fractions over time. However, in spite of proportional changes in humic and nonhumic fractions over time, our data suggest that both fractions are readily decomposed in the absence of physicochemical reactions with soil surfaces. Our data also showed no changes in the ??13C signature of DOM during decomposition, suggesting that isotopic fractionation during DOM uptake is not a significant process. These results suggest that soil microorganisms preferentially decompose more labile organic molecules in the DOM pool, which also tend to be isotopically heavier than more recalcitrant DOM fractions. We believe that the interaction between DOM decomposition dynamics and soil sorption processes contribute to the ??13C enrichment of soil organic matter commonly observed with depth in soil profiles.

  15. Organic Matter Contents and Paleoproductivity Variation Within Late Pleistocene Japan Sea/East Sea Sediments: Results from IODP Expedition 346

    Science.gov (United States)

    Black, H. D.; Anderson, W. T., Jr.

    2017-12-01

    Inorganic and organic matter concentrations as well as the stable isotopes of nitrogen and organic carbon are presented for continuous sedimentary sequences collected during Integrated Ocean Drilling Program (IODP) Expedition 346 in the Japan Sea/East Sea in 2013. During major glacioeustatic sea level changes, the paleoceanographic conditions within the Japan Sea/East Sea widely vary due to the shallow, narrow straights connecting the sea to surrounding waters limiting an influx of oceanic currents. During glacial sea level low-stands the sea can be nearly isolated, creating a highly-stratified water column and hypoxic to anoxic bottom water conditions. Meanwhile during sea level high-stands, the Tsushima Warm Current (TWC) flows into the sea bringing warmer, nutrient-rich inputs, leading to vertical mixing and oxic conditions. This study aims to better understand the role of orbital cycling within the organic matter and stable isotope contents of these Late Pleistocene sediments. A total of 192 samples were analyzed each for %CaCO3, %TOC, δ13C, %N, and δ15N from two Expedition 346 sampling sites (U1426 and U1427) during the last 430,000 years and statistical analyses were completed using wavelet and time series analyses. Carbonate concentration ranges from 0-44.3%, total organic carbon 0.2 to 6.4%, δ13C -25.8 to -19.6‰, %N 0.04 to 0.4%, and δ15N 3.8 to 13.1‰. These results are well correlated with b* color values of the sediment and generally show increased productivity during interglacial periods, likely through increased vertical mixing and deepwater ventilation, when compared to glacial periods within the Japan Sea/East Sea when the sea may be partially isolated.

  16. Relationship between baseline white-matter changes and development of late-life depressive symptoms: 3-year results from the LADIS study

    DEFF Research Database (Denmark)

    Teodorczuk, A; Firbank, M J; Pantoni, L

    2010-01-01

    -disabled older adults. METHOD: In the Leukoaraiosis and Disability in the Elderly (LADIS) study, a longitudinal multi-centre pan-European study, 639 older subjects underwent baseline structural magnetic resonance imaging (MRI) and clinical assessments. Baseline severity of white-matter changes was quantified.......09) or incident depression (p=0.08). CONCLUSIONS: Our results support the vascular depression hypothesis and strongly implicate white-matter changes in the pathogenesis of late-life depression. Furthermore, the findings indicate that, over time, part of the relationship between white-matter changes and depression...

  17. Mentoring in Surgery-Mentor, Parshuram, Dronacharya, Krishan.

    Science.gov (United States)

    Agarwal, Brij B; Agarwal, Nayan; Dhamija, Neeraj; Chintamani

    2018-02-01

    Success in any profession has no well-defined predictors. Knowledge, skills, training, and talent come in plenty but fail at times to achieve the universal goal of success. Some attribute it to luck. Apart from the tangible ingredients of a successful career, the intangibles like luck or something ill-defined is a real challenge. The intangibles seem like a chasm, an abyss, or a phantom obstacle. Presence of a guiding spirit who can handhold you to overcome these is essential for success. The aim of a professional is to learn, earn, and yearn for creativity. Practice of surgery is an ideal career to pursue the learning, earning, and yearning. More than any other profession, the guiding handholding spirit is required in surgical profession, the concept of mentoring. Originating from the Greco-Roman times when kind Odysseus left his son Telemachus under the care of his friend, mentor, it has become a universal defining necessity for a successful career in surgery. Indian history replete with such examples of mentorship, good as in the case of Dronacharya to Kaurvas but bad as denied by an able, competent, aspiring student like Eklavya. In the medical profession, there are very few Indian role models of mentorship. One name that comes to our mind is Dr. Krishan Mahajan. The more said is less revealed about him. "Knife before wife" was his commonly spoken advice to all who sought his mentorship. "Hard work is not easy but it is fair" so said a famous boxer, Larry Holmes. It is more than true for our profession as it is better to prepare and prevent, rather than repair and repent.

  18. Mentoring Nurse Practitioners in a Hospital Setting.

    Science.gov (United States)

    Pop, Rodica S

    2017-08-01

    Nursing philosophy is the foundation of nurse practitioner (NP) training. However, NP practice is based on the medical care model. Thus, the necessity of mediating between these two approaches is often problematic for new NPs who are transitioning into their new roles. Mentoring has been used successfully to facilitate role transition and role understanding for nurses, NPs, and physicians. However, mentoring has been rarely studied in NPs. The purpose of this study was to develop a theory of mentoring for new NPs in a hospital setting. Grounded theory methodology was used. The sampling approach was initially purposive and was then shifted to theoretical to ensure the collection of meaningful data. Semistructuredinterviews were recorded and transcribed into Word documents for analysis. The three-phase analysis developed by Corbin and Strauss was initiated after the second interview. Sixteen participants (eight mentors and eight mentees) were interviewed between February and June 2011. The core category that emerged from the data was "defining self," and the main categories were forming the relationship, developing the relationship, and mentoring outcomes. A well-designed formal mentoring program may greatly improve the transition of NPs into a new role. The theory generated by the data from these study participants provides clearly defined categories that may be operationally defined and utilized to develop evaluation tools for mentoring programs.

  19. Mentoring college-age women: a relational approach.

    Science.gov (United States)

    Liang, Belle; Tracy, Allison J; Taylor, Catherine A; Williams, Linda M

    2002-04-01

    Despite the popularity of mentoring programs, the relational dimension of mentoring has not been elucidated. Traditional conceptions of mentoring may exclude factors that are particularly important for women and girls, thus limiting the efficacy of mentoring programs for female adolescents. We suggest that the presence of relational qualities in the mentoring relationship (e.g., empathy, engagement, authenticity, and empowerment) strongly influences the success of mentoring in the lives of young women. In this study, we use a promising new measure of mentoring, the Relational Health Index - Mentor, to explore the impact of relational aspects of mentoring in female college students. We found that mentoring relationships high in relational qualities were associated with higher self-esteem and less loneliness

  20. Are Mentor Relationships Helping Organizations? An Exploration of Developing Mentee-Mentor-Organizational Identifications Using Turning Point Analysis.

    Science.gov (United States)

    Bullis, Connie; Bach, Betsy Wackernagel

    1989-01-01

    Examines developing mentor relationships and the association between mentor relationships and individual-organizational relationships. Indicates that many turning points occur later than proposed in broad-phase models of mentor relationship development. Finds that mentor relationships should not be assumed to benefit organizations. (SR)

  1. Factors Related to Success in Electronic Mentoring of Female College Engineering Students by Mentors Working in Industry.

    Science.gov (United States)

    Carlsen, William S.; Single, Peg Boyle

    This paper reports findings from a comprehensive evaluation of the first national electronic mentoring program that matches female engineering students with mentors working in industry. The program being evaluated--MentorNet--uses a combination of on-line tools, computer databases, mentoring specialists, and campus and industrial contacts to…

  2. How an Evolution View of Workplace Mentoring Relationships Helps Avoid Negative Experiences: The Developmental Relationship Mentoring Model in Action

    Science.gov (United States)

    Washington, Rhianon; Cox, Elaine

    2016-01-01

    In this paper, we explore how the use of a specific mentoring model focusing on the evolution of the relationship between mentor and mentee, may influence the incidence of failure. In our research we employed a case study methodology to examine a regional public service mentoring scheme in the UK where a developmental relationship mentoring model…

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

    Science.gov (United States)

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

    2007-01-01

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

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

    Science.gov (United States)

    Hur, Yera; Kim, Sun; Lee, Keumho

    2013-03-01

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

  5. Mentoring--a staff retention tool.

    Science.gov (United States)

    Kanaskie, Mary Louise

    2006-01-01

    Staff retention presents a common challenge for hospitals nationwide. Mentorship programs have been explored as one method of creating environments that promote staff retention. Successful achievement of nurse competencies identified in the Synergy Model for Patient Care can best be achieved in an environment that encourages and facilitates mentoring. Mentoring relationships in critical care provide the ongoing interactions, coaching, teaching, and role modeling to facilitate nurses' progression along this continuum. Mentoring relationships offer support and professional development for nurses at all levels within an organization as well as an optimistic outlook for the nursing profession.

  6. 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...

  7. 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.

  8. Quasi-Experimental Evaluation of a Student Mentoring Program

    OpenAIRE

    Sandner, Malte

    2013-01-01

    This paper presents evidence from a natural-experiment which evaluates the effectiveness of a student mentoring program. The mentoring includes several compulsory, scheduled, faceto- face appointments between a mentor and a student in the first study year. All mentors are graduated and employed by the institution. For the evaluation, I use the fact that the mentoring is only offered to students in an economics and management program, whereas it is not offered to students in an industrial engi...

  9. Nature and Prevalence of Mentoring Support Reported by Air Force Nurses

    National Research Council Canada - National Science Library

    Zabokrtsky, Deedra

    2001-01-01

    .... Four types of mentoring support: career mentoring, coaching, collegial social, and collegial task support, were measured using the Mentoring and Communication Support Scale. Participants (N = 467...

  10. Mentoring and group identification as antecedents of satisfaction and health among nurses: what role do bullying experiences play?

    Science.gov (United States)

    Topa, Gabriela; Guglielmi, Dina; Depolo, Marco

    2014-04-01

    Prior studies have been unable to determine underlying mechanisms by which the negative relation with mentors affects mentees' satisfaction and health. We consider the Social Identity Theory as theoretical framework to understand the possible influence of negative mentoring on mentees. The aim of the study is to examine the relationship between: 1) negative mentoring experiences and group identification and, 2) nurses' job satisfaction and health complaints, as mediated by nurses' bullying experiences. A longitudinal design was used. The study employs a longitudinal design, with Time 1 (May-June 2010) and Time 2 (2010 September-October 2010). At Time 1 we assessed negative mentoring experiences and group identification, while at Time 2 we assessed workplace bullying, job satisfaction and health complaints. The results have confirmed the hypothesized relationship. Data analysis has revealed a partial mediation model in which negative mentoring experiences and group identification explained job satisfaction. This mediation has not been found in the case of health complaints. This study expands the application of Social Identity Theory to nurses' mentoring. The findings of the study support that negative mentoring experiences and group identification affect job satisfaction among nurses due to workplace bullying. Prevention of pervasive long term effects of negative mentoring relationships has been suggested. © 2013.

  11. Mentoring: Positively Influencing Job Satisfaction and Retention of New Hire Nurse Practitioners.

    Science.gov (United States)

    Horner, Diane Kostrey

    The purpose of study was to determine whether mentoring based on Watson's Caring Model positively influences nurse practitioner (NP) job satisfaction. This nonexperimental mixed-methods study utilized an online survey, administered through Qualtrics containing demographic and mentoring variables. Job satisfaction results were obtained from the Misener Nurse Practitioner Job Satisfaction Scale (MNPJSS). Also, open-ended questions regarding mentoring were reported. There was a 54% response rate in which 37 of the 69 participants responded (n = 37), with statistical significance set at p job satisfaction. Scores from the MNPJSS ranged from 141 to 246, with a mean of 195.26 (SD = 28.29) corresponding to "minimally satisfied" or a mean of 4.44 on the 6-point scale. These results are similar to the MNPJSS score with a mean of 4.39. A mentoring experience can provide a positive environment, which can lead to increased job satisfaction. In turn, a higher level of satisfaction in the work environment can be associated with reduced turnover and improved retention and patient outcomes. Ultimately, a safer health care system will evolve and improve patient care and outcomes. Through Watson's Caring Model, a reciprocal relationship between the mentor and the mentee can provide a new NP hire a sense of community and direct availability. By experiencing a mentor relationship, job satisfaction can improve, which is a key factor in retaining NPs. As E-mentoring is a newer topic in nursing literature, further research is needed. Further studies could also review and develop one-on-one mentoring programs.

  12. Successes and Challenges of HIV Mentoring in Malawi: The Mentee Perspective.

    Science.gov (United States)

    Chien, Emily; Phiri, Khumbo; Schooley, Alan; Chivwala, Mackenzie; Hamilton, John; Hoffman, Risa M

    2016-01-01

    HIV clinical mentoring has been utilized for capacity building in Africa, but few formal program evaluations have explored mentee perspectives on these programs. EQUIP is a PEPFAR-USAID funded program in Malawi that has been providing HIV mentoring on clinical and health systems since 2010. We sought to understand the successes and challenges of EQUIP's mentorship program. From June-September 2014 we performed semi-structured, in-depth interviews with EQUIP mentees who had received mentoring for ≥ 1 year. Interview questions focused on program successes and challenges and were performed in English, audio recorded, coded, and analyzed using inductive content analysis with ATLAS.ti v7. Fifty-two mentees from 32 health centers were interviewed. The majority of mentees were 18-40 years old (79%, N = 41), 69% (N = 36) were male, 50% (N = 26) were nurses, 29% (N = 15) medical assistants, and 21% (N = 11) clinical officers. All mentees felt that EQUIP mentorship was successful (100%, N = 52). The most common benefit reported was an increase in clinical knowledge allowing for initiation of antiretroviral therapy (33%, N = 17). One-third of mentees (N = 17) reported increased clinic efficiency and improved systems for patient care due to EQUIP's systems mentoring including documentation, supply chain and support for minor construction at clinics. The most common challenge (52%, N = 27) was understaffing at facilities, with mentees having multiple responsibilities during mentorship visits resulting in impaired ability to focus on learning. Mentees also reported that medication stock-outs (42%, N = 22) created challenges for the mentoring process. EQUIP's systems-based mentorship and infrastructure improvements allowed for an optimized environment for clinical training. Shortages of health workers at sites pose a challenge for mentoring programs because mentees are pulled from learning experiences to perform non-HIV-related clinic duties. Evaluations of existing mentoring

  13. Successes and Challenges of HIV Mentoring in Malawi: The Mentee Perspective.

    Directory of Open Access Journals (Sweden)

    Emily Chien

    Full Text Available HIV clinical mentoring has been utilized for capacity building in Africa, but few formal program evaluations have explored mentee perspectives on these programs. EQUIP is a PEPFAR-USAID funded program in Malawi that has been providing HIV mentoring on clinical and health systems since 2010. We sought to understand the successes and challenges of EQUIP's mentorship program. From June-September 2014 we performed semi-structured, in-depth interviews with EQUIP mentees who had received mentoring for ≥ 1 year. Interview questions focused on program successes and challenges and were performed in English, audio recorded, coded, and analyzed using inductive content analysis with ATLAS.ti v7. Fifty-two mentees from 32 health centers were interviewed. The majority of mentees were 18-40 years old (79%, N = 41, 69% (N = 36 were male, 50% (N = 26 were nurses, 29% (N = 15 medical assistants, and 21% (N = 11 clinical officers. All mentees felt that EQUIP mentorship was successful (100%, N = 52. The most common benefit reported was an increase in clinical knowledge allowing for initiation of antiretroviral therapy (33%, N = 17. One-third of mentees (N = 17 reported increased clinic efficiency and improved systems for patient care due to EQUIP's systems mentoring including documentation, supply chain and support for minor construction at clinics. The most common challenge (52%, N = 27 was understaffing at facilities, with mentees having multiple responsibilities during mentorship visits resulting in impaired ability to focus on learning. Mentees also reported that medication stock-outs (42%, N = 22 created challenges for the mentoring process. EQUIP's systems-based mentorship and infrastructure improvements allowed for an optimized environment for clinical training. Shortages of health workers at sites pose a challenge for mentoring programs because mentees are pulled from learning experiences to perform non-HIV-related clinic duties. Evaluations of existing

  14. A freshmen mentoring program at the Universitat Politècnica de València over the period 2000-2010

    Directory of Open Access Journals (Sweden)

    Xavier Barrachina

    2011-04-01

    Full Text Available Purpose: We quantify the dedication of mentors and mentees in a double-mentor program for freshmen. We also analyze the fulfillment of the expectations of all the participants and the utility of each mentor during the meetings.Design/methodology/approach: A questionnaire addressed to the participants was designed and took to all of them.Findings: We see that the mentees are highly satisfied with the mentoring program. Despite of mentors want mentees to participate more intensively in the program, mentees consider that their participation in the program is sufficient. Student and teacher mentors agree that freshmen could take more profit of the program. We also observe that the student mentor is slightly more implicated in the program than the teacher mentor. Research limitations/implications: Our results depend on the opinion of the mentors and the mentees. It would be fruitful to know the opinion of the freshmen who are not enrolled in the program.Practical implications: Our research confirms the validity of the system. We hope that our conclusions will be fruitful for other institutions that would like to implement a double-mentor program for freshmen.Originality/value: Many mentoring programs have been designed basing on a big brother/sister system. We analyze the development of a double-mentor program. The last law concerning university students, approved in Spain in 2011, indicates that mentoring programs should be designed in the frame of every degree, and they should be conducted by teachers and by technical staff. With our formula, both approaches are combined.

  15. The Role of Mentoring Program in Enhancing Mentees’ Academic Performance

    Directory of Open Access Journals (Sweden)

    Azman Ismail

    2014-02-01

    Full Text Available According to institutions of higher learning literature, mentoring program has two important features: communication and support. The ability of mentors to appropriately implement comfortable communication and provide adequate support may ehance positive mentee outcomes, especially academic performance. Although the nature of this relationship is crucial, little is known about the role of mentoring program as an important predictor of mentees’ academic performance in the higher education mentoring research literature. Therefore, this study was conducted to measure the relationship between mentoring program and mentees’ academic performance using self-administered questionnaires gathered from undergraduate students in Malaysian institutions of higher learning in Sarawak. The results of SmartPLS path model showed two important outcomes: firstly, communication positively and significantly correlated with academic performance. Secondly, support positively and significantly correlated with academic performance. The result demonstrates that mentoring program does act as an important predictor of mentees’ academic performance in the organizational sample. Thus, discussion, implications and conclusion are elaborated.

  16. Natural Mentoring Relationships and the Adjustment to College among Underrepresented Students.

    Science.gov (United States)

    Hurd, Noelle M; Tan, Joseph S; Loeb, Emily L

    2016-06-01

    This study investigated associations between natural mentoring relationships and academic performance via psychological distress among underrepresented college students attending an elite predominantly White institution (PWI). Specifically, this study explored whether the quantity of natural mentors possessed upon college entry, the retention of natural mentors across the first year of college, and overall changes in the number of natural mentors possessed during the first year of college predicted improvements in students' semester grade point averages (GPAs) via reductions in psychological distress. Participants in this study included 336 first-year undergraduate students attending a selective PWI. Students were eligible to participate in this study if they were first-generation college students, students from economically disadvantaged backgrounds, or students from underrepresented racial/ethnic minority groups. Results of this study indicated that a greater number of retained natural mentoring relationships across the first year of college were associated with improvements in students' GPAs via reductions in symptoms of depression from the Fall to Spring semester. The results of this study suggest that institutional efforts to support the maintenance of preexisting mentoring relationships may be an effective approach to promoting the academic success of underrepresented college students during the first year of college. © Society for Community Research and Action 2016.

  17. Policy research programme on particulate matter. Main results and policy consequences; Beleidsgericht onderzoeksprogramma fijn stof. Resultaten op hoofdlijnen en beleidsconsequenties

    Energy Technology Data Exchange (ETDEWEB)

    Matthijsen, J.; Koelemeijer, R.B.A.

    2010-06-15

    The Policy-Oriented Research on Particulate Matter (BOP) programme aimed at increasing knowledge on particulate matter so that future policy can be supported adequately. The main research objectives of BOP were to improve knowledge of the PM10 and PM2,5 concentrations, composition and sources of particulate matter; Increasing the understanding of the behavior of particulate matter in the urban area; Determining the trends in concentrations of particulate matter and its components; and Clarify the impact of policies in the past and the future of PM10 and PM2,5 concentrations. The first part of this study presents the main findings of the study, discussing the (chemical) composition of particulate matter, concentration trends, expected developments, health impacts, policy implications, and how to proceed with the particulate matter dossier. In the second part of the study the underlying analysis are elaborated. [Dutch] Het Beleidsgericht Onderzoeksprogramma Particulate Matter (BOP) had als doel om de kennis over fijn stof te vergroten, zodat beleidsvorming in de toekomst adequater ondersteund kan worden. De belangrijkste onderzoeksdoelstellingen van BOP waren: Verbeteren van de kennis over de PM10- en PM2,5-concentraties, de samenstelling en de bronnen van fijn stof; Vergroten van het inzicht in het gedrag van fijn stof in het stedelijke gebied; Bepalen van de trends in fijnstofconcentraties en de bestanddelen ervan; Verduidelijken van de invloed van beleidsmaatregelen in het verleden en de toekomst op de PM10- en PM2,5-concentraties. Het eerste deel van deze studie, de Bevindingen, presenteert de belangrijkste uitkomsten van het onderzoek. Hierbij komen achtereenvolgens aan de orde: de (chemische) samenstelling van fijn stof, trends in concentraties, verwachte ontwikkelingen, gezondheidseffecten, beleidsconsequenties en hoe nu verder te gaan met het dossier fijn stof. In het tweede deel van de studie, de Verdieping, staat de verantwoording en worden de

  18. Yelavarthy Nayudamma: Scientist, Leader, and Mentor Extraordinary

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 19; Issue 10. Yelavarthy Nayudamma: Scientist, Leader, and Mentor Extraordinary. J Raghava Rao T Ramasami. General Article Volume 19 Issue 10 October 2014 pp 887-899 ...

  19. 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....

  20. "Building the Bench" - Army National Guard Mentoring

    National Research Council Canada - National Science Library

    Jahnke, Jeffrey A

    2008-01-01

    ... Mentoring is a potent personal and professional development technique that is considered by many to be a key component in developing strategic leaders, civilian and military Because of the unique aspects...

  1. Defence Health Service Mentoring Program Evaluation 2001

    National Research Council Canada - National Science Library

    Highfield, Jane

    2002-01-01

    The Defense Health Services (DHS) Steering Committee has considered the concept of Mentoring as part of an effort to assist in the development of future health leaders in the Australian Defense Force (ADF...

  2. Tidal Marsh Outwelling of Dissolved Organic Matter and Resulting Temporal Variability in Coastal Water Optical and Biogeochemical Properties

    Science.gov (United States)

    Tzortziou, Maria; Neale, Patrick J.; Megonigal, J. Patrick; Butterworth, Megan; Jaffe, Rudolf; Yamashita, Youhei

    2010-01-01

    Coastal wetlands are highly dynamic environments at the land-ocean interface where human activities, short-term physical forcings and intense episodic events result in high biological and chemical variability. Long being recognized as among the most productive ecosystems in the world, tidally-influenced coastal marshes are hot spots of biogeochemical transformation and exchange. High temporal resolution observations that we performed in several marsh-estuarine systems of the Chesapeake Bay revealed significant variability in water optical and biogeochemical characteristics at hourly time scales, associated with tidally-driven hydrology. Water in the tidal creek draining each marsh was sampled every hour during several semi-diurnal tidal cycles using ISCO automated samplers. Measurements showed that water leaving the marsh during ebbing tide was consistently enriched in dissolved organic carbon (DOC), frequently by more than a factor of two, compared to water entering the marsh during flooding tide. Estimates of DOC fluxes showed a net DOC export from the marsh to the estuary during seasons of both low and high biomass of marsh vegetation. Chlorophyll amounts were typically lower in the water draining the marsh, compared to that entering the marsh during flooding tide, suggesting that marshes act as transformers of particulate to dissolved organic matter. Moreover, detailed optical and compositional analyses demonstrated that marshes are important sources of optically and chemically distinctive, relatively complex, high molecular weight, aromatic-rich and highly colored dissolved organic compounds. Compared to adjacent estuarine waters, marsh-exported colored dissolved organic matter (CDOM) was characterized by considerably stronger absorption (more than a factor of three in some cases), larger DOC-specific absorption, lower exponential spectral slope, larger fluorescence signal, lower fluorescence per unit absorbance, and higher fluorescence at visible wavelengths

  3. Einstein girls: Exploring STEM careers, interest, and identity in an online mentoring community

    Science.gov (United States)

    Scott, Jill Rice

    settings. The results of this study are most applicable to online mentoring programs with similar contexts and demographics, but are also applicable to other online mentoring communities. Findings from this study have direct implications in the design and operation of future online mentoring programs.

  4. 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

  5. Repeated exposures to roadside particulate matter extracts suppresses pulmonary defense mechanisms, resulting in lipid and protein oxidative damage.

    Science.gov (United States)

    Pardo, Michal; Porat, Ziv; Rudich, Assaf; Schauer, James J; Rudich, Yinon

    2016-03-01

    Exposure to particulate matter (PM) pollution in cities and urban canyons can be harmful to the exposed population. However, the underlying mechanisms that lead to health effects are not yet elucidated. It is postulated that exposure to repeated, small, environmentally relevant concentrations can affect lung homeostasis. This study examines the impact of repeated exposures to urban PM on mouse lungs with focus on inflammatory and oxidative stress parameters. Aqueous extracts from collected urban PM were administered to mice by 5 repeated intra-tracheal instillations (IT). Multiple exposures, led to an increase in cytokine levels in both bronchoalveolar lavage fluid and in the blood serum, indicating a systemic reaction. Lung mRNA levels of antioxidant/phase II detoxifying enzymes decreased by exposure to the PM extract, but not when metals were removed by chelation. Finally, disruption of lung tissue oxidant-inflammatory/defense balance was evidenced by increased levels of lipid and protein oxidation. Unlike response to a single IT exposure to the same dose and source of extract, multiple exposures result in lung oxidative damage and a systemic inflammatory reaction. These could be attributed to compromised capacity to activate the protective Nrf2 tissue defense system. It is suggested that water-soluble metals present in urban PM, potentially from break and tire wear, may constitute major drivers of the pulmonary and systemic responses to multiple exposure to urban PM. Copyright © 2015 Elsevier Ltd. All rights reserved.

  6. Inverse association of natural mentoring relationship with distress mental health in children orphaned by AIDS

    Directory of Open Access Journals (Sweden)

    Munakata Tsunetsugu

    2010-01-01

    Full Text Available Abstract Background The magnitude of the AIDS-orphaned children crisis in sub-Saharan Africa has so overstretched the resource of most families that the collapse of fostering in the sub-region seems imminent (UNICEF, 2003, fueling the need for a complementary/alternative care. This paper examines the probability of the natural mentoring care to ameliorate distress mental health in children orphaned by AIDS. Methods 952 children, mean age about 14 years, from local community schools and child-care centers in Kampala (Uganda and Mafikeng/Klerksdorp (South Africa towns participated in the study. The design has AIDS-orphaned group (n = 373 and two control groups: Other-causes orphaned (n = 287 and non-orphaned (n = 290 children. We use measures of child abuse, depression, social discrimination, anxiety, parental/foster care, self-esteem, and social support to estimate mental health. Natural mentoring care is measured with the Ragins and McFarlin (1990 Mentor Role Instrument as adapted. Results AIDS-orphaned children having a natural mentor showed significant decreased distress mental health factors. Similar evidence was not observed in the control groups. Also being in a natural mentoring relationship inversely related to distress mental health factors in the AIDS-orphaned group, in particular. AIDS-orphaned children who scored high mentoring relationship showed significant lowest distress mental health factors that did those who scored moderate and low mentoring relationship. Conclusions Natural mentoring care seems more beneficial to ameliorate distress mental health in AIDS-orphaned children (many of whom are double-orphans, having no biological parents than in children in the control groups.

  7. How has accountability shaped the school-based mentoring scheme in Hong Kong?

    Directory of Open Access Journals (Sweden)

    Jocelyn Lai Ngok Wong

    2013-11-01

    Full Text Available The idea of accountability has been globally shaping educational systems in many aspects. Teaching practice is normally assessed through the quality assurance mechanism via a set of mandated performance indicators and measures imposed on schools. In this context, using mentoring to equip new teachers to perform their roles with sufficient skills and knowledge is crucial. Hong Kong is no exception to the accountability regime. Performance indicators have been adopted in schools both through external school review (ESR and school self-evaluation (SSE. As a result, the impacts of accountability on such aspects of teacher development as school-based mentoring are starting to emerge. This study applies a qualitative research approach to examine thirty-three mentors’ views on changes of their school-based mentoring scheme brought about by the accountability era in Hong Kong. Findings show that accountability has shaped school-based mentoring schemes in three ways. Firstly, mentoring now focuses on enhancing professional competency of new teachers with a strong emphasis on school development and improvement. Secondly, the network development aspect of group mentoring tends to be more important. Thirdly, accountability has pushed mentoring programmes towards being formal and structured. Viewing the shifts, two improved ways forward may be proposed. Firstly, the aims of mentoring should strike a balance between the developmental requirements of schools and helping new teachers to be transformed into ‘transformative learners’. Secondly, an emphasis on the development of social capital of schools through partnership schemes with tertiary institutions could be a good move. However, such a practice could exacerbate the inequality of learning opportunities of teachers.

  8. Natural Mentors, Social Class, and College Success.

    Science.gov (United States)

    Reynolds, John R; Parrish, Michael

    2018-03-01

    Natural mentors provide advice, moral support, and assistance to adolescents who aspire to obtain a postsecondary degree, but past studies of the benefits of having an informal adult mentor have yet to resolve several issues. Our analyses of a national sample of high school graduates test three hypotheses: (H1) natural mentoring increases the odds of college attendance and completion, (H2) guidance and career advice are more important for college success than encouragement or role modeling, and (H3) students from poor and working-class families benefit more from mentoring than students from middle- and upper-class families. Hypotheses 1 and 3 are clearly supported when examining the odds of attending college, while Hypothesis 2 was not supported-encouragement and role modeling boost attendance, not advice or practical help. None of the hypotheses is supported when predicting degree completion among those who matriculated. As natural mentors do not appreciably increase the odds of completing college, we conclude past studies have overstated the postsecondary educational benefits of natural mentors. © Society for Community Research and Action 2017.

  9. A Blueprint for Expanding the Mentoring Networks of Undergraduate Women in the Earth and Environmental Sciences

    Science.gov (United States)

    Fischer, E. V.; Adams, A. S.; Barnes, R.; Bloodhart, B.; Burt, M. A.; Clinton, S. M.; Godfrey, E. S.; Pollack, I. B.; Hernandez, P. R.

    2017-12-01

    Women are substantially underrepresented in the earth and environmental sciences, and that underrepresentation begins at the undergraduate level. In fall 2015, an interdisciplinary team including expertise in the broader geosciences as well as gender and quantitative educational psychology began a project focused on understanding whether mentoring can increase the interest, persistence, and achievement of undergraduate women in the geosciences. The program focuses on mentoring 1st and 2nd year female undergraduate students from five universities in Colorado and Wyoming and four universities in North and South Carolina. The mentoring program includes a weekend workshop, access to professional women across geoscience fields, and both in-person and virtual peer networks. We have found that undergraduate women with large mentoring networks, that include faculty mentors, are more likely to identify as scientists and are more committed to pursuing the geosciences. Our presentation will provide an overview of the major components of our effective and scalable program. We will include a discussion of our first published results in the context of larger social science research on how to foster effective mentoring relationships. We will offer a list of successes and challenges, and we will provide the audience with online links to the materials needed to adopt our model (https://geosciencewomen.org/materials/).

  10. Culturally Diverse Undergraduate Researchers' Academic Outcomes and Perceptions of Their Research Mentoring Relationships

    Science.gov (United States)

    Byars-Winston, Angela M.; Branchaw, Janet; Pfund, Christine; Leverett, Patrice; Newton, Joseph

    2015-10-01

    Few studies have empirically investigated the specific factors in mentoring relationships between undergraduate researchers (mentees) and their mentors in the biological and life sciences that account for mentees' positive academic and career outcomes. Using archival evaluation data from more than 400 mentees gathered over a multi-year period (2005-2011) from several undergraduate biology research programs at a large, Midwestern research university, we validated existing evaluation measures of the mentored research experience and the mentor-mentee relationship. We used a subset of data from mentees (77% underrepresented racial/ethnic minorities) to test a hypothesized social cognitive career theory model of associations between mentees' academic outcomes and perceptions of their research mentoring relationships. Results from path analysis indicate that perceived mentor effectiveness indirectly predicted post-baccalaureate outcomes via research self-efficacy beliefs. Findings are discussed with implications for developing new and refining existing tools to measure this impact, programmatic interventions to increase the success of culturally diverse research mentees and future directions for research.

  11. Mentoring to develop research selfefficacy, with particular reference to previously disadvantaged individuals

    Directory of Open Access Journals (Sweden)

    S. Schulze

    2010-07-01

    Full Text Available The development of inexperienced researchers is crucial. In response to the lack of research self-efficacy of many previously disadvantaged individuals, the article examines how mentoring can enhance the research self-efficacy of mentees. The study is grounded in the self-efficacy theory (SET – an aspect of the social cognitive theory (SCT. Insights were gained from an in-depth study of SCT, SET and mentoring, and from a completed mentoring project. This led to the formulation of three basic principles. Firstly, institutions need to provide supportive environmental conditions that facilitate research selfefficacy. This implies a supportive and efficient collective system. The possible effects of performance ratings and reward systems at the institution also need to be considered. Secondly, mentoring needs to create opportunities for young researchers to experience successful learning as a result of appropriate action. To this end, mentees need to be involved in actual research projects in small groups. At the same time the mentor needs to facilitate skills development by coaching and encouragement. Thirdly, mentors need to encourage mentees to believe in their ability to successfully complete research projects. This implies encouraging positive emotional states, stimulating self-reflection and self-comparison with others in the group, giving positive evaluative feedback and being an intentional role model.

  12. An evaluation of a leadership development coaching and mentoring programme.

    Science.gov (United States)

    Le Comte, Lyndsay; McClelland, Beverley

    2017-07-03

    Purpose The purpose of this paper was to determine the value and impact of the Leadership Development - Coaching and Mentoring Programme at Counties Manukau Health and understand how the skills gained are applied. Design/methodology/approach Mixed-methods approach including surveys of programme participants and senior staff and semi-structured interviews with programme participants. Findings The survey response rate was 24.4 per cent for programme participants and 30 per cent for senior staff. Eight programme participants participated in semi-structured interviews. Of the 70 programme participants, 69 utilised their learning from the programme; 45 of 70 changed their approach to managing staff; and 40 of 68 programme participants reported that meeting with peers for triad group coaching was the most challenging aspect of the programme. Key themes identified through interviews included: working with others; not owning others' problems; professional support and development; coaching and mentoring; future participants. Practical implications The majority of participants changed their leadership behaviours as a result of the programme, which has resulted in improved communication, a more supportive culture and distributed leadership. These changes contribute to better patient care. Originality value There is a paucity of evidence in the literature about the impact of coaching and mentoring programme on leadership development and how the skills gained in such programmes are applied in practice in a healthcare context. This evaluation helps to address that gap.

  13. Acute effects of particulate matter on respiratory diseases, symptoms and functions:. epidemiological results of the Austrian Project on Health Effects of Particulate Matter (AUPHEP)

    Science.gov (United States)

    Neuberger, Manfred; Schimek, Michael G.; Horak, Friedrich; Moshammer, Hanns; Kundi, Michael; Frischer, Thomas; Gomiscek, Bostjan; Puxbaum, Hans; Hauck, Helger; Auphep-Team

    To examine hypotheses regarding health effects of particulate matter, we conducted time series studies in Austrian urban and rural areas. Of the pollutants measured, ambient PM 2.5 was most consistently associated with parameters of respiratory health. Time series studies applying semiparametric generalized additive models showed significant increases of respiratory hospital admissions (ICD 490-496) at age 65 and older. The early increase of 5.5% in Vienna at a lag of 2 days in males and of 5.6% per 10 μg/m 3 at a lag of 3 days in females was not observed in a nearby rural area. Another increase of respiratory admissions (mainly COPD) was observed after a lag of 10-11 days. A time series on a panel of 56 healthy preschool children showed a significant impact of the carbonaceous fraction of PM 2.5 on tidal breathing pattern assessed by inductive plethysmography. In repeated oscillometric measurements of respiratory resistance in 164 healthy elementary school children not only immediate responses to fine particulates were found but also latent ones, possibly indicating inflammatory changes in airways. It may be speculated that the improvements of urban air quality prevented measurable effects on respiratory mortality. More sensitive indicators, however, still show acute impairments of respiratory function and health in elderly and children which are associated with fine particulates and subfractions related to motor traffic.

  14. 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

    2013-05-01

    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 was implemented as part of a speech-language pathology graduate program. Qualitative research methods with thematic analysis of interviews, focus groups, questionnaires, and participant observation were used to develop a description of the mentoring program, including the experiences and perspectives of the participants-both mentors (people with chronic aphasia) and students. Five themes, including getting better, aphasia advocacy, group as versus for therapy, we're a team, and focus on mentoring, emerged from the mentors' data. Five themes, including shifting the power dynamic, getting to know the person, seeing members as mentors, making classroom learning real, and connecting with a community, emerged from the students' data. There were significant overlaps and intersections between the 2 data sets. Findings revealed how an aphasia mentoring program that positions people with aphasia as experts can make a significant contribution to student education while supporting mentors' own goals, with implications for improved quality of life.

  15. Mentor Age and Youth Developmental Outcomes in School-Based Mentoring Programs

    Science.gov (United States)

    Hwang, NaYoung

    2015-01-01

    Mentoring programs that provide guidance and support for disadvantaged youth have expanded rapidly during the past decade in the United States. Research suggests that students with teenage mentors exhibit positive youth development, including enhanced academic self-esteem and connectedness. By contrast, some studies showed that programs that offer…

  16. Faculty Mentoring Undergraduates: The Nature, Development, and Benefits of Mentoring Relationships

    Science.gov (United States)

    McKinsey, Elizabeth

    2016-01-01

    Educational research shows that close student-faculty interaction is a key factor in college student learning and success. Most literature on undergraduate mentoring, however, focuses on planned programs of mentoring for targeted groups of students by non-faculty professionals or student peers. Based on the research literature and student and…

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

    Science.gov (United States)

    Waters, Lea

    2004-01-01

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

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

    Science.gov (United States)

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

    2017-01-01

    Disabled individuals, women, and individuals from cultural/ethnic minorities continue to be underrepresented in science, technology, engineering, and mathematics (STEM). Research has shown that mentoring improves retention for underrepresented individuals. However, existing mentoring surveys were developed to assess the majority population, not…

  19. 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…

  20. Diet matters, particularly in pregnancy – Results from MoBa studies of maternal diet and pregnancy outcomes

    Directory of Open Access Journals (Sweden)

    Anne Lise Brantsæter

    2014-12-01

    Full Text Available Awareness that maternal diet may influence the outcome of pregnancy as well as the long-term health of mother and child has increased in recent years. A new food frequency questionnaire (FFQ was developed and validated specifically for the Norwegian Mother and Child Cohort Study (MoBa. The MoBa FFQ is a semi-quantitative tool which covers the average intake of food, beverages and dietary supplements during the first 4 to 5 months of pregnancy. It includes questions about intakes of 255 foods and dishes and was used from 2002 onwards. Data assessed by the MoBa FFQ is available for 87,700 pregnancies. Numerous sub-studies have examined associations between dietary factors and health outcomes in MoBa. The aim of this paper is to summarize the results from 19 studies of maternal diet and pregnancy outcomes, which is the complete collection of studies based on the MoBa FFQ and published before September 2014. The overall research question is whether maternal diet – from single substances to dietary patterns – matters for pregnancy outcome. The pregnancy outcomes studied till now include birth size measures, infants being small and large for gestational age, pregnancy duration, preterm delivery, preeclampsia, as well as maternal gestational weight gain and postpartum weight retention. As a whole, the results from these studies corroborate that the current dietary recommendations to pregnant women are sound and that maternal diet during pregnancy is likely to contribute to reduce the risk of pregnancy complications including preterm birth, preeclampsia, and reduced foetal growth. The results provide supporting evidence for recommending pregnant women to consume vegetables, fruit, whole grain, fish, dairy, and water regularly and lower the intake of sugar sweetened beverages, processed meat products and salty snacks. The results showing negative impact of even low levels of environmental contaminants support the precautionary advice on consumption

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

    Science.gov (United States)

    Simoni, Jane M.; Evans-Campbell, Teresa (Tessa); Udell, Wadiya; Johnson-Jennings, Michelle; Pearson, Cynthia R.; MacDonald, Meg M.; Duran, Bonnie

    2016-01-01

    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

  2. Mentoring for Success in Tobacco Regulatory Science: A Qualitative Study

    Science.gov (United States)

    Russo, Abigail R.; Solis, Amy C.; Villanti, Andrea C.; Wipfli, Heather L.; Kern, Teresa T.; Lawley, Rachel K.; Collins, Lauren K.; Abudayyeh, Haneen S.; Chansky, Melanie C.; Glantz, Stanton A.; Samet, Jonathan M.; Benjamin, Emelia J.

    2017-01-01

    Objectives Our study explores the experiences of early career and senior scientists regarding mentorship and career trajectories in tobacco regulatory science (TRS). Methods We conducted 22 phone interviews with early career and senior tobacco regulatory scientists from July 2015 to January 2016. All interviews were conducted using a structured interview guide and analyzed using a thematic approach by 2 independent coders. Results TRS presents specific opportunities and challenges to scientists due to its focused goal of informing tobacco regulation. An understanding of US Food and Drug Administration (FDA) research priorities and how science can inform tobacco regulation are essential for effective mentorship in TRS. Careers in TRS can be pursued in various academic and non-academic professional roles; both offer the distinct ability to conduct science that impacts public policy. Early career and senior scientists identified the importance and challenge of providing broad training across the diverse disciplines of TRS. Conclusions Effective mentorship in TRS requires that mentors possess an in-depth understanding of the scientific, regulatory, and legislative processes inherent to tobacco regulatory policy-making. A training program for mentors specific to TRS has the potential to meet diverse professional needs of mentors and mentees aiming to impact tobacco policy. PMID:28758143

  3. International Mentoring Programs: Leadership Opportunities to Enhance Worldwide Pharmacy Practice.

    Science.gov (United States)

    Ubaka, Chukwuemeka; Brechtelsbauer, Erich; Goff, Debra A

    2017-07-01

    Health-system and community pharmacy practice in the United States is experiencing transformational change; however, this transformation is lagging in the international arena. As a result, efforts are being made to provide support and education to the international pharmacy leaders and practitioners. This article describes one effort, the Mandela Washington Fellows Program, and suggests areas where pharmacy leaders can be involved to help advance the practice of pharmacy on an international level. The Mandela Washington Fellows Program for young Africa leaders consists of a US-Africa pharmacy-mentoring program identified ranging from educational opportunities to collaboration for implementation of patient care programs. The specifics of the mentoring program include daily meetings, clinic and ward rounds, round table discussions with mentors, and visits to various hospital care systems. Lessons were learned and strategies for sustaining the program are discussed. These types of programs represent leadership opportunities that may not be apparent to most pharmacy directors, but expanding their view to helping international pharmacists expand their practice only strengthens the professional goal of providing patient-centered pharmacy services.

  4. Cross-lagged relations between mentoring received from supervisors and employee OCBs: Disentangling causal direction and identifying boundary conditions.

    Science.gov (United States)

    Eby, Lillian T; Butts, Marcus M; Hoffman, Brian J; Sauer, Julia B

    2015-07-01

    Although mentoring has documented relationships with employee attitudes and outcomes of interest to organizations, neither the causal direction nor boundary conditions of the relationship between mentoring and organizational citizenship behaviors (OCBs) has been fully explored. On the basis of Social Learning Theory (SLT; Bandura, 1977, 1986), we predicted that mentoring received by supervisors would causally precede OCBs, rather than employee OCBs resulting in the receipt of more mentoring from supervisors. Results from cross-lagged data collected at 2 points in time from 190 intact supervisor-employee dyads supported our predictions; however, only for OCBs directed at individuals (OCB-Is) and not for OCBs directed at the organization (OCB-Os). Further supporting our theoretical rationale for expecting mentoring to precede OCBs, we found that coworker support operates as a substitute for mentoring in predicting OCB-Is. By contrast, no moderating effects were found for perceived organizational support. The results are discussed in terms of theoretical implications for mentoring and OCB research, as well as practical suggestions for enhancing employee citizenship behaviors. (c) 2015 APA, all rights reserved).

  5. Auckland regional emergency medicine trainee mentoring uptake survey.

    Science.gov (United States)

    Nicholls, Gordon Michael Mike; Lawrey, Emma; Jones, Peter

    2017-10-01

    The primary objective of this study is to quantify how many Auckland region emergency medicine (EM) trainees would like a formal mentoring programme. The secondary objectives were to quantify how many Auckland region EM trainees would like to participate in a formal mentoring programme; to determine trainees' current understanding of mentoring; how trainees prefer mentors to be allocated; why trainees may want a mentor; what mentees perceive would be good qualities in a mentor; and trainees' prior experience with mentoring. Online survey of EM trainees in the Auckland region in June 2015. Of 61 potential respondents, 40 (65.6%) respondents replied to the survey. Of the 40, 38 (95%; 95% confidence interval (CI) 82.6-99.5) respondents indicated they would like some form of mentoring system, and of the 38, 25 (65.8%; 95% CI 49.8-78.9) preferred this to be formal. Of the 38, 19 (50%; 95% CI 34.9-65.2) currently wanted assistance obtaining a mentor. Of the 40, 30 (75%; 95% CI 59.6-86.0) are not currently in any form of mentoring relationship. Respondents believed that mentors would be most beneficial in critical incidents, career development and with work/life balance. The attributes participants considered most important in a mentor were respecting confidentiality, being honest and the ability to provide constructive feedback. Many EM trainees in Auckland want a formal mentoring system and would like a mentor. Appropriate mentor-mentee matching through a formalised voluntary system, with adequate mentor training, may enable the Auckland region to develop a suitable mentoring programme for EM trainees. © 2017 Australasian College for Emergency Medicine and Australasian Society for Emergency Medicine.

  6. Group Peer Mentoring: An Answer to the Faculty Mentoring Problem? A Successful Program at a Large Academic Department of Medicine.

    Science.gov (United States)

    Pololi, Linda H; Evans, Arthur T

    2015-01-01

    To address a dearth of mentoring and to avoid the pitfalls of dyadic mentoring, the authors implemented and evaluated a novel collaborative group peer mentoring program in a large academic department of medicine. The mentoring program aimed to facilitate faculty in their career planning, and targeted either early-career or midcareer faculty in 5 cohorts over 4 years, from 2010 to 2014. Each cohort of 9-12 faculty participated in a yearlong program with foundations in adult learning, relationship formation, mindfulness, and culture change. Participants convened for an entire day, once a month. Sessions incorporated facilitated stepwise and values-based career planning, skill development, and reflective practice. Early-career faculty participated in an integrated writing program and midcareer faculty in leadership development. Overall attendance of the 51 participants was 96%, and only 3 of 51 faculty who completed the program left the medical school during the 4 years. All faculty completed a written detailed structured academic development plan. Participants experienced an enhanced, inclusive, and appreciative culture; clarified their own career goals, values, strengths and priorities; enhanced their enthusiasm for collaboration; and developed skills. The program results highlight the need for faculty to personally experience the power of forming deep relationships with their peers for fostering successful career development and vitality. The outcomes of faculty humanity, vitality, professionalism, relationships, appreciation of diversity, and creativity are essential to the multiple missions of academic medicine. © 2015 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on Continuing Medical Education, Association for Hospital Medical Education.

  7. Mentor experiences of international healthcare students' learning in a clinical environment: A systematic review.

    Science.gov (United States)

    Mikkonen, Kristina; Elo, Satu; Tuomikoski, Anna-Maria; Kääriäinen, Maria

    2016-05-01

    Globalisation has brought new possibilities for international growth in education and professional mobility among healthcare professionals. There has been a noticeable increase of international degree programmes in non-English speaking countries in Europe, creating clinical learning challenges for healthcare students. The aim of this systematic review was to describe mentors' experiences of international healthcare students' learning in a clinical environment. The objective of the review was to identify what influences the success or failure of mentoring international healthcare students when learning in the clinical environment, with the ultimate aim being to promote optimal mentoring practice. A systematic review was conducted according to the guidelines of the Centre for Reviews and Dissemination. Seven electronic databases were used to search for the published results of previous research: CINAHL, Medline Ovid, Scopus, the Web of Science, Academic Search Premiere, Eric, and the Cochrane Library. Search inclusion criteria were planned in the PICOS review format by including peer-reviewed articles published in any language between 2000 and 2014. Five peer-reviewed articles remained after the screening process. The results of the original studies were analysed using a thematic synthesis. The results indicate that a positive intercultural mentor enhanced reciprocal learning by improving the experience of international healthcare students and reducing stress in the clinical environment. Integrating international healthcare students into work with domestic students was seen to be important for reciprocal learning and the avoidance of discrimination. Many healthcare students were found to share similar experiences of mentoring and learning irrespective of their cultural background. However, the role of a positive intercultural mentor was found to make a significant difference for international students: such mentors advocated and mediated cultural differences and

  8. The quantity, quality and characteristics of Aboriginal and Torres Strait Islander Australian mentoring literature: a systematic review.

    Science.gov (United States)

    Bainbridge, Roxanne; Tsey, Komla; McCalman, Janya; Towle, Simon

    2014-12-13

    Mentoring is a key predictor of empowerment and prospectively a game changer in the quest to improve health inequities. This systematic review reports on the state of evidence on mentoring for Indigenous Australians by identifying the quantity, nature, quality and characteristics of mentoring publications. Thirteen databases were searched using specific search strings from 1983 - 2012. Grey literature was also canvassed. The resultant publications were mined to identify their outputs, nature, and quality. These were then conceptually mined for their characteristics to develop a model of mentoring that included the initiating environments, facilitating environments, operational strategies and outcomes. 771 citations were identified; 37 full text publications met inclusion criteria and were assessed. Fifteen were eligible for review. Four of five original research publications used strong qualitative research designs. No publications were found before 1999; the largest proportion concentrated in 2011 (n = 4). Facilitating environments included: mapping participants' socio-cultural and economic context; formal mentoring practices with internal flexibility; voluntary participation; integrated models with wrap-around services; mentor/staff competencies; and sustained funding. Mentoring strategies comprised: holistic scaffolding approaches; respectful, trusting, one-on-one mentoring relationships; knowledgeable mentors; regular contact; longer-term relationships and exit strategies; culturally-tailored programs; personal and social development opportunities; and specialised skills and learning opportunities. Outcomes varied in accordance to program aims and included improvements in aspects of education and employment, offending behaviours, relationships, and personal, social and professional development. Little research explored the effectiveness of mentoring, captured its impact qualitatively or quantitatively, developed appropriate measures or assessed its cost

  9. Mentoring During Medical School and Match Outcome Among Emergency Medicine Residents

    Directory of Open Access Journals (Sweden)

    Erin Dehon

    2015-11-01

    Full Text Available Introduction: Few studies have documented the value of mentoring for medical students, and research has been limited to more subjective (e.g., job satisfaction, perceived career preparation rather than objective outcomes. This study examined whether having a mentor is associated with match outcome (where a student matched based on their rank order list [ROL]. Methods: We sent a survey link to all emergency medicine (EM program coordinators to distribute to their residents. EM residents were surveyed about whether they had a mentor during medical school. Match outcome was assessed by asking residents where they matched on their ROL (e.g., first choice, fifth choice. They were also asked about rank in medical school, type of degree (MD vs. DO, and performance on standardized tests. Residents who indicated having a mentor completed the Mentorship Effectiveness Scale (MES, which evaluates behavioral characteristics of the mentor and yields a total score. We assessed correlations among these variables using Pearson’s correlation coefficient. Post-hoc analysis using independent sample t-test was conducted to compare differences in the MES score between those who matched to their first or second choice vs. third or higher choice. Results: Participants were a convenience sample of 297 EM residents. Of those, 199 (67% reported having a mentor during medical school. Contrary to our hypothesis, there was no significant correlation between having a mentor and match outcome (r=0.06, p=0.29. Match outcome was associated with class rank (r=0.13, p=0.03, satisfaction with match outcome (r= -0.37, p<0.001, and type of degree (r=0.12, p=0.04. Among those with mentors, a t-test revealed that the MES score was significantly higher among those who matched to their first or second choice (M=51.31, SD=10.13 compared to those who matched to their third or higher choice (M=43.59, SD=17.12, t(194=3.65, p<0.001, d=0.55. Conclusion: Simply having a mentor during medical

  10. 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.

  11. [Mentoring for medical students : Description and evaluation of a differentiated mentoring program at a medical school].

    Science.gov (United States)

    Bergelt, Corinna; Heinen, Ines; Guse, Jennifer

    2018-02-01

    In recent years, mentoring programs for medical students have been increasingly implemented in medical schools in Germany. This article describes a voluntary mentoring program for students, which is differentiated into a common mentoring program (AP), a mentoring program for excellent students (EP) and a mentoring plus program (PP) for students with academic difficulties, and its evaluation.The evaluation is based on annual evaluation surveys among the participating mentees, who evaluate the mentoring relationship as well as the impact on their studies.The three student groups differ significantly with regard to sociodemographic variables. The satisfaction with the mentoring program is generally high: 84-94% are mentored by their preferred mentor, the majority assesses the conversational atmosphere as open (78-91%), and 89-98% would recommend participation in the program to others. The programs differ with regard to specific aspects. While PP mentees report the highest ratings on the mentor's accessibility, trustworthiness and feedback, EP mentees report the highest ratings on the mentor's competence as well as increased identification with the faculty and early career promotion through the mentoring program.The different assessments of the three programs as well as the generally high acceptance and satisfaction ratings indicate that such a differentiated mentoring program provides a framework of individual support, which is highly appreciated by most students.

  12. 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, ...

  13. 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.

  14. Prof. Samuel ting presents results from AMS experiment at CERN main auditorium. Geneva 3 April 2013. The international team running the Alpha Magnetic Spectrometer (AMS1) today announced the first results in its search for dark matter

    CERN Multimedia

    Samuel Morier-Genoud

    2013-01-01

    Geneva 3 April 2013. The international team running the Alpha Magnetic Spectrometer (AMS) today announced the first results in its search for dark matter. The results, presented by AMS spokesperson Professor Samuel Ting in a seminar at CERN, are to be published in the journal Physical Review Letters. They report the observation of an excess of positrons in the cosmic ray flux

  15. New LUX and PandaX-II results illuminating the simplest Higgs-portal dark matter models

    International Nuclear Information System (INIS)

    He, Xiao-Gang; Tandean, Jusak

    2016-01-01

    Direct searches for dark matter (DM) by the LUX and PandaX-II Collaborations employing xenon-based detectors have recently come up with the most stringent limits to date on the spin-independent elastic scattering of DM off nucleons. For Higgs-portal scalar DM models, the new results have precluded any possibility of accommodating low-mass DM as suggested by the DAMA and CDMS II Si experiments utilizing other target materials, even after invoking isospin-violating DM interactions with nucleons. In the simplest model, SM+D, which is the standard model plus a real singlet scalar named darkon acting as the DM candidate, the LUX and PandaX-II limits rule out DM masses roughly from 4 to 450 GeV, except a small range around the resonance point at half of the Higgs mass where the interaction cross-section is near the neutrino-background floor. In the THDM II+D, which is the type-II two-Higgs-doublet model combined with a darkon, the region excluded in the SM+D by the direct searches can be recovered due to suppression of the DM effective interactions with nucleons at some values of the ratios of Higgs couplings to the up and down quarks, making the interactions significantly isospin-violating. However, in either model, if the 125-GeV Higgs boson is the portal between the dark and SM sectors, DM masses less than 50 GeV or so are already ruled out by the LHC constraint on the Higgs invisible decay. In the THDM II+D, if the heavier CP-even Higgs boson is the portal, theoretical restrictions from perturbativity, vacuum stability, and unitarity requirements turn out to be important instead and exclude much of the region below 100 GeV. For larger DM masses, the THDM II+D has plentiful parameter space that corresponds to interaction cross-sections under the neutrino-background floor and therefore is likely to be beyond the reach of future direct searches without directional sensitivity.

  16. 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. Copyright 2016, SLACK Incorporated.

  17. Colored Dissolved Organic Matter Dynamics in the Northern Gulf of Mexico from Ocean Color and Numerical Model Results

    Science.gov (United States)

    2014-07-01

    Orinoco River outflow—terrestrial input of colored organic matter to the Caribbean. Journal of Geophysical Research, 98(C2), 2271–2278. Boss, E.; Pegau, W.S...humic and fulvic acids) that is introduced to coastal systems by river runoff. By contrast, CDOM in the open ocean is predominantly a mixture of...D’Sa et al., 2002; Ferrari and Dowell, 1998; Stedmon and Markager, 2003). In coastal regions highly influenced by CDOM-laden river runoff, aCDOM often

  18. MENTORING IN THE FIELDS OF PHYSIOTHERAPY AND INTEGRATED CARE

    Directory of Open Access Journals (Sweden)

    Gergana Nenova

    2018-03-01

    Full Text Available creativecommons Index Copernicus Value: 2016 -90,65 SJIF (Scientific Journal Impact Factor: 2017 - 7,61 Global Impact Factor: 2015 - 0,787 JIFACTOR: 2015 - 0,5 back to 2018Jan-Mar;24(1 Journal of IMAB - Annual Proceeding (Scientific Papers Publisher: Peytchinski Publishing ISSN: 1312-773X (Online Issue: 2018, vol. 24, issue1 Subject Area: Medicine - DOI: 10.5272/jimab.2018241.1923 Published online: 07 March 2018 Original article J of IMAB. 2018 Jan-Mar;24(1:1923-1927 MENTORING IN THE FIELDS OF PHYSIOTHERAPY AND INTEGRATED CARE Gergana Nenova1ORCID logo Corresponding Autoremail, Paraskeva Mancheva1ORCID logo, Todorka Kostadinova2, Kalin Mihov3ORCID logo, Svetoslav Dobrilov3ORCID logo, 1 Training and research sector of Rehabilitation, Medical College - Varna, Medical University of Varna, Bulgaria. 2 Department of Health Economics and Management, Faculty of Public Health, Medical University of Varna, Bulgaria. 3 Department of Orthopedics and Traumatology, Medical University of Varna, Bulgaria. ABSTRACT: A survey on the opinion of students studying Rehabilitation as a major subject on the role of their mentors and their qualities in the "Student Practice project.” The aim of the study is to investigate the point of view of the students, involved in the "Student Practice" project, about the role and the qualities that mentors and academic coaches (physiotherapists should possess in order to be created a selection criteria. Subject of the survey are 14 students studying at the Medical College of MU-Varna which study "Rehabilitation". These students participated in the "Students practice" project for the period November 2016 - March 2017. A feedback was sought from them through a questionnaire method with an exclusively prepared for the survey questionnaire. The results of the feedback from trainees showed their increased confidence in dealing with patients and their better integration within the work team. The knowledge and skills acquired by

  19. 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...

  20. Development of a monitoring protocol to enhance mentoring in the IRIS REU site

    Science.gov (United States)

    Hubenthal, M.; Brudzinski, M. R.; Colella, H.

    2013-12-01

    Research Experiences for Undergraduate (REU) sites pair interns with scientists expected to oversee and guide an intern's scientific research, and assist in the development of skills, knowledge, and connections that will enhance the intern's professional and personal growth. This aspect of REU sites is generally recognized as a powerful, yet complicated, component that has a strong influence on the overall success of the intern's experience. Evaluations indicate that the quality and consistency of mentoring in REU sites can be highly variable. Traditional strategies to influence mentorship generally include reading lists or short trainings at the beginning of the summer. The efficacy of these approaches is questionable. As a result many REU Site facilitators are deeply interested in the question 'How can REU programs challenge scientists to raise their participation to the level of (truly) mentoring?' The Incorporated Research Institutions for Seismology (IRIS) REU site is developing a 13-item rubric measuring research skills, and a protocol of training and intern-mentor meetings to discuss progress. The goal of the intervention is to both increase the extent to which the mentoring relationship is centered on the intern, and to enable interns and mentors to feel more effective monitoring interns' personal/professional growth. This intervention was piloted in 2011, refined, and fully implemented in 2012. During the initial week of the program, interns assess their skills, complete the rubric independently, and discuss the completed rubric with their mentor. Midway through the summer interns and mentors each review the rubric and assess the intern's skills. The intern-mentor pairs then meet to collaborate and complete the rubric together. Finally, in the last week of the program, interns and mentors independently assess the intern's skills and complete the rubric, and the pairs again meet to discuss and negotiate these independent assessments. Survey data from 2012

  1. Building national capacity for research mentor training: an evidence-based approach to training the trainers.

    Science.gov (United States)

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

    2015-01-01

    Research mentor training (RMT), based on the published Entering Mentoring curricula series, has been shown to improve the knowledge and skills of research mentors across career stages, as self-reported by both the mentors engaged in training and their mentees. To promote widespread dissemination and empower others to implement this evidence-based training at their home institutions, we developed an extensive, interactive, multifaceted train-the-trainer workshop. The specific goals of these workshops are to 1) increase facilitator knowledge of an RMT curriculum, 2) increase facilitator confidence in implementing the curriculum, 3) provide a safe environment to practice facilitation of curricular activities, and 4) review implementation strategies and evaluation tools. Data indicate that our approach results in high satisfaction and significant confidence gains among attendees. Of the 195 diverse attendees trained in our workshops since Fall 2010, 44% report implementation at 39 different institutions, collectively training more than 500 mentors. Further, mentors who participated in the RMT sessions led by our trained facilitators report high facilitator effectiveness in guiding discussion. Implications and challenges to building the national capacity needed for improved research mentoring relationships are discussed. © 2015 C. Pfund, K. C. Spencer, et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

  2. A Conceptual Framework for Mentoring in a Learning Organization

    Science.gov (United States)

    Klinge, Carolyn M.

    2015-01-01

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

  3. Experienced Teachers' Voices: What Motivates Them to Mentor?

    Science.gov (United States)

    Garza, Ruben; Ramirez, Alfredo, Jr.; Ovando, Martha

    2009-01-01

    This qualitative study examined 88 experienced teachers' responses related to mentoring. Our findings suggest mentors possess the willingness and expertise to enhance the professional development and growth of a beginning teacher. Mentors were motivated by the opportunity to express an altruistic value, to provide affective support, to grow…

  4. Development and Construct Validation of the Mentor Behavior Scale

    Science.gov (United States)

    Brodeur, Pascale; Larose, Simon; Tarabulsy, George; Feng, Bei; Forget-Dubois, Nadine

    2015-01-01

    Researchers suggest that certain supportive behaviors of mentors could increase the benefits of school-based mentoring for youth. However, the literature contains few validated instruments to measure these behaviors. In our present study, we aimed to construct and validate a tool to measure the supportive behaviors of mentors participating in…

  5. 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…

  6. Academic mentoring and the future of tertiary education in Nigeria ...

    African Journals Online (AJOL)

    Tertiary education is a major outlet for the provision of high manpower for national development. This paper therefore highlighted the challenges of tertiary education in Nigeria, early perspectives of mentoring undergraduates, the rationale for academic mentoring, the role of a mentor, and the role of library as catalyst in the ...

  7. 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…

  8. Peer Mentoring in a University Music Methods Class

    Science.gov (United States)

    Goodrich, Andrew; Bucura, Elizabeth; Stauffer, Sandra

    2018-01-01

    The purpose of this study was to investigate undergraduates' perceptions of peer mentoring and the impact of peer mentoring in a music teacher preparation course. The following questions were included: What knowledge and abilities do students bring to the peer mentoring process? How do students perceive their roles as teachers and learners in the…

  9. 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…

  10. 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…

  11. 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,…

  12. Advancing diversity and inclusion through AGU's mentoring programs

    Science.gov (United States)

    Asher, P. M.; Marasco, L.; Hurtado, C.; Hanlon, S. M.; Ambrogio, O.

    2017-12-01

    AGU offers three separate mentoring programs at the Fall Meeting. These are the Undergraduate Mentoring Program, Career and Research Advice Mentorship (CRAM) sessions, and the Sharing Science mentoring program. While each of these have had an impact on students and mentors, these programs are limited in that the mentor and mentee interactions only occur during the Fall Meeting. To increase the impact of mentoring beyond the Fall Meeting, AGU is piloting a new program that is entirely virtual. This virtual program, called Mentoring365, is designed to have a diverse set of mentees and mentors interacting over a three-month period. Mentoring365 offers participants with a mentor that they can "meet and interact with" outside of Fall Meeting and potentially continue a relationship beyond the duration of the program. It is intended to build or add to a student's professional network and provide a student with additional support outside their research, academic, and/or graduate advisor. This presentation will highlight some of the features of the program as well as provide insight into the progress of the Mentoring365 pilot. The ultimate intent is to expand the program efficacy by collaborating across organizations in the Earth and space sciences to provide a robust and diverse pool of mentors and mentees.

  13. 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…

  14. Student Teacher Perceptions of the Role of Classroom Mentors on ...

    African Journals Online (AJOL)

    Student Teacher Perceptions of the Role of Classroom Mentors on Attachment Teaching Practice: The Case at Morgan ZINTEC College. ... The study recommends that: teachers' colleges should conscientise mentors on their roles, mentors need to create a harmonious working relationship with student teachers and that a ...

  15. Mentor-initiated approach in laparoscopic radical prostatectomy

    NARCIS (Netherlands)

    Skrekas, Thomas; Mochtar, Chaidir A.; Lagerveld, Brunolf W.; de Reijke, Theo M.; van Velthoven, Roland F.; Peltier, Alexandre; de La Rosette, Jean J. M. C. H.; Laguna, M. Pilar

    2006-01-01

    PURPOSE: We evaluated the efficacy and safety of a mentor-initiated program for laparoscopic radical prostatectomy by analyzing its effect on the learning curve. PATIENTS AND METHODS: The mentor performed 16 procedures (group I) and the trainee, assisted by the mentor, 12 (group II). The next 16

  16. 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…

  17. Mentoring for Vocation: Befriending Those Entrusted to Us

    Science.gov (United States)

    Wadell, Paul J.

    2017-01-01

    Increasingly, faculty and staff at Catholic colleges and universities enter into mentoring relationships with students to help them discern their callings. This essay analyzes why friendship is a helpful metaphor for understanding a mentoring relationship. Moreover, as with friendship, the author argues that good mentoring demands listening to and…

  18. Mentoring as Professional Development for Novice Entrepreneurs: Maximizing the Learning

    Science.gov (United States)

    St-Jean, Etienne

    2012-01-01

    Mentoring can be seen as relevant if not essential in the continuing professional development of entrepreneurs. In the present study, we seek to understand how to maximize the learning that occurs through the mentoring process. To achieve this, we consider various elements that the literature suggested are associated with successful mentoring and…

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

    Science.gov (United States)

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

    2016-01-01

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

  20. Mentoring Women in the Frederick Community | Poster

    Science.gov (United States)

    Joy Beveridge, clinical project manager III, is all about building relationships. Her work as a clinical project manager requires her to manage teams such as the Coordinating Center for Clinical Trials, Center for Global Health, Brain Tumor Trials Collaborative, and Division of Cancer Treatment and Diagnosis. Equally important are the relationships Beveridge builds through her work with Woman to Woman Mentoring, Inc. (W2WM), a 501(C)3 non-profit organization that seeks to cultivate mentoring relationships that provide women with guidance, support, and connections.

  1. 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.

  2. Mentoring and Training of Cancer-Related Health Disparities Researchers Committed to Community-Based Participatory Research

    Science.gov (United States)

    Felder, Tisha M.; Braun, Kathryn L.; Brandt, Heather M.; Khan, Samira; Tanjasiri, Sora; Friedman, Daniela B.; Armstead, Cheryl A.; Okuyemi, Kolawole S.; Hébert, James R.

    2015-01-01

    Background and Objective The National Cancer Institute’s (NCI) Community Networks Program Centers (CNPCs) provide community-based participatory research (CBPR)-oriented mentoring and training to prepare early-stage/midcareer investigators and student trainees (trainees) in disparities reduction. This paper describes the academic, mentoring, training, and work–life balance experiences of CNPC-affiliated trainees. Methods We used a collaborative and iterative process to develop a 57-item, web-based questionnaire completed by trainees from the 23 CNPCs between August 2012 and February 2013. Their CNPC mentors completed a 47-item questionnaire. Descriptive statistics were calculated. Results The final analytic sample included 189 of 269 individuals (70%) identified as active participants in CNPC research or training/mentoring. Mentors (n = 45) were mostly non-Hispanic White (77.8%) and 48.9% were male. Mentors published a median of 6 (interquartile range [IQR], 3–12) first-authored and 15 (IQR, 6–25) senior authored manuscripts, and secured 15 (IQR, 11–29) grants from the National Institutes of Health (NIH) and other sources in the previous 5 years. Most trainees (n = 144) were female (79.2%), 43.7% were underrepresented racial/ethnic minorities, and 36.8% were first-generation college graduates. Over the previous 5 years, trainees reported a median of 4 (IQR, 1–6) publications as first author and 4 (IQR, 2–8) as co-author; 27.1% reported having one or more NIH R01s. Trainees reported satisfaction with their CNPC mentor (79.1%) and confidence in demonstrating most CBPR competencies. Conclusion The CNPC training program consists of a scientifically productive pool of mentors and trainees. Trainees reported rates of scholarly productivity comparable to other national training programs and provided insights into relationships with mentors, academic pressures, and professional–personal life balance. PMID:26213409

  3. The Development of Pedagogical Intership: Mentor and Student Activity and Experience Aspects

    Directory of Open Access Journals (Sweden)

    V. Lamanauskas

    2016-12-01

    Full Text Available It is without doubt, that student pedagogical internship intention is to help future teachers to develop cross-cultural, general, professional and special competencies, acquiring necessary skills for practical work. On the other hand, this is verification of the acquired competencies in education practice. During the internship pedagogical work practical abilities are being improved. The internship itself is an inseparable part of pedagogical studies. It is necessary to much more strengthen pedagogical internship: its organisation, student and mentor collaboration, education activity reflection, feedback analysis and its use in the study process improvement and other. By this research it has been sought to ascertain what support for students during the pedagogical internship supplies mentor, to analyse the performed functions of the practitioners and their experience, and to present mentor characteristics referring to students' opinions and evaluations. 77 bachelor study final year students from two Lithuanian universities participated in the qualitative research. The research results show that mentor help and participation in the internship process are very important, regardless of their performed function complexity. Mentor competencies have a crucial importance in the pedagogical internship results. It is purposeful to constantly research internship participant opinions on these actual pedagogical study questions.

  4. Exploring the impact of mentoring functions on job satisfaction and organizational commitment of new staff nurses

    Directory of Open Access Journals (Sweden)

    Weng Rhay-Hung

    2010-08-01

    Full Text Available Abstract Background Although previous studies proved that the implementation of mentoring program is beneficial for enhancing the nursing skills and attitudes, few researchers devoted to exploring the impact of mentoring functions on job satisfaction and organizational commitment of new nurses. In this research we aimed at examining the effects of mentoring functions on the job satisfaction and organizational commitment of new nurses in Taiwan's hospitals. Methods We employed self-administered questionnaires to collect research data and select new nurses from three regional hospitals as samples in Taiwan. In all, 306 nurse samples were obtained. We adopted a multiple regression analysis to test the impact of the mentoring functions. Results Results revealed that career development and role modeling functions have positive effects on the job satisfaction and organizational commitment of new nurses; however, the psychosocial support function was incapable of providing adequate explanation for these work outcomes. Conclusion It is suggested in this study that nurse managers should improve the career development and role modeling functions of mentoring in order to enhance the job satisfaction and organizational commitment of new nurses.

  5. Hidden Labor in the Mentoring of Pre-Service Teachers: Notes from a Mentor Teacher Advisory Council

    Science.gov (United States)

    Hamel, Fred L.; Jaasko-Fisher, Heather A.

    2011-01-01

    This article argues that mentoring reflects a form of hidden labor within pre-service teacher education. Using Marx's concern for the ways in which aspects of an economic system are rendered invisible, the article draws on discussions from an American mentor teacher advisory council to illuminate otherwise marginalized aspects of mentors' work.…

  6. The Subject of Mentoring: Towards a Knowledge and Practice Base for Content-Focused Mentoring of New Teachers

    Science.gov (United States)

    Achinstein, Betty; Davis, Emily

    2014-01-01

    While new teacher mentoring has traditionally focused on socio-emotional support and professional socialization, understanding mentors' role in developing novices' content teaching is needed given new educational reforms. Few researchers have explored a knowledge/practice base for content-focused mentoring. Therefore, we ask: what do content…

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

    Science.gov (United States)

    Terry, Tarae; Ghosh, Rajashi

    2015-01-01

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

  8. 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…

  9. 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…

  10. The value of speed mentoring in a pediatric academic organization.

    Science.gov (United States)

    Serwint, Janet R; Cellini, Melissa M; Spector, Nancy D; Gusic, Maryellen E

    2014-01-01

    A reliable and supportive mentor is indispensable to the career development of successful academic professionals. The Academic Pediatric Association (APA) utilized a speed mentoring format at the 2012 Pediatric Academic Societies meeting to enhance mentoring potential. We sought to evaluate the structure of the speed mentoring event and to determine the benefits and impact from the perspectives of the mentors and mentees. Sixty mentees were matched with 60 mentors within various tracks. Each mentee met with 6 mentors for 10 minutes for each dyad. Participants were then asked to complete a survey 1 to 4 weeks after the event. Survey items included expectation, impact, and value of the experience along with potential for ongoing mentoring relationships. Fifty-four (90%) of the 60 mentees and 52 (87%) of 60 of the mentors completed the evaluation. Mentees stated that the event allowed them to receive advice from multiple mentors in a short time period. Mentors appreciated that they gained new insights, reflected on their own careers, and were able to give back to their field. Both mentees and mentors agreed that the time was well spent, would participate again, and identified chemistry as a major factor in pursuing an ongoing relationship. This national speed mentoring event provided an innovative, fun, and time-efficient mechanism to establish connections, network, and determine whether chemistry existed for potential mentor-mentee relationships. Further study should evaluate whether it can be used in other venues and lead to the development of lasting mentor-mentee relationships. Copyright © 2014 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

  11. "Because They Want to Teach You about Their Culture": Analyzing Effective Mentoring Conversations between Culturally Responsible Mentors and Secondary Science Teachers of Indigenous Students in Mainstream Schools

    Science.gov (United States)

    Tolbert, Sara

    2015-01-01

    Te Kotahitanga is an educational reform project in Aotearoa/New Zealand demonstrated to have significantly impacted the participation, achievement, and retention of indigenous Maori students in secondary schools. In this paper, I share results from a study of culturally responsible mentoring at 4 different schools participating in the Te…

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

    Science.gov (United States)

    Haeger, Heather; Fresquez, Carla

    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. © 2016 H. Haeger and C. Fresquez. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

  13. U.S. Geological Survey Mentoring Program - Paired for a Powerful Science Future

    Science.gov (United States)

    Miller, K.F.; Clarke, S.D.

    2007-01-01

    The U.S. Geological Survey (USGS) prides itself in its excellence in science. The resource bank of skills and knowledge that is contained within the current employees of the USGS is what makes our science excellent. With an aging workforce, we must ensure that the knowledge and skills represented by those years of experience are passed to new employees. To ensure that this bank of knowledge and experience is not lost and thereby sustain the excellence of our science, the Mentoring Program focuses on intentional mentoring, the deliberate transfer of skills and knowledge. Skills transfer from more experienced employees to those who are less experienced is critical. By placing an emphasis on intentional mentoring, we help to meet the scientific and technical needs of the employees by offering a cost-effective way to gain knowledge and skills necessary to maintain excellence in science. By encouraging and fostering a mentoring atmosphere within the USGS, we are investing in the future of our organization. With improved technical skills, increased job effectiveness, and resulting satisfaction, USGS employees will not only be more invested and engaged, they will also be able to work smarter, thus benefiting from the experience of their mentor.

  14. Pathways of influence in school-based mentoring: the mediating role of parent and teacher relationships.

    Science.gov (United States)

    Chan, Christian S; Rhodes, Jean E; Howard, Waylon J; Lowe, Sarah R; Schwartz, Sarah E O; Herrera, Carla

    2013-02-01

    This study explores the pathways through which school-based mentoring relationships are associated with improvements in elementary and high school students' socio-emotional, academic, and behavioral outcomes. Participants in the study (N=526) were part of a national evaluation of the Big Brothers Big Sisters school-based mentoring programs, all of whom had been randomly assigned to receive mentoring at their schools over the course of one academic year. Students were assessed at the beginning and end of the school year. The results of structural equation modeling showed that mentoring relationship quality, as measured by the Youth-Centered Relationship scale and the Youth's Emotional Engagement scale, was significantly associated with positive changes in youths' relationships with parents and teachers, as measured by subscales of the Inventory of Parent and Peer Attachment, the Teacher Relationship Quality scale, and the Hemingway Measure of Adolescent Connectedness. Higher quality relationships with parents and teachers, in turn, were significantly associated with better youth outcomes, including self-esteem, academic attitudes, prosocial behaviors, and misconduct. The effect sizes of the associations ranged from 0.12 to 0.52. Mediation analysis found that mentoring relationship quality was indirectly associated with some of the outcomes through its association with improved parent and teacher relationships. Implications of the findings for theory and research are discussed. Copyright © 2012 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

  15. Exploring the impact of mentoring functions on job satisfaction and organizational commitment of new staff nurses.

    Science.gov (United States)

    Weng, Rhay-Hung; Huang, Ching-Yuan; Tsai, Wen-Chen; Chang, Li-Yu; Lin, Syr-En; Lee, Mei-Ying

    2010-08-16

    Although previous studies proved that the implementation of mentoring program is beneficial for enhancing the nursing skills and attitudes, few researchers devoted to exploring the impact of mentoring functions on job satisfaction and organizational commitment of new nurses. In this research we aimed at examining the effects of mentoring functions on the job satisfaction and organizational commitment of new nurses in Taiwan's hospitals. We employed self-administered questionnaires to collect research data and select new nurses from three regional hospitals as samples in Taiwan. In all, 306 nurse samples were obtained. We adopted a multiple regression analysis to test the impact of the mentoring functions. Results revealed that career development and role modeling functions have positive effects on the job satisfaction and organizational commitment of new nurses; however, the psychosocial support function was incapable of providing adequate explanation for these work outcomes. It is suggested in this study that nurse managers should improve the career development and role modeling functions of mentoring in order to enhance the job satisfaction and organizational commitment of new nurses.

  16. Providing Feedback, Orientation and Opportunities for Reflection as Key Elements for Successful Mentoring Programs: Reviewing a Program for Future Business Education Teachers

    Directory of Open Access Journals (Sweden)

    Elisabeth Riebenbauer

    2017-12-01

    Full Text Available The introduction to teaching is critical for novice teachers. Near the end of their master’s program, students of Business Education and Development in Austria spend one semester at an assigned school. They are introduced to teaching, while being assisted by peer students, mentoring teachers, and a companion course. Mentors receive special training and preparation in advance, thus contributing to a high quality mentoring program. The program is organized threefold: (1 providing feedback, (2 opportunities for reflection and (3 career orientation. The purpose of this paper is to assess key elements of successful mentoring programs and to question which competences of mentors contribute most to the success of those programs. Between 2012 and 2015, 188 persons (student teachers and their mentors responded to an online survey at the end of their mentoring program. Additionally, data from a study (1,245 questionnaires regarding the student teachers’ perception of their own competence was utilized, allowing for a comparison of student teacher confidence in their abilities before and after the mentoring program. The present results provide insight into the key elements of successful mentoring programs; both from a student teacher’s and mentor’s perspective. During the semester, students showed an increase regarding their self-perception of their professional competences. It was found that students and mentoring teachers valued feedback after each lesson more than feedback in regular meetings. Opportunities for reflection (e.g. exchange with peer students, learning diaries were considered helpful. The mentoring program helped students to decide whether to become a teacher or not.

  17. Training scholars in dissemination and implementation research for cancer prevention and control: a mentored approach.

    Science.gov (United States)

    Padek, Margaret; Mir, Nageen; Jacob, Rebekah R; Chambers, David A; Dobbins, Maureen; Emmons, Karen M; Kerner, Jon; Kumanyika, Shiriki; Pfund, Christine; Proctor, Enola K; Stange, Kurt C; Brownson, Ross C

    2018-01-22

    As the field of D&I (dissemination and implementation) science grows to meet the need for more effective and timely applications of research findings in routine practice, the demand for formalized training programs has increased concurrently. The Mentored Training for Dissemination and Implementation Research in Cancer (MT-DIRC) Program aims to build capacity in the cancer control D&I research workforce, especially among early career researchers. This paper outlines the various components of the program and reports results of systematic evaluations to ascertain its effectiveness. Essential features of the program include selection of early career fellows or more experienced investigators with a focus relevant to cancer control transitioning to a D&I research focus, a 5-day intensive training institute, ongoing peer and senior mentoring, mentored planning and work on a D&I research proposal or project, limited pilot funding, and training and ongoing improvement activities for mentors. The core faculty and staff members of the MT-DIRC program gathered baseline and ongoing evaluation data regarding D&I skill acquisition and mentoring competency through participant surveys and analyzed it by iterative collective reflection. A majority (79%) of fellows are female, assistant professors (55%); 59% are in allied health disciplines, and 48% focus on cancer prevention research. Forty-three D&I research competencies were assessed; all improved from baseline to 6 and 18 months. These effects were apparent across beginner, intermediate, and advanced initial D&I competency levels and across the competency domains. Mentoring competency was rated very highly by the fellows--higher than rated by the mentors themselves. The importance of different mentoring activities, as rated by the fellows, was generally congruent with their satisfaction with the activities, with the exception of relatively greater satisfaction with the degree of emotional support and relatively lower

  18. 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.

  19. Social, Cultural, and Behavioral Contexts of Mentoring.

    Science.gov (United States)

    Ianni, Francis A. J.

    This paper explores and highlights the importance of social, cultural, and behavioral contexts in the effectiveness of mentoring relationships. A first section looks at growing up in American and the varieties of personal and social development that are found. This section argues against viewing adolescents as similar across the boundaries of…

  20. 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...

  1. Mentoring approach improves evaluation capacity of ICTD ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    Developing Evaluation Capacity in ICTD (DECI) provides researchers from five IDRC-funded projects in Asia ongoing mentorship to learn and apply the Utilization Focused Evaluation (UFE) approach to their projects. DECI demonstrates the value of mentoring as a training approach, where researchers are coached as they ...

  2. Tutoring and Mentoring for Student Development

    OpenAIRE

    Luescher Thierry M.; Schreiber Birgit; Moja Teboho

    2017-01-01

    This guest-edited issue of JSAA focuses on tutoring and mentoring and draws in parts on papers that were presented at the 2016 joint conference of the International Consortium for Educational Development (ICED) and the Higher Education Learning and Teaching Association of Southern Africa (HELTASA).

  3. Characteristics of mentoring relationships | Shelmerdine | Journal of ...

    African Journals Online (AJOL)

    Objective: Mentoring programmes offer an increasingly popular solution to the problem of youth 'at-risk'. While positive outcomes of these programmes are widely documented, there has been little research into the operant processes. The aim of this study was to provide in-depth qualitative information about relationship ...

  4. 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…

  5. Empowering the Faculty through Faculty Mentoring Needs ...

    African Journals Online (AJOL)

    This study investigated the mentoring assessment needs of faculties of the University of Education, Winneba, UEW; a public university in Ghana. The study was exploratory, and used survey, focus groups and semi-structured interviews in collecting data from 102 participants. The survey consisted of a 13-item 5-point ...

  6. Tutoring and Mentoring for Student Development

    African Journals Online (AJOL)

    Tutoring and Mentoring for Student Development. Thierry M. Luescher,* Birgit Schreiber** & Teboho Moja***. * Prof. Thierry Luescher is Research Director in the Education and Skills Development research programme of the Human Sciences Research Council, Cape Town, and affiliated Associate Professor in Higher.

  7. The Role of Mentoring in Leadership Development.

    Science.gov (United States)

    Crisp, Gloria; Alvarado-Young, Kelly

    2018-06-01

    This chapter discusses the role of mentoring in facilitating leadership development for students throughout the educational pipeline. Related literature is summarized and practical guidance is provided for designing, implementing, and evaluating programs with a focus toward developing students as leaders. © 2018 Wiley Periodicals, Inc.

  8. University Academics' Experiences of Learning through Mentoring

    Science.gov (United States)

    Ambler, Trudy; Harvey, Marina; Cahir, Jayde

    2016-01-01

    The use of mentoring for staff development is well established within schools and the business sector, yet it has received limited consideration in the higher education literature as an approach to supporting learning for academics. In this study located at one metropolitan university in Australia, an online questionnaire and one-on-one…

  9. Key Actions of Successful Summer Research Mentors

    Science.gov (United States)

    Raman, D. Raj; Geisinger, Brandi N.; Kemis, Mari R.; de la Mora, Arlene

    2016-01-01

    Summer research opportunities for undergraduates, such as those supported by the National Science Foundation's Research Experience for Undergraduates (REU) program, can be critical experiences that help persuade students to pursue research through graduate studies. Studies analyzing the key actions of successful mentors are scarce. The goal of…

  10. Strengthening New Teacher Agency through Holistic Mentoring

    Science.gov (United States)

    Bieler, Deborah

    2013-01-01

    If emerging teachers are going to be something more than technicians, they need to reflect on their instructional worldviews, the mission of schools, and their role as autonomous professionals. In this article, the author shows how three pedagogical "moves" she made as a holistic mentor helped her student teachers forge and voice…

  11. Mentoring: A Practice Developed in Community?

    Science.gov (United States)

    Bryan, Hazel; Carpenter, Chris

    2008-01-01

    Behaviourist and cognitive theories of learning view learning as a process of individual internalisation. Social theorists view learning as a process that is socially constructed and developed in social contexts. Wenger suggests that professional practice is a social process that is constructed in communities. Mentoring in Initial Teacher…

  12. Mentoring in Nursing: An Integrative Review of Commentaries, Editorials, and Perspectives Papers.

    Science.gov (United States)

    Lin, Jian; Chew, Yi Rong; Toh, Ying Pin; Radha Krishna, Lalit Kumar

    Although pivotal to mentoring success, scant data on mentoring relationships continue to hamper the application of mentoring programs in nursing education. To address this gap and circumnavigate mentoring's context-specific nature, this narrative review analyzes the perspectives and opinions of nurse mentors and mentees. The aim is to identify common themes in their mentoring experiences to better nurture effective mentoring relationships and programs in nursing.

  13. The Development, Implementation, and Assessment of an Innovative Faculty Mentoring Leadership Program

    OpenAIRE

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

    2012-01-01

    Effective mentoring is an important component of academic success. Few programs exist to both improve the effectiveness of established mentors and cultivate a multi-specialty 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 (FMLP) as a peer-learning experience for mid-career and senior faculty physician and scientist mentors to enhance their skills and leadership in mentoring ...

  14. Intergenerational mentoring at Men's Sheds: A feasibility study.

    Science.gov (United States)

    Wilson, Nathan J; Cordier, Reinie; Ciccarelli, Marina; MacCallum, Judith; Milbourn, Benjamin; Vaz, Sharmila; Joosten, Annette; Buchanan, Angus; McAuliffe, Tomomi; Stancliffe, Roger J

    2018-01-01

    This study reports on the feasibility of an intergenerational mentoring programme for youth with intellectual disability (ID) aimed at developing skills and building networks. Youth with ID were paired with older male mentors who were trained to support the mentees participate in activities and social interactions during weekly sessions. We interviewed the mentees and mentors, and assessed them on a range of outcomes using standardized measures. Interviews highlighted that the programme presented a great "opportunity" for the mentees and mentors. The participants described facilitators and challenges to the acquisition of practical skills by mentees and the development of relationships between mentors and mentees, including communication, transportation and mentor training. The youth with ID had difficulty completing the self-report measures. Mentoring programmes are viable to support youth with ID during the transition to adulthood; however, refinement is required in the rollout out of a pilot intervention. © 2017 John Wiley & Sons Ltd.

  15. Impact of Training and Mentoring on Employee Performance - Empirical analysis of Public and Private Universities’ staff members of Islamabad

    OpenAIRE

    Tanoli, Mubashar Farooq

    2016-01-01

    This study tries to illustrate the relationship between training, mentoring and employee performance. The purpose of the study is to highlight the role of different practices which are mainly out of a few practices of HR. Employee training and mentoring shows their influence on the employee performance. It will generate different results of empirically tested and analyzed data. Data from 250 staff members will be collected from different public and private sector universities of Islamabad...

  16. Empirical investigation of a moderating and mediating variable in between mentoring and job performance: A structural model

    Directory of Open Access Journals (Sweden)

    Jeevan Jyoti

    2017-04-01

    Full Text Available This study evaluates the role of self-efficacy between mentoring and its outcomes namely, relationship quality, communication satisfaction, and personal learning. It also examines the mediating role of relationship quality, communication satisfaction, and personal learning between mentoring and job performance. Besides, this moderated mediation relationship is also evaluated. Data has been collected from 276 employees working in banking sector in Jammu and Kashmir (J&K, India. The confirmatory factor analysis has been done for confirming the factor structure and structural equation modelling for testing the hypothesized relations. Results revealed that self-efficacy moderates the relationship between mentoring and personal learning, relationship quality, and communication satisfaction. Further the study revealed that interaction effect of mentoring and self-efficacy on job performance is mediated by personal learning, relationship quality, and communication satisfaction. The data has been collected using a questionnaire at a single point of time. For future research longitudinal study should be conducted.

  17. BJPsych Bulletin author mentoring scheme – helping trainees become published authors

    Science.gov (United States)

    Pimm, Jonathan; Galbraith, Niall

    2016-01-01

    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

  18. Coaching and Mentoring as a Tool for Internal Customer Focus: A Regional Study in Sao Paulo

    Directory of Open Access Journals (Sweden)

    Graziela Oste Graziano

    2014-03-01

    Full Text Available The research had as objective identifies the dimensions involved in the implementation of Coaching, for the manager's performance as manager close to your team, in real situation of work; the study includes the same investigation in relation to Mentoring, taking as study people's that work area of São Paulo focus. The data collected in the research they were collected through a questionnaire with open and closed subjects. The research showed as results of the pertinent subjects to the coaching and the mentoring that the great majority, or almost all had some training type, that happened in group, with the managers' presence just in the beginning and adding 8 hours, could end like this with that subject that in the researched respondents the work of the coaching is accomplished inside of the retail organizations. Concerning the mentoring, it can be concluded that she is inside present of the organization and it is represented by the leader. 

  19. A study of satisfaction of medical students on their mentoring programs at one medical school in Korea

    Directory of Open Access Journals (Sweden)

    Yedam Ho

    2017-12-01

    Full Text Available Purpose The purpose of this study was to investigate the awareness levels of medical students regarding the characteristics of each function within a mentoring program conducted within Kyung Hee University and to ultimately suggest points for reformation. Medical students’ awareness levels were determined using a 29-item questionnaire. Methods The questionnaire was conducted on 347 medical students, excluding 25 students who either marked multiple answers or did not reply. The assessment of the program was based on a questionnaire with the use of a 5-point Likert scale using SPSS version 22.0. Multiple regression was conducted to examine the relationship between the satisfaction level, regarding functions of mentoring programs, and characteristics of mentoring programs. Interviews were conducted to supplement additional information that was hard to gain from the questionnaire. Results The results on demographic and functional characteristics revealed that there was no statistically significant differences in satisfaction levels across gender, whereas there were significant differences across grade levels. In addition, there were significant differences in the frequency of meetings and topics of conversation while the length of meetings and meeting place were not significantly different. Conclusion For the improved mentoring programs for medical students, the program should focus on the frequency of meetings and the topics of conversation. Furthermore, mentoring programs of high quality can be expected if professors take interview results into consideration. Also, students want to be provided with psychosocial advice from mentors in various ways such as role model function.

  20. Developing, testing, and implementing a survey of scientist mentoring teachers as part of an RET: The GABI RET mentor survey.

    Science.gov (United States)

    Davey, B.

    2017-12-01

    The impacts of mentoring in education have been well established. Mentors have a large impact on their mentees and have been show to affect mentee attitudes towards learning, interest in subjects, future success, and more. While mentoring has a well-documented impact on the mentees, mentoring also has an impact on the mentors themselves. However, little has been studied empirically about these impacts. When we looked for a validated instrument that measured the impact of mentoring on the scientists working with the teachers, we found many anecdotal reports but no instruments that meet our specific needs. To this end, we developed, tested, and implemented our own instrument for measuring the impacts of mentoring on our scientist mentors. Our instrument contained both quantitative and qualitative items designed to reveal the effects of mentoring in two areas: 1) cognitive domain (mentoring, teaching, understanding K-12) and 2) affective domain (professional, personal, participation). We first shared our survey with experts in survey development and mentoring, gathered their feedback, and incorporated their suggestions into our instrument. We then had a subsection of our mentors complete the survey and then complete it again three to four days later (test-retest). Our survey has a high correlation for the test-retest quantitative items (0.93) and a high correlation (0.90) between the three reviewers of the qualitative items. From our findings, we feel we have a validated instrument (face, content, and contruct validity) that answers our research questions reliably. Our contribution to the study of mentoring of science teachers reveals a broad range of impacts on the mentors themselves including an improved understanding of the challenges of classroom teaching, a recognition of the importance of scientists working with science teachers, an enhanced ability to communicate their research and findings, and an increased interest and excitement for their own work.