Herrera, Carla; Grossman, Jean Baldwin; Kauh, Tina J.; McMaken, Jennifer
This random assignment impact study of Big Brothers Big Sisters School-Based Mentoring involved 1,139 9- to 16-year-old students in 10 cities nationwide. Youth were randomly assigned to either a treatment group (receiving mentoring) or a control group (receiving no mentoring) and were followed for 1.5 school years. At the end of the first school…
Full Text Available While research has been conducted concerning the effects of school-based mentoring on atrisk students, limited work has focused on the volunteer mentors. This study examined the motivations of adult volunteers and the benefits of their participation in a six-month,school-based mentoring program. A total of 31 volunteers completed adapted versions of the Volunteer Functions Inventory and a post-survey as part of a program in which they mentored at-risk elementary school students. Volunteers were more satisfied with theirmentoring experience when their perceived benefits matched their initial motivations, though this did not seem to impact their intentions to mentor again in the future. Volunteers’ motivations tended toward expressing important values or gaining greaterunderstanding, though some younger volunteers were also motivated to gain career-related experience. Implications for school-based mentoring programs are addressed.
Grossman, Jean B; Chan, Christian S; Schwartz, Sarah E O; Rhodes, Jean E
The influence of match length and re-matching on the effectiveness of school-based mentoring was studied in the context of a national, randomized study of 1,139 youth in Big Brothers Big Sisters programs. The sample included youth in grades four through nine from diverse racial and ethnic backgrounds. At the end of the year, youth in intact relationships showed significant academic improvement, while youth in matches that terminated prematurely showed no impact. Those who were re-matched after terminations showed negative impacts. Youth, mentor, and program characteristics associated with having an intact match were examined. Youth with high levels of baseline stress and those matched with college student mentors were likely to be in matches that terminated prematurely, while rejection-sensitive youth and mentors who had previous mentoring experience were more likely to be in intact relationships. Implications for research and practice are discussed.
McQuillin, Samuel D.; Straight, Gerald G.; Saeki, Elina
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…
Karcher, Michael J
The effect of providing youth school-based mentoring (SBM), in addition to other school-based support services, was examined with a sample of 516 predominately Latino students across 19 schools. Participants in a multi-component, school-based intervention program run by a youth development agency were randomly assigned to one of two conditions: (1) supportive services alone or (2) supportive services plus SBM. Compared to community-based mentoring, the duration of the SBM was brief (averaging eight meetings), partly because the agency experienced barriers to retaining mentors. Intent-to-treat (ITT) main effects of SBM were tested using hierarchical linear modeling (HLM) and revealed small, positive main effects of mentoring on self-reported connectedness to peers, self-esteem (global and present-oriented), and social support from friends, but not on several other measures, including grades and social skills. Three-way cross-level interactions of sex and school level (elementary, middle, and high school) revealed that elementary school boys and high school girls benefited the most from mentoring. Among elementary school boys, those in the mentoring condition reported higher social skills (empathy and cooperation), hopefulness, and connectedness both to school and to culturally different peers. Among high school girls, those mentored reported greater connectedness to culturally different peers, self-esteem, and support from friends. Findings suggest no or iatrogenic effects of mentoring for older boys and younger girls. Therefore, practitioners coordinating multi-component programs that include SBM would be wise to provide mentors to the youth most likely to benefit from SBM and bolster program practices that help to support and retain mentors.
Bucey, Janet C.; Provident, Ingrid M.
This article evaluates a peer mentoring experience for school-based practitioners and its effect on collaborative consultation practices. Best practice and public school policy promote the use of collaborative consultation services but school-based practitioners report significant barriers in achieving effective collaborative consultation…
McQuillin, Samuel D.; Lyons, Michael D.
This study evaluated the efficacy of an intentionally brief school-based mentoring program. This academic goal-focused mentoring program was developed through a series of iterative randomized controlled trials, and is informed by research in social cognitive theory, cognitive dissonance theory, motivational interviewing, and research in academic…
Simões, Francisco; Alarcão, Madalena
Background: Over the past decade, administrators have implemented school-based mentoring (SBM) programs in schools across several western countries. However, few studies have compared the views of mentors and parents regarding the factors that determine SBM success. Objectives: The purpose of this work is to explore the factors that may facilitate or undermine the completion of SBM goals, according to the perspectives of both mentors and parents. Methods: We conducted a qualitative stud...
Black, David S; Grenard, Jerry L; Sussman, Steve; Rohrbach, Louise A
A relatively new area of research suggests that naturally occurring mentoring relationships may influence the development of adolescents by protecting against risk behaviors. Few studies have explored how these relationships function to reduce risk behavior among youth, especially in the school context. Based on previous research and theory, we proposed and tested a mediation model, which hypothesized that school attachment mediated the longitudinal association between school-based natural mentoring relationships and risk behaviors, including eight indicators of substance use and violence. Students (N = 3320) from 65 high schools across eight states completed a self-report questionnaire at baseline and 1-year follow-up. The sample was comprised of youth with an average age of 14.8 years and an almost equal percentage of females (53%) and males from various ethnic backgrounds. Tests for mediation were conducted in Mplus using path analysis with full information maximum likelihood procedures and models adjusted for demographic covariates and baseline level of the dependent variable. Results suggested that natural mentoring relationships had a protective indirect influence on all eight risk behaviors through its positive association on the school attachment mediator. Implications are discussed for strengthening the association between school-based natural mentoring and school attachment to prevent risk behaviors among youth.
Pryor, Carolyn B.
Inspired by Sister Cities International and the NASSP's school-to-school exchange program, "sister school" pairings have proved to be workable educational programs with long-range impact on participants. Some post-cold war efforts include U.S.-USSR High School Academic Partnerships, Project Harmony, and Center for U.S.-USSR Initiatives.…
Botma, Yvonne; Hurter, Sarene; Kotze, Reneé
This article reports on the postgraduate critical care students' mentoring of the third-year undergraduate nursing students during integrated work-based learning in the critical care units. The purpose of the research was to describe what the nursing school could do to improve this mentoring programme. A qualitative descriptive design was used. The nominal group technique was used to gather data from the mentors and mentees. Data from the groups were combined and qualitatively analysed into themes. Thereafter the themes were quantitatively ranked. The themes, ranking from the highest to the lowest, were orientation, organisation, mentoring process, characteristics of the mentor, and feedback to the mentor. Findings suggest that the nursing school does not always optimally support the mentoring programme. It is recommended that more than one communication medium be used to disperse information among role-players. Nursing schools should develop mentors, monitor their interactions with mentees and give them feedback on their mentoring skills. It is also the responsibility of the nursing school to select mentors that match the desired profile of mentors. Copyright © 2012 Elsevier Ltd. All rights reserved.
Cooper, Felicia Cecile
The dissertation is an initial investigation of a peer mentoring program in a suburban high school in the southeastern United States. Additionally, the Peer Mentoring Program (PMP) study examined whether the Program improves academic performance and attendance, and decreases referrals. Utilizing an experimental design, a Participant and a…
Fornari, Alice; Murray, Thomas S.; Menzin, Andrew W.; Woo, Vivian A.; Clifton, Maurice; Lombardi, Marion; Shelov, Steven
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
Kellie C. Johnson
Full Text Available Research supports the implementation of mentoring programs as potentially successful approaches to meeting the needs of at-risk students. This study examined a mentoring program entitled: LISTEN (Linking Individual Students To Educational Needs. The LISTEN mentoring program was a district-sponsored, school-based program in which at-risk, middle school students were identified by the school system and mentors were recruited specifically to assist these students with school performance or related issues. Mentors, in this study, were classroom teachers, school counselors, administrators, custodians, librarians, teaching assistants, retired teachers, and cafeteria employees. Archival data from the 2003–04 and 2004–05 academic years were analyzed. A statistically significant difference was found for all three of the study’s criterion variables (GPAs, discipline referrals, and attendance records between those measured in the 2003–04 academic year (pre-intervention and those measured in the 2004–05 academic year (post-intervention. Forty-nine of the fifty-four LISTEN participants experienced academic achievement gains in all three areas of the study.
Salleh, Hairon; Tan, Charlene
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…
Meerbaum-Salant, Orni; Hazzan, Orit
This paper focuses on challenges in mentoring software development projects in the high school and analyzes difficulties encountered by Computer Science teachers in the mentoring process according to Shulman's Teacher Knowledge Base Model. The main difficulties that emerged from the data analysis belong to the following knowledge sources of…
School of Education, College of Humanities, University of KwaZulu-Natal, ... back on generic pedagogic issues, and some received minimal mentoring. ... South African teacher education institutions only produce a third of the annual new ...
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.
Lawaetz, Anna; Worre Hallberg, Gry
Sisters Hope invites young scholars to visit our elite-school for run-away youngsters. Maybe you will be the next one to be collected and accepted?......Sisters Hope invites young scholars to visit our elite-school for run-away youngsters. Maybe you will be the next one to be collected and accepted?...
Stump, Kathryn N; Kupersmidt, Janis B; Stelter, Rebecca L; Rhodes, Jean E
Children of incarcerated parents (COIP) are at risk for a range of negative outcomes; however, participating in a mentoring relationship can be a promising intervention for these youth. This study examined the impact of mentoring and mentoring program enhancements on COIP. Secondary data analyses were conducted on an archival database consisting of 70,729 matches from 216 Big Brothers Big Sisters (BBBS) local agencies to establish the differential effects of mentoring on COIP. A subset of 45 BBBS agencies, representing 25,252 matches, participated in a telephone interview about program enhancements for better serving COIP. Results revealed that enhanced program practices, including having specific program goals, providing specialized mentor training, and receiving additional funding resulted in better outcomes for COIP matches. Specifically, specialized mentor training and receiving additional funding for serving matches containing COIP were associated with longer and stronger matches. Having specific goals for serving COIP was associated with higher educational expectations in COIP. Results are discussed in terms of benefits of a relationship-based intervention for addressing the needs of COIP and suggestions for program improvements when mentoring programs are serving this unique population of youth. © Society for Community Research and Action 2018.
Campolongo, Edward D.
This study investigated what Christian schools were doing with peer-mentoring programs. A total of 344 secondary schools accredited by the Association of Christian Schools International (ACSI) received a 19-question electronic survey that focused on the specifics of their peer-mentoring programs. A total of 80 schools responded, with 55% reporting…
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
Crul, M.R.J.; Schneider, Jens
Mentoring and coaching is an established practice in corporate multinational firms worldwide, but mentoring programs for school pupils are still relatively new in Europe. This policy brief highlights a special kind of mentor: students in higher education with an immigrant background who can act as
Dehon, Erin; Cruse, Margaret H; Dawson, Brandon; Jackson-Williams, Loretta
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]). 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. 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, pmentors, 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, pmentor during medical school does not impact match outcome, but having an effective mentor is associated with a more favorable match outcome among medical students
Raymond, B. C.; Raymond, B. C.; Kannan, Vijay R.
The human resources management literature offers considerable evidence that mentoring programs can positively influence a variety of measures of both individual and organizational performance. This study examines the use and effectiveness of faculty mentoring programs at business schools in the United States. A survey of 118 schools accredited by the Association for the Advancement of Collegiate Schools of Business found that mentoring programs are the exception rather than the rule. Moreover...
Rhodes, Jean; Lowe, Sarah R.; Litchfield, Leon; Walsh-Samp, Kathy
The role of gender in shaping the course and quality of adult-youth mentoring relationships was examined. The study drew on data from a large, random assignment evaluation of Big Brothers Big Sisters of America (BBSA) programs [Grossman, J. B., & Tierney, J. P. (1998). Does mentoring work? An impact study of the Big Brothers Big Sisters program.…
Burley, Suzanne; Pomphrey, Cathy
Can mentoring and coaching really improve professional practice? How can research and inquiry improve mentoring and coaching practice? "Mentoring and Coaching in Schools" explores the ways in which mentoring and coaching can be used as a dynamic collaborative process for effective professional learning. It demonstrates how the use of practitioner…
Vula, Eda; Berisha, Fatlume; Saqipi, Blerim
This study examined the lessons learned from the introduction of a teacher mentoring culture within a teacher professional development program in selected pilot schools in Kosovo. Four mentor teachers and four mentee focus groups were involved in the open interviews, and their portfolios were examined. The important themes in terms of developing a school mentoring culture in a system that had lacked mentoring practices and is embarking on an ambitious curricular reform were identified. The st...
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…
The use of peer mentoring in a successful high school jazz band was explored during one academic year of instruction using ethnographic techniques. Participants included primary informants (student jazz band members, director, assistant director, adult mentors) and secondary informants (guidance counselor, principal, parents, non-jazz band member…
Meerbaum-Salant, Orni; Hazzan, Orit
This article describes the construction process and evaluation of the Agile Constructionist Mentoring Methodology (ACMM), a mentoring method for guiding software development projects in the high school. The need for such a methodology has arisen due to the complexity of mentoring software project development in the high school. We introduce the…
Joubert, Annemarie; de Villiers, Johanna
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.
Full Text Available This study examined the lessons learned from the introduction of a teacher mentoring culture within a teacher professional development program in selected pilot schools in Kosovo. Four mentor teachers and four mentee focus groups were involved in the open interviews, and their portfolios were examined. The important themes in terms of developing a school mentoring culture in a system that had lacked mentoring practices and is embarking on an ambitious curricular reform were identified. The study revealed that individual, collegial and institutional dimensions are critical in attempting to introduce the mentoring culture. The study concluded that mentoring is a mixed concept and is viewed as hierarchical but is, nevertheless, an important professional development tool for teachers who are facing the pressure of the reform. This formalized way, known as “Balkanization” culture, marks a critical step towards developing a collaborative school culture as the desired end point.
Peer mentoring has been used for many years by the Nelson R. Mandela School of Medicine to integrate new students into the academic and social culture of the institution. In 2001, an unusual situation arose. A problem-based learning (PBL) curriculum was introduced and the first cohort in this programme was mentored by senior traditional curriculum…
This paper reports on a study which explored the mentoring experiences of professionally unqualified practicing teachers enrolled in a part-time Post Graduate Certificate in Education (PGCE) programme at the University of KwaZulu-Natal. The study sought to understand the mentoring experiences these students received ...
Raymond, Bruce C.; Kannan, Vijay R.
The human resources management literature offers considerable evidence that mentoring programs can positively influence a variety of measures of both individual and organizational performance. This study examines the use and effectiveness of faculty mentoring programs at business schools in the United States. A survey of 118 schools accredited by…
This case study examines the successful mentoring relationship between an early-career principal and her mentor as they participated in an Entry Year Program for early-career school administrators as a component of an Administrative Leadership Academy (ALA). Using a feminist poststructuralist framework, the findings show that contrary to…
Full Text Available The contribution presents the results of research focused on analysing methodical support for teacher education via mentoring, and familiarizes itself with the ascertained efficiency of the established mentoring programme in pilot schools in the Zlín region from the perspective of primary and secondary school teachers. The research shows that teachers’ evaluation of their own professional coaching competencies plays an important role in the perception of the mentoring’s efficiency. The higher the level of mastery of these competencies that the teachers attain in their own opinion, the better mentors they feel they are, the more they perceive mentoring as beneficial, and the more they use it in practice. At the same time, it is shown that the evaluation of own professional coaching competencies depends on the level of inner motivation to become involved in the mentoring course.
For over two years the National Dropout Prevention Center (NDPC) at Clemson University has been supporting the Lower Kuskokwim School District (LKSD) in NW Alaska with their efforts to reduce high school dropout in 23 remote Yup'ik Eskimo villages. The Rural Alaska Mentoring Project (RAMP) provides school-based E-mentoring services to 164…
Hillary Chapman; Heather Johnson
The Shorebird Sister Schools Program (SSSP) is an internet-based environmental education program that provides a forum for students, biologists, and shorebird enthusiasts to track shorebird migration and share observations along flyways. The program?s vision is to engage public participation in the conservation of shorebirds and their wetland, grassland, and shoreline...
Shollen, S Lynn; Bland, Carole J; Center, Bruce A; Finstad, Deborah A; Taylor, Anne L
To examine relationships among having formal and informal mentors, mentoring behaviors, and satisfaction and productivity for academic medicine faculty. In 2005, the authors surveyed full-time faculty at the University of Minnesota Medical School to assess their perceptions of variables associated with job satisfaction and productivity. This analysis focused on perceptions of mentoring as related to satisfaction with current position and productivity (articles published in peer-reviewed journals [article production] and role as a primary investigator [PI] or a co-PI on a grant/contract). Of 615 faculty, 354 (58%) responded. Satisfied faculty were not necessarily productive, and vice versa. Outcomes differed somewhat for mentor types: Informal mentoring was more important for satisfaction, and formal mentoring was more important for productivity. Regardless of mentor type, the 14 mentoring behaviors examined related more to satisfaction than productivity. Only one behavior-serves as a role model-was significantly, positively related to article production. Although participants reported that formal and informal mentors performed the same mentoring behaviors, mentees were more satisfied or productive when some behaviors were performed by formal mentors. The results emphasize the importance of having both formal and informal mentors who perform mentoring behaviors associated with satisfaction and productivity. The results provide a preliminary indication that mentor types and specific mentoring behaviors may have different effects on satisfaction and productivity. Despite the differences found for some behaviors, it seems that it is more essential that mentoring behaviors be performed by any mentor than by a specific type of mentor.
Merrill, Lisa; Kang, David; Siman, Nina; Soltani, Jasmine
The iMentor College Ready Program is a model that combines school-based mentoring with technology and aspects of whole school reform. The program aims to create strong relationships between low-income youth and college-educated mentors--and to leverage these relationships to help students develop the mindsets, skills, and knowledge necessary to…
While women have been graduating from physical oceanography programs in increasing numbers for the past two decades, the number of women occupying senior positions in the field remains relatively low. Thus, the disparity between the percentages of women at various career stages seems to be related to the retention of those completing graduate school in physical oceanography, not in recruiting women to the field. Studies indicate that a positive mentoring experience is strongly correlated with success in science, and as such, MPOWIR (Mentoring Physical Oceanography Women to Increase Retention) provides this essential mentoring to physical oceanographers from late graduate school through their early careers. Our network includes over 400 scientists at 70 institutions participating in a variety of online and face-to-face mentoring opportunities. The MPOWIR website (www.mpowir.org) includes resources for junior scientists, ways to get involved, data and career profiles, and a blog with job postings and relevant information. In October 2011, we will hold the third Pattullo conference to bring mentors and mentees together. The 43 participants at this conference will share their research, attend professional development sessions, and openly discuss issues related to the retention of young scientists in the field.
Milsom, Amy; McCormick, Katlyn
School counselors are encouraged to use accountability in order to advocate for their programs and students, but many school counselors lack confidence to work with data. This project examined the effectiveness of an individualized mentoring intervention targeting data attitudes, self-efficacy, and behaviors. After participating in the…
Brady, Bernadine; Dolan, Pat; Canavan, John
Over the past decade, there has been greater attention placed on the potential value of peer support models, particularly in school contexts. This paper uses the case study of an Irish school-based peer mentoring programme to identify the added value that peer led models of social support for children and young people offer in a school setting.…
King, Keith A.; Vidourek, Rebecca; Davis, Beth; McClellan, Warren
Examines findings from a multidisciplinary mentoring program for fourth graders. Students were admitted to the program based on responses to a survey on self-esteem; school, peer, and family connectedness; and risk taking behavior. The program emphasized relationship building, self-esteem enhancement, goal setting, and academic assistance.…
Gould, Deena L.; Parekh, Priyanka
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.
Wong, Jocelyn L. N.
Most studies of school-based mentoring practice have put their key focus on discussions of the professional growth of novice teachers rather than of their mentors. Mentoring practice, however, is also a platform from which mentors can build or enhance their professional competency and capitalize their leadership role as they interact with novice…
Hudson, Peter; Hudson, Sue
Tensions can occur in the mentor-mentee relationship during school-based professional experiences that require problem solving. What are the tensions for mentor teachers in preservice teacher education and how might these tensions be resolved? This qualitative study collected data from 31 high school mentor teachers about tensions experienced with…
Manno, Jacqueline L.
Reform-oriented science teaching with a specific focus on evidence and explanation provides a student-centered learning environment which encourages children to question, seek answers to those questions, experience phenomena, share ideas, and develop explanations of science concepts based on evidence. One of the ways schools have risen to meet the challenge of ever-increasing demands for success in science and all other curricular areas has been in the development of professional development schools (PDSs). Dedicated to the simultaneous renewal of schools and teacher education programs, the structure of a PDS plays a significant role in the change process. The purpose of this research study was to investigate the nature of change in mentor teachers' beliefs and pedagogical practices toward science teaching in the elementary school as conveyed through their own "stories of practice". The major research questions that guided the study were: (1) How do mentor teachers describe their science teaching practices and how have they changed as a result of participation in PDS? (a) In what ways do PDS mentor teachers' descriptions of practice reflect contemporary reform ideas and practices in science education? (b) To what extent do their stories emphasize technical aspects of teaching versus epistemological changes in their thinking and knowledge? (c) How is student learning in science reflected in teachers' stories of practice? (2) What is the relationship between the levels and types of involvement in PDS to change in thinking about and practices of teaching science? (3) What is the depth of commitment that mentors convey about changes in science teaching practices? Using case study design, the research explored the ways experienced teachers, working within the context of a PDS community, described changes in the ways they think about and teach science. The connection to the issue of change in teaching practices grew out of interest in understanding the relationship
Bird, William A.; Martin, Michael J.; Tummons, John D.; Ball, Anna L.
The purpose of this bounded single case study was to explore the day-to-day functioning of a successful urban school-based agriculture veterinary program. Findings indicated student success was a product of multiple youth-adult relationships created through communal environments. Adults served as mentors with whom students felt constant, caring…
Heeneman, Sylvia; de Grave, Willem
In medical education, students need to acquire skills to self-direct(ed) learning (SDL), to enable their development into self-directing and reflective professionals. This study addressed the mentor perspective on how processes in the mentor-student interaction influenced development of SDL. n = 22 mentors of a graduate-entry medical school with a problem-based curriculum and longitudinal mentoring system were interviewed (n = 1 recording failed). Using activity theory (AT) as a theoretical framework, thematic analysis was applied to the interview data to identify important themes. Four themes emerged: centered around the role of the portfolio, guiding of students' SDL in the context of assessment procedures, mentor-role boundaries and longitudinal development of skills by both the mentor and mentee. Application of AT showed that in the interactions between themes tensions or supportive factors could emerge for activities in the mentoring process. The mentors' perspective on coaching and development of reflection and SDL of medical students yielded important insights into factors that can hinder or support students' SDL, during a longitudinal mentor-student interaction. Coaching skills of the mentor, the interaction with a portfolio and the context of a mentor community are important factors in a longitudinal mentor-student interaction that can translate to students' SDL skills.
Tan, Yin Shuen; Teo, Shao Wen Amanda; Pei, Yiying; Sng, Julia Huina; Yap, Hong Wei; Toh, Ying Pin; Krishna, Lalit K R
A consistent mentoring approach is key to unlocking the full benefits of mentoring, ensuring effective oversight of mentoring relationships and preventing abuse of mentoring. Yet consistency in mentoring between senior clinicians and medical students (novice mentoring) which dominate mentoring processes in medical schools is difficult to achieve particularly when mentors practice in both undergraduate and postgraduate medical schools. To facilitate a consistent approach to mentoring this review scrutinizes common aspects of mentoring in undergraduate and postgraduate medical schools to forward a framework for novice mentoring in medical schools. Four authors preformed independent literature searches of novice mentoring guidelines and programmes in undergraduate and postgraduate medical schools using ERIC, PubMed, CINAHL, OVID and Science Direct databases. 25,605 abstracts were retrieved, 162 full-text articles were reviewed and 34 articles were included. The 4 themes were identified-preparation, initiating and supporting the mentoring process and the obstacles to effective mentoring. These themes highlight 2 key elements of an effective mentoring framework-flexibility and structure. Flexibility refers to meeting the individual and changing needs of mentees. Structure concerns ensuring consistency to the mentoring process and compliance with prevailing codes of conduct and standards of practice.
Meinel, Felix G; Dimitriadis, Konstantinos; von der Borch, Philip; St?rmann, Sylv?re; Niedermaier, Sophie
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 ...
Nam, Jeonghee; Seung, Eulsun; Go, MunSuk
This study investigated how a collaborative mentoring program influenced beginning science teachers' inquiry-based teaching and their reflection on practice. The one-year program consisted of five one-on-one mentoring meetings, weekly science education seminars, weekly mentoring group discussions, and self-evaluation activities. The participants were three beginning science teachers and three mentors at the middle school level (7-9th grades) in an urban area of South Korea. For each beginning teacher, five lessons were evaluated in terms of lesson design/implementation, procedural knowledge, and classroom culture by using the Reformed Teaching Observation Protocol. Five aspects of the beginning teachers' reflections were identified. This study showed that a collaborative mentoring program focusing on inquiry-based science teaching encouraged the beginning teachers to reflect on their own perceptions and teaching practice in terms of inquiry-based science teaching, which led to changes in their teaching practice. This study also highlighted the importance of collaborative interactions between the mentors and the beginning teachers during the mentoring process.
Patzwald, Gari-Anne; Wildt, Sister Carol Marie
The School Sisters of Notre Dame (SSND) archives program in a cooperative system for the arrangement and preservation of the records of the SSND provinces in North America, including records of individual sisters. Archival records include autobiographies, school and college transcripts, employment histories, and family socioeconomic data. The Nun Study, a longitudinal study of Alzheimer's disease and aging in 678 SSND sisters, compares data extracted from these records with data on late-life cognitive and physical function and postmortem brain neuropathology to explore early life factor that may affect late-life cognitive function and longevity.
Vula, Eda; Berisha, Fatlume; Saqipi, Blerim
This study examined the lessons learned from the introduction of a teacher mentoring culture within a teacher professional development program in selected pilot schools in Kosovo. Four mentor teachers and four mentee focus groups were involved in the open interviews, and their portfolios were examined. The important themes in terms of developing a…
Professional development is important for all teachers, and in low socio-economic schools where the challenges of teaching are greater this need is crucial. A model involving a combination of one-on-one peer mentoring integrated with group peer mentoring was piloted with experienced mathematics teachers of senior students in low socio-economic…
The main goal this diploma thesis is to explore the influence of peer mentoring programs as a tool of community intervention for children and adolescents from the point of view of civic engagement and social capital. The influence is assessed to the recipients of mentoring programs care- to children and adolescents exposed to risk factors or risk environment. This thesis is secondary analysis of Mentoring programs evaluating research in mentoring programs Big Brother Big Sisters- Pět P in Cze...
Steinberg, Sarah E.
This two-phase study determined the landscape and intent of medical school peer mentoring programs in the U.S., U.S. Territories and Canada and, as far as can be determined, is the first of its kind. Insights from established peer mentoring programs, discovered by exploring their purpose, design, evaluations and outcomes, formed the evidence-based…
Won, Mi-Ra; Choi, Yun-Jung
Although mentoring involves the achievement of a mutual relationship between mentors and mentees, most studies have focused on the effects of mentoring on the mentees rather than that on the mentors, which necessitates the need to identify mentors' experiences to provide original resources for mentoring. The purpose of this study was to explore the mentoring experience of nursing students who participated as mentors in a mentoring learning program, to offer evidence-based resources for nursing educators to develop mentoring programs and to use mentorship as an educational method. A qualitative content analysis of transcribed focus groups was conducted to describe and explore the undergraduate nursing students' mentoring experiences. This study was conducted in two nursing schools in South Korea. Fifteen student mentors from the peer mentoring program participated in the present study. They were aged between 21 and 24years, and 87% of the participants were female. The experiences of the mentors were explored through focus groups, and the collected data were analyzed by content analysis. The mentors' experiences could be summarized by the core theme, "Self-growth as a leader," consisting of the following themes: taking pride, guiding mentees, coping with conflicts, and building leadership. The themes and codes derived from mentors' experiences would provide evidence-based guidelines and resources for nursing educators and professionals in related disciplines regarding successful peer mentoring, which could facilitate self-growth and foster the development of leadership skills in undergraduate students. Copyright © 2017 Elsevier Ltd. All rights reserved.
Lakind, Davielle; Atkins, Marc; Eddy, J. Mark
Youth mentoring is primarily understood as a relationship between mentor and mentee, yet mentors often enter into home, school, and other community settings associated with youth they serve, and interact regularly with other people in mentees’ lives. Understanding how and why mentors negotiate their role as they do remains underexplored, especially in relation to these environmental elements. This qualitative study drew on structured interviews conducted with professional mentors (N = 9) serving youth at risk for adjustment problems to examine how mentors’ perceptions of their mentees and mentee environments informed their sense of how they fulfilled the mentoring role. Mentors commonly characterized problems youth displayed as byproducts of adverse environments, and individual-level strengths as existing “in spite of” environmental inputs. Perceptions of mentees and their environments informed mentors’ role conceptualizations, with some mentors seeing themselves as antidotes to environmental adversity. Mentors described putting significant time and effort into working closely with other key individuals as well as one-on-one with mentees because they identified considerable environmental need; however, extra-dyadic facets of their roles were far less clearly defined or supported. They described challenges associated with role overload and opaque role boundaries, feeling unsupported by other adults in mentees’ lives, and frustrated by the prevalence of risks. Community-based mentoring represents a unique opportunity to connect with families, but mentors must be supported around the elements of their roles that extend beyond mentor-mentee relationships in order to capitalize more fully on the promise of the intervention. PMID:25866427
Although mentoring dates back to Greek mythology, the concept continues to thrive in today's society. Mentoring is a strategy that successful people have known about for centuries. The REFORMA/UCLA Mentor Program has made use of this strategy since its inception in November 1985 at the Graduate School of Library and Information Science at the…
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.
Duncan, Heather E.; Stock, Mark J.
This study explores the types of principal mentoring/coaching programs delivered in Wyoming school districts, USA, and the areas of need perceived by principals at different levels of experience. Some formalized district principal mentorship programs existed in larger school districts but these mainly targeted beginning principals. Most of the…
Andre, Christine; Deerin, Jessica; Leykum, Luci
Effective mentoring is an important component of medical student professional development. We provide a description of the mentoring program at our institution. Our institution UTHSCSA implemented a student-advising program (Veritas) with clinical faculty mentors and senior students (MiMs). The MiMs provided vertical peer mentoring to more junior students as an adjunct to faculty advising. The MiMs lead small group discussions that foster camaraderie, share academic and career information and promote professional identity. An optional MiM elective more intensively develops mentorship and leadership skills through a formal curriculum. The authors used annual survey data of all students as well as student mentors to evaluate program effectiveness. Overall, student perception of the program improved each year across multiple domains, including feeling more prepared, supported and satisfied with their overall experience in medical school. Student mentors also found the process rewarding and helpful to their future careers as physicians. The authors suggest implementing a vertical peer-mentoring program can be an effective adjunct to faculty mentoring.
The past decade has seen an increase in the number of students with autism attending mainstream educational provision. Improving outcomes for this group is a complex issue given the deficit of evidence-based practice. A new peer mentoring programme developed for students with autism in mainstream secondary schools was evaluated using a combination…
Bruce, Mary; Bridgeland, John
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…
von der Borch, Philip; Dimitriadis, Konstantinos; Störmann, Sylvère; Meinel, Felix G.; Moder, Stefan; Reincke, Martin; Tekian, Ara; Fischer, Martin R.
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
Scipio, Deana Aeolani
This dissertation examines learning within an out-of-school time (OST) Science, Technology, Engineering, and Mathematics (STEM) broadening participation program. The dissertation includes an introduction, three empirical chapters (written as individual articles), and a conclusion. The dissertation context is a chemical oceanography OST program for middle school students called Project COOL---Chemical Oceanography Outside the Lab. The program was a collaboration between middle school OST programming, a learning sciences research laboratory, and a chemical oceanography laboratory. Both labs were located at a research-based university in the Pacific Northwest of the United States. Participants include 34 youth, 12 undergraduates, and five professional scientists. The dissertation data corpus includes six years of ethnographic field notes across three field sites, 400 hours of video and audio recordings, 40 hours of semi-structured interviews, and more than 100 participant generated artifacts. Analysis methods include comparative case analysis, cognitive mapping, semiotic cluster analysis, video interaction analysis, and discourse analysis. The first empirical article focuses on synthesizing productive programmatic features from four years of design-based research.. The second article is a comparative case study of three STEM mentors from non-dominant communities in the 2011 COOL OST Program. The third article is a comparative case study of undergraduates learning to be mentors in the 2014 COOL OST Program. Findings introduce Deep Hanging as a theory of learning in practice. Deep Hanging entails authentic tasks in rich contexts, providing access, capitalizing on opportunity, and building interpersonal relationships. Taken together, these three chapters illuminate the process of designing a rich OST learning environment and the kinds of learning in practice that occurred for adult learners learning to be mentors through their participation in the COOL OST program. In
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
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
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
Meinel, Felix G; Dimitriadis, Konstantinos; von der Borch, Philip; Störmann, Sylvère; Niedermaier, Sophie; Fischer, Martin R
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
Gaddis, S. Michael
After 25 years of intense scrutiny, social capital remains an important yet highly debated concept in social science research. This research uses data from youth and mentors in several chapters of Big Brothers/Big Sisters to assess the importance of different mentoring relationship characteristics in creating positive outcomes among youths. The…
Dos Santos, Kimberley G.
This dissertation was designed to examine the effects of a site-based teacher mentoring program on teacher confidence and effectiveness in an elementary school in Florida. Based on preliminary data, there was a need for system organizational change to improve teacher confidence and performance with the district's Document Based Question (DBQ)…
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
Jenkinson, Kate A.; Benson, Amanda C.
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…
Promotoras, Hispanic community health workers, are frequently employed to promote health behavioral change with culturally bound Hispanic lifestyle behaviors. Peer health mentors have been used in schools to promote healthy nutrition and physical activity behaviors among students. This study investi...
Wider, Beyonka Shantel
Retaining teachers is a pressing issue facing many urban middle schools in the southern US. Urban middle schools continually face increased teacher turnover rates in spite of state mandated induction and mentoring programs. Drawing from Maslow's hierarchy of needs theory, the purpose of the qualitative case study was to examine urban middle…
Brodeur, Pascale; Larose, Simon; Tarabulsy, George; Feng, Bei; Forget-Dubois, Nadine
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…
Rollin, Stephen A.; Kaiser-Ulrey, Cheryl; Potts, Isabelle; Creason, Alia Haque
Examines the effectiveness of a school and community-based violence prevention program for at-risk eighth-grade students. School officials matched intervention students with community-based mentors in an employment setting. Findings suggest that mentored students had significant reductions in total number and days of suspensions, days of sanction,…
Kalata, Lindsay R; Abate, Marie A
Objective. To evaluate pharmacy students' self-assessment skills with an electronic portfolio program using mentor evaluators. Design. First-year (P1) and second-year (P2) pharmacy students used online portfolios that required self-assessments of specific graded class assignments. Using a rubric, faculty and alumni mentors evaluated students' self-assessments and provided feedback. Assessment. Eighty-four P1 students, 74 P2 students, and 59 mentors participated in the portfolio program during 2010-2011. Both student groups performed well overall, with only a small number of resubmissions required. P1 students showed significant improvements across semesters for 2 of the self-assessment questions; P2 students' scores did not differ significantly. The P1 scores were significantly higher than P2 scores for 3 questions during spring 2011. Mentors and students had similar levels of agreement with the extent to which students put forth their best effort on the self-assessments. Conclusion. An electronic portfolio using mentors based inside and outside the school provided students with many opportunities to practice their self-assessment skills. This system represents a useful method of incorporating self-assessments into the curriculum that allows for feedback to be provided to the students.
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,…
Som, S. M.; Walker, S. I.; Miller, E.; Anbar, M.; Kacar, B.; Forrester, J. H.
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.
Crasborn, F.J.A.J.; Hennissen, P.P.M.
In schools all over the world experienced teachers are involved in the mentoring of student and beginning teachers. Most of these mentor teachers do this work alongside their main task as a teacher of pupils. There is no single approach to mentoring that will work in the same way for every student
Klieger, Aviva; Oster-Levinz, Anat
Apprenticeship and professional development schools (PDSs) are two models for teacher education. The mentors that are the focus for this research completed their initial teacher training through one of these models and now mentor in PDSs. The paper reports on how the way in which they were trained as student teachers influenced their role…
Mentoring programs such as Big Brothers Big Sisters of America have been providing positive role models and building social skills for more than a century. However, most formal mentoring programs are relatively novel and researchers have only recently begun to rigorously evaluate their impact on changing at-risk youth’s perspectives and providing opportunities for them to achieve better life outcomes. While a variety of mentoring and counseling programs have emerged around the world in recent...
Patel, Salma I; Rodríguez, Patricia; Gonzales, Rayna J
Although the population of diverse applicants applying to medical school has increased over recent years (AAMC Diversity in Medical Education: Facts and Figures 2012); efforts persist to ensure the continuance of this increasing trend. Mentoring students at an early age may be an effective method by which to accomplish diversity within the applicant pool. Having a diverse physician population is more likely able to adequately address the healthcare needs of our diverse population. The purpose of this study is to initiate a pipeline program, called the Medical Student Mentorship Program (MSMP), designed to specifically target high school students from lower economic status, ethnic, or racial underrepresented populations. High school students were paired with medical students, who served as primary mentors to facilitate exposure to processes involved in preparing and training for careers in medicine and other healthcare-related fields as well as research. Mentors were solicited from first and second year medical students at the University of Arizona College of Medicine-Phoenix (UACOM-P). Two separate cohorts of mentees were selected based on an application process from a local high school for the school years 2010-2011 and 2011-2012. Anonymous mentee and mentor surveys were used to evaluate the success of the MSMP. A total of 16 pairs of mentees and mentors in the 2010-2011 (Group 1) and 2011-2012 (Group 2) studies participated in MSMP. High school students reported that they were more likely to apply to medical school after participating in the program. Mentees also reported that they received a significant amount of support, helpful information, and guidance from their medical student mentors. Overall, feedback from mentees and mentors was positive and they reported that their participation was rewarding. Mentees were contacted 2 to 3 years post MSMP participation as sophomores or juniors in college, and all reported that they were on a pre-healthcare career track
Full Text Available Studies have shown that the quality of outcome in Nigerian secondary schools is declining at an alarming rate due to shortage of required resources as well as leadership challenges. The challenges have been observed to be as a result of lack of mentoring which is not a common practice in school management in Nigeria. Consequently, this study investigated the extent to which mentoring as a strategy for administrators' succession plan impacts on the performance of their duties in public and private secondary schools in Lagos, Nigeria. The study adopted the descriptive survey design and administered a 25-item self-constructed questionnaire on participants. A total of 530 participants were randomly selected from the population of 4,350 senior teachers. The Participants were drawn from 145 secondary schools (91 public and 54 registered private in Education District IV of Lagos State. The findings showed that mentoring has significant impact on administrators' succession planning and that succession planning does not significantly differ in public and private secondary schools in Lagos State. The study concluded that leadership development is a critical factor in secondary school effectiveness and efficiency. Therefore, serving administrators as well as prospective administrators should be regularly evaluated to determine their training needs at different career stages. There should also be mentoring related policies to enhance the managerial skills, sense of competence and effectiveness of the prospective administrators.
Kalata, Lindsay R.
Objective. To evaluate pharmacy students' self-assessment skills with an electronic portfolio program using mentor evaluators. Design. First-year (P1) and second-year (P2) pharmacy students used online portfolios that required self-assessments of specific graded class assignments. Using a rubric, faculty and alumni mentors evaluated students' self-assessments and provided feedback. Assessment. Eighty-four P1 students, 74 P2 students, and 59 mentors participated in the portfolio program during 2010-2011. Both student groups performed well overall, with only a small number of resubmissions required. P1 students showed significant improvements across semesters for 2 of the self-assessment questions; P2 students' scores did not differ significantly. The P1 scores were significantly higher than P2 scores for 3 questions during spring 2011. Mentors and students had similar levels of agreement with the extent to which students put forth their best effort on the self-assessments. Conclusion. An electronic portfolio using mentors based inside and outside the school provided students with many opportunities to practice their self-assessment skills. This system represents a useful method of incorporating self-assessments into the curriculum that allows for feedback to be provided to the students. PMID:23716749
DeWit, David J; Wells, Samantha; Elton-Marshall, Tara; George, Julie
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.
Waterman, Sheryn Elaine Spencer
In this study I used complexity-thinking, ecologically-based sustainable capacity-building, narrative methodology, and pragmatism to explore the relationships among mentoring, conflict, and novice retention. In order to explore these relationships, I constructed stories from my interviews with six mentor-novice dyads in a southeastern 9-12 high…
Smith, Jacqueline A.
The mixed method research study was designed to evaluate the effects on a mentoring initiative on 40 African American and Hispanic males in an urban high school. The study took place over a three-month period in a traditional public school with 2,000 students. Data collection methods used included individual interview with student mentees, surveys…
Ulvik, Marit; Sunde, Eva
To gain a deeper understanding of mentor preparation, which is still an underdeveloped area, the current paper focuses on a formal mentor education programme offered to teachers in secondary school at a university in Norway. The research questions in this qualitative study examine why teachers participate in the programme, how they perceive the…
Smith, Daniella L.
The purpose of this study was to determine how providing pre-service school librarians with mentors during their degree program impacted their level of self-perceived transformational leadership potential. The study consisted of 30 participants enrolled in a school library certification master's degree program emphasizing leadership. The findings…
Cross-age mentoring programs are peer helping programs in which high school students serve as mentors to younger children. The study in this article compared fall-to-spring changes on connectedness, attachment, and self-esteem between 46 teen mentors and 45 comparison classmates. Results revealed an association between serving as a cross-age peer…
Cowee, M.; Woodroffe, J. R.
In 2016 we held the 6th Los Alamos Space Weather Summer School. This 8-week long program is designed for mid-career graduate students in related fields to come to LANL, receive lectures on space physics and space environment topics, and carry out a research project under the mentorship of LANL staff members. We accept typically 6-8 students via competitive admissions to the program, with a strong applicant pool to choose from. This type of summer school program is relatively unique in the space physics community—there are several other summer schools but they are of shorter duration and do not include the mentor-research project aspect which builds a strong one-on-one connection between the summer student and his/her LANL mentor(s). From the LANL perspective, this program was intended to have several benefits including building collaborations between LANL staff and universities and recruitment of potential postdocs. From the student perspective, this program is not only an educational opportunity but a strong networking opportunity and a chance to enhance their professional skills and publication record. Students are permitted to work on projects directly related to their thesis or on projects in areas that are completely new to them. At the end of the summer school, the students also develop their presentation skills by preparing and giving AGU-style presentations on their research projects to the research group. Over the past five years the summer school has increased in popularity, and the feedback from the student participants has been very positive. Alumni of the program have continued collaborations with their mentors, resulting in publications and conference presentations, and three postdoc hires to date.
McDaniel, Sara C.; Yarbrough, Anna-Margaret; Besnoy, Kevin
Most communities have afterschool programs that give school-aged students a safe place to go after the dismissal bell rings. The next step after simply providing a safe haven is to create a nurturing environment that develops young people's talents and supports their needs. A formal mentoring program can help to achieve this goal. In order to…
Promoting Original Scientific Research and Teacher Training Through a High School Science Research Program: A Five Year Retrospective and Analysis of the Impact on Mentored 8th Grade Geoscience Students and the Mentors Themselves
Danch, J. M.
In 2010 a group of 8th grade geoscience students participated in an extracurricular activity allowing them to conduct original scientific research while being mentored by students enrolled in a 3 - year high school Science Research program. Upon entering high school the mentored students themselves enrolled in the Science Research program and continued for 4 years, culminating with their participation in Science Research 4. This allowed them to continue conducting original scientific research, act as mentors to 8th grade geoscience students and to provide teacher training for both middle and high school teachers conducting inquiry-based science lessons. Of the 7 Science Research 4 students participating since 2010, 100% plan on majoring or minoring in a STEM - related field in college and their individual research projects have been been granted over 70 different awards and honors in science fair and symposia including a 3rd and 4th place category awards at two different international science fairs - the International Sustainable Energy Engineering and Environment Project (iSWEEP) and the International Science and Engineering Fair (ISEF). Science Research 4 students developed and conducted a Society for Science and the Public affiliated science fair for middle school students enrolled in an 8th grade honors geoscience program allowing over 100 students from 5 middle schools to present their research and be judged by STEM professionals. Students with research judged in the top 10% were nominated for participation in the National Broadcom MASTERS program which they successfully entered upon further mentoring from the Science Research 4 students. 8th grade enrollment in the Science Research program for 2015 increased by almost 50% with feedback from students, parents and teachers indicating that the mentorship and participation in the 8th grade science fair were factors in increasing interest in continuing authentic scientific research in high school.
Achinstein, Betty; Davis, Emily
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…
Abdullah Kuzu; Mehmet Kahraman; H. Ferhan Odabasi
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...
Smith, Marye Mathis
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…
Agmon, Maayan; Zlotnick, Cheryl; Finkelstein, Anat
Although 10% of Israeli youth live in boarding schools, few studies, except for those focusing on mental health, have examined the well-being of this population subgroup. Thus, the aims of this study were to explore: (1) the prevalence rates of five aspects of well-being (i.e., healthy habits, avoidance of risky behaviors, peer relationships, adult relationships, and school environment) in youth residing at Israeli boarding schools; (2) the relationships between youth well-being and youth perception of their mentor; and (3) the different subgroups of youth with higher rates of risky and healthy behaviors. This study used a mixed-methods approach including a quantitative survey of youth (n = 158) to examine the association between youth behaviors and perception of their mentor; and a qualitative study consisting of interviews (n = 15) with boarding school staff to better understand the context of these findings. Greater proportions of boarding school youth, who had positive perceptions of their mentor (the significant adult or parent surrogate), believed both that their teachers thought they were good students (p boarding school had very similar healthy habits compared to other youth living in Israel; however, youth in the general population, compared to those in the boarding schools, were eating more sweets (OR = 1.39, 95% CI = 1.02-1.90) and engaging in higher levels of television use (OR = 2.64, 95% CI = 1.97-3.54). Mentors, the significant adult for youth living in residential education environments, have a major influence on school performance, the major focus of their work; mentors had no impact on healthy behaviors. Overall, there were many similarities in healthy behaviors between youth at boarding schools and youth in the general population; however, the differences in healthy habits seemed related to policies governing the boarding schools as well as its structural elements.
Upson Bradbury, Leslie; Koballa, Thomas R., Jr.
Mentoring is often an important component of alternative certification programs, yet little is known about what novices learn about science teaching through mentoring relationships. This study investigated the advice given by two mentor science teachers to their protégés. Findings indicate that mentors gave more advice related to general pedagogical knowledge than science-specific pedagogical content knowledge. Specifically, there was little to no advice related to the topics of inquiry, the nature of science, or the development of scientific literacy. Implications call for an increase in communication between university teacher education programs and school-based mentors, the development of benchmarks to help guide mentor-protégé interactions, and the importance of a multiyear induction process.
Sánchez, Bernadette; Pinkston, Kevin D.; Cooper, Adina C.; Luna, Carlos; Wyatt, Shelby T.
The aim of this study was to investigate the processes involved in developing close peer mentoring relationships among African American and Latino male adolescents in a school-based, group peer mentoring program. Qualitative one-on-one in-depth interviews were conducted with six school staff members, who administer the program, and 26 program…
Li, Xin; Lal, Dhyan
A two-year ethnographic observation of an inner-city high school in Los Angeles, USA, indicated that the principal, who was extremely dedicated to at-risk students and possessed a unique style of mentoring, played a major role in students academic achievement. We--the principal and the researcher who observed the school--inquired about the…
Haynes, Ray K.; Petrosko, Joseph M.
This study examined mentoring and organizational socialization among law faculty at American Bar Association (ABA) approved law schools. Data obtained from respondents (n = 298) captured the types of mentoring (formal or informal) occurring in law schools and faculty perceptions of the effectiveness of each type of mentoring. Comparative analysis…
Danch, J. M.
Developed to allow high school students with special needs to participate in original scientific research, the Peer Mentoring Program was a supplement to existing science instruction for students in a self-contained classroom. Peer mentors were high school seniors at the end of a three-year advanced science research course who used their experience to create and develop inquiry-based research activities appropriate for students in the self- contained classroom. Peer mentors then assisted cooperative learning groups of special education students to facilitate the implementation of the research activities. Students with special needs successfully carried out an original research project and developed critical thinking and laboratory skills. Prior to embarking on their undergraduate course of study in the sciences, peer mentors developed an appreciation for the need to bring original scientific research to students of all levels. The program will be expanded and continued during the 2007-2008 school year.
Davis, Ashley N.
This dissertation was designed as a phenomenological qualitative study grounded in Contact Theory to investigate Early College high school students' perceptions of a multi-year mentoring program. The Early College students were paired with elementary students with varying special needs in a self-contained classroom throughout 3 years in various…
Lorenzini, Robert G.; Lewis, Maurica S.; Montclare, Jin Kim
Polymers are materials with vast environmental and economic ramifications, yet are generally not discussed in secondary education science curricula. We describe a program in which college mentors develop and implement hands-on, polymer-related experiments to supplement a standard, state regents-prescribed high school chemistry course, as well as a…
Levine, Rachel B; Mechaber, Hilit F; Reddy, Shalini T; Cayea, Danelle; Harrison, Rebecca A
The career decisions, practice patterns, and approach to patient care of current female students, who make up close to 50% of medical school classes, will have a profound impact on the profession. This study explores the role gender plays in the mentoring experiences of female medical students. In 2011, the authors conducted focus groups with 48 third- and fourth-year female medical students at four U.S. medical schools. Using a template organizing style, they derived themes in an iterative process to explore female medical students' mentoring relationships and the impact of gender on those relationships. The authors identified four major themes: (1) Optimal mentoring relationships are highly relational. Students emphasized shared values, trust, and a personal connection in describing ideal mentoring relationships. (2) Relational mentoring is more important than gender concordance. Students identified a desire for access to female mentors but stated that when a mentor and mentee developed a personal connection, the gender of the mentor was less important. (3) Gender-based assumptions and stereotypes affect mentoring relationships. Students described gender-based assumptions and expectations for themselves and their mentors. (4) Gender-based power dynamics influence students' thinking about mentoring. Students stated that they were concerned about how their mentors might perceive their professional decisions because of their gender, which influenced what they disclosed to male mentors and mentors in positions of power. Gender appears to play a role in female medical students' expectations and experience with mentoring relationships and may influence their decision making around career planning.
Hudson, Peter; Usak, Muhammet; Savran-Gencer, Ayse
Primary science education is a concern around the world and quality mentoring within schools can develop pre-service teachers' practices. A five-factor model for mentoring has been identified, namely, personal attributes, system requirements, pedagogical knowledge, modelling, and feedback. Final-year pre-service teachers (mentees, n = 211) from…
Greiman, Bradley C.; Torres, Robert M.; Burris, Scott; Kitchel, Tracy
The purpose of this study was to compare two different formal mentoring relationships based on the perceptions of beginning teachers regarding their dyadic interactions. Kram's mentor role theory and Byrne's similarity-attraction paradigm served as the theoretical foundation for the study. The specific variables of interest included psychosocial…
Nasser-Abu Alhija, Fadia; Fresko, Barbara
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,…
Fleck, Christina; Mullins, Morell E.
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…
Raposa, Elizabeth B; Rhodes, Jean E; Herrera, Carla
Although mentoring is a widely used intervention strategy, effect sizes for at-risk youth remain modest. Research is therefore needed to maximize the impact of mentoring for at-risk youth who might struggle to benefit from mentoring relationships. This study tested the hypothesis that different types of youth risk would have a negative impact on mentoring relationship quality and duration and explored whether mentor characteristics exacerbated or mitigated these negative effects. Results showed that elevated environmental stress at a youth's home and/or school predicted shorter match duration, and elevated rates of youth behavioral problems, such as poor academic performance or misconduct, predicted greater youth dissatisfaction and less positive mentor perceptions of relationship quality. Mentors with greater self-efficacy and more previous involvement with youth in their communities were able to buffer the negative effects of environmental stress on match duration. Similarly, mentors' previous involvement with youth buffered the negative effects of youth behavioral problems on mentor perceptions of relationship quality. Findings have important implications for the matching of mentors and at-risk youth in a way that improves mentoring outcomes. © Society for Community Research and Action 2016.
Harris, Carol Lynne Hill
There is a direct correlation between the quality of a mentoring program and new teachers' professional development and classroom performance. Research has shown that when schools introduce and support mentoring programs for their new teachers, there are benefits not only for the mentee, but also for the mentor, the school, and the school system.…
Mentoring is a professional development strategy well documented. Peer mentoring however, is relatively new and was provided as a professional development strategy for a group of secondary school mathematics teachers working in low socio-economic schools. Through the stories of three teachers, the year-long study identifies the features critical…
Lawaetz, Anna; Hallberg, Gry Worre
In this article we will introduce the fictional and art-pedagogical universe of Sisters Hope and describe how it in different ways transcends into contexts beyond the art world and thus functions as a tool to democratize the aesthetic dimension and mode of being within high schools, academia...
Purpose: Mentoring can improve novice teacher effectiveness and reduce teacher attrition, yet the depth and breadth of mentoring can vary greatly within and between schools. The purpose of this paper is to identify the extent to which a school's administrative context is associated with the focus and frequency of novice teacher-mentor…
Hooper, E. J.; Pfund, C.; Mathieu, R.; Branchaw, J.
How effective of a mentor are you? Have you thought much about this question? Have you participated in training to become a better mentor? For many academics, the typical three answers are "pretty good, I think ... why wouldn't I be?!"; "I am right now while reading this;" "Uh, no." The University of Wisconsin-Madison has developed a program called Research Mentor Training to help train scientists in myriad STEM (science, technology, engineering and mathematics) disciplines, including astronomy, for their crucial role of mentoring the next generation. Most of the field testing to date has focused on graduate students, post-docs, academic staff, and faculty mentoring undergraduate students who are participating in summer research experiences. The materials have proven quite effective in other areas as well, with only modest modifications. For example, several faculty cohorts concentrating on mentoring graduate students and post-docs have completed the training. In addition, the materials are used to prepare graduate students and undergraduates to mentor high school students. The preferred venue for the mentor training program is a seminar meeting one hour per week for 8 to 9 weeks, plus readings and outside activities, including mentoring a student. However, the structure is flexible, and some meaningful learning can occur in a single 90-minute interactive workshop like the one presented at the 2009 ASP annual meeting, "Science Education and Outreach: Forging a Path to the Future." All of the materials, including case studies, facilitator notes and guidelines, plus reading lists, are available online for no charge (http://researchmentortraining.org). Users can select pre-built curricula, or they can customize a package using a "shopping cart" interface.
Lapp, Hendrik; Makowka, Philipp; Recker, Florian
Introduction: To better prepare young medical students in a thorough and competent manner for the ever increasing clinical, scientific, as well as psychosocial requirements, universities should enable a close, personal transfer of experience and knowledge. Structured mentoring programs are a promising approach to incorporate clinical subjects earlier into the preclinical training. Such a mentoring program facilitates the prioritization of concepts from a broad, theory-heavy syllabus. Here we report the experiences and results of the preclinical mentoring program of Bonn University, which was introduced in the winter semester of 2012/2013. Project desciption: The program is characterized by the concept of peer-to-peer teaching during the preclinical semesters of medical school. Regular, voluntary course meetings with different clinical case examples provide students the opportunity to apply knowledge acquired from the basic science curricula; furthermore, a personal contact for advice and support is ensured. Thus, an informal exchange of experiences is made possible, which provides to the students motivational and learning aids, in particular for the oral examination at the end of the premedical semesters as well as for other examinations during medical school. Results: Over the course of the preceding three years the number of participants and the interest in the program grew steadily. The analysis of collected evaluations confirms very good communication between mentors and students (>80%), as well as consistently good to very good quality and usefulness in terms of the mentors' subject-specific and other advice. The overall final evaluation of the mentoring program was always good to very good (winter semester: very good 64.8±5.0%, good 35.2±5.0%, summer semester: very good 83.9±7.5%, good 16.1±7.5%) Summary: In summary, it has been shown that the mentoring program had a positive impact on the development, education and satisfaction of students beginning
Gandhi, Monica; Johnson, Mallory
Given the diversity of those affected by HIV, increasing diversity in the HIV biomedical research workforce is imperative. A growing body of empirical and experimental evidence supports the importance of strong mentorship in the development and success of trainees and early career investigators in academic research settings, especially for mentees of diversity. Often missing from this discussion is the need for robust mentoring training programs to ensure that mentors are trained in best practices on the tools and techniques of mentoring. Recent experimental evidence shows improvement in mentor and mentee perceptions of mentor competency after structured and formalized training on best practices in mentoring. We developed a 2-day "Mentoring the Mentors" workshop at UCSF to train mid-level and senior HIV researchers from around the country [recruited mainly from Centers for AIDS Research (CFARs)] on best practices, tools and techniques of effective mentoring. The workshop content was designed using principles of Social Cognitive Career Theory (SCCT) and included training specifically geared towards working with early career investigators from underrepresented groups, including sessions on unconscious bias, microaggressions, and diversity supplements. The workshop has been held three times (September 2012, October 2013 and May 2015) with plans for annual training. Mentoring competency was measured using a validated tool before and after each workshop. Mentoring competency skills in six domains of mentoring-specifically effective communication, aligning expectations, assessing understanding, fostering independence, addressing diversity and promoting development-all improved as assessed by a validated measurement tool for participants pre- and -post the "Mentoring the Mentors" training workshops. Qualitative assessments indicated a greater awareness of the micro-insults and unconscious bias experienced by mentees of diversity and a commitment to improve awareness and
McIntyre, Joanna; Hobson, Andrew J.
This paper reports findings from a study of support provided by non-school-based mentors of secondary science teachers in England. It focuses on the identity development of beginning teachers of physics, some of the recipients of the mentoring. Drawing on the analysis of interview and case study data, and utilising third space theory, the authors…
Abdolalizadeh, Parya; Pourhassan, Saeed; Gandomkar, Roghayeh; Heidari, Farrokh; Sohrabpour, Amir Ali
Background: Despite the advantages of dual peer mentoring, there are a few reports of implementing and evaluating such programs for medical students. This study aimed at exploring the perceptions of mentors and mentees about the dual peer mentoring program for the first year undergraduate medical students of Tehran University of Medical Sciences. Methods: This qualitative study was conducted at the end of the first year of implementing the mentoring program. All mentees and mentors were invited to participate in focus group discussions. Data were analyzed using a qualitative content analysis. Results: All mentors ( n= 12 ) and a group of mentees ( n= 21 ) participated in focus group discussion sessions. We provided a variety of supports for the mentees including academic and psychosocial support and positive relationship; as a result, some developments occurred to the mentors We also explored participants' views on some unique aspects of the program such as student-authorized, dual mentoring, and role model sessions. Conclusion: Our participants found the mentoring program beneficial in various academic achievements and psychosocial supports for both the mentors and the mentees. Dual peer mentoring program can be an alternative to school administered programs.
Messiou, Kyriaki; Azaola, Marta Cristina
Immigration in Europe has increased rapidly over the last years. As a result, schools are accepting students arriving from other countries at various stages of the school year. This can be a challenging process both for students and for schools. This paper describes the introduction of a peer-mentoring scheme to support immigrant students in three…
Full Text Available Shiria Banu, Fatema Zehra Juma, Tamkin Abas Manchester Medical School, The University of Manchester, Manchester, UK We read the paper by Al Qahtani1 with great interest and agree that mentoring is an important educational tool. As medical students from the University of Manchester who have been exposed to various mentoring schemes, we have experienced some of the benefits mentioned in this article. We found that the mentoring schemes provided us with a valuable support system, enhanced our professional and social development, and opened doors for networking. We have primarily been involved in two different types of mentoring schemes and feel that each has its own benefits. View the original paper by Al Qahtani.
Fruiht, Veronica M; Wray-Lake, Laura
Having an adult mentor during adolescence has been found to predict academic success. Building on previous work, the present study examined interactions between the type of mentor (i.e., kin, teacher, friend, or community), the time that mentor became important (i.e., before, during, or after high school), and the ethnicity of the protégé in predicting educational attainment in young adulthood. Analyses used Waves III and IV of the National Longitudinal Study of Adolescent Health (N = 2,409). Participants' ages ranged from 18 to 27 (M = 21.75, SD = 1.79). The sample was 56.7 % female and nationally representative of ethnic diversity. Analyses showed that having a teacher-mentor was more predictive of educational attainment than having other types of mentors and that overall, having a mentor after high school predicts the most educational attainment. Kin- and community-mentors appeared to be more important to educational attainment during and before high school, respectively. Findings were consistent across ethnic groups. Overall, results highlight the value of teacher-mentors throughout childhood, adolescence, and early adulthood and our study further suggests that different types of mentors may be particularly useful at specific points in development.
Hooper, Eric J.; Mathieu, R.; Pfund, C.; Branchaw, J.; UW-Madison Research Mentor Training Development Team
How do you effectively mentor individuals at different stages of their careers? Can you learn to become a more effective mentor through training? Does one size fit all? Are you ready to address the NSF's new requirement about mentoring post-docs in your next proposal? For many academics, typical answers to these questions include, "I try to make adjustments based on the trainee, but I don't have a specific plan” "Yeah, I'd better start thinking about that” and "There's training?” Scientists often are not trained for their crucial role of mentoring the next generation. The University of Wisconsin-Madison has developed, field tested, and publicly released research mentor training materials for several STEM (science, technology, engineering and mathematics) disciplines, including astronomy, to help fill this gap and improve the educational experience and ultimate success of research trainees at several career stages, from high school students to post-doctoral scholars. While initially aimed at the mentoring of undergraduate researchers at research extensive institutions, the topics are broad enough (e.g., expectations, communication, understanding, diversity, ethics, independence) to be applicable to mentoring in a wide range of project-based educational activities. Indeed, these materials have been modified, only modestly, to prepare graduate students and undergraduates to mentor high school students. In this session, we will describe the UW-Madison research mentor training seminar and illustrate how the training can be adapted and implemented. We will introduce an interactive "shopping cart” style website which allows users to obtain the materials and instructions on how to run the program at their institution. Most of the session will be devoted to an interactive implementation of elements of research mentor training using small discussion groups. Participants will experience the training seminar in practice, come face-to-face with some common mentoring
Gandhi, Monica; Johnson, Mallory
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
Gu, Feishi; Gu, Lingyuan
This study examines how mathematics teaching research specialists mentor practicing teachers during post-lesson debriefs of a lesson study in China. Based on a systematic, fine-grained analysis of 107 h of videotaped mentoring meetings of 20 groups of teachers and teaching research specialists from different elementary schools, this study reveals…
Hur, Yera; Kim, Sun; Lee, Keumho
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.
Bowser, Audrey; Hux, Annette; McBride, Jackie; Nichols, Cindy; Nichols, Joe
This study focused on whether the roles of site based mentors in an educational leadership program were successfully completed. Three hundred eleven internship candidates' portfolios were reviewed to determine whether mentors essentially performed the tasks of collaboration, supervision, and evaluation of their protegees portfolios. A bibliography…
Taylor, Rosemarye T.; Karcinski, Lisa
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…
Alexandra Teodora RUGINOSU
Full Text Available Knowledgebased organizations means continuous learning, performance and networking. People’s development depends on their lifelong learning. Mentoring combines the need of development and performance of individuals with the organizational ones. Organizations nowadays face difficulties in recruiting and retaining qualified employees. The work force migration is a phenomenon they have to fight constantly. Employees are being faithful to companies that give them an environment suitable for development: supportive, safe, non-judgmental and comfortable. Teamwork and trust in the co-workers enables employees to show their true potential and trial with no fear. This kind of environment can be created through a mentoring program. This paper highlights the importance of mentoring in the knowledge based organizations management. Mentoring helps staff insertion, development and succession planning, increases employee’s motivation and talent retention and promotes organizational culture. This study presents the benefits and drawbacks that mentoring brings to organizations and employees.
Mylona, Elza; Brubaker, Linda; Williams, Valerie N; Novielli, Karen D; Lyness, Jeffrey M; Pollart, Susan M; Dandar, Valerie; Bunton, Sarah A
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
Dolenc, Nathan R.; Mitchell, Claire E.; Tai, Robert H.
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…
This case study examines a Chinese and Korean-Chinese pre-service teachers' perceptions of their mentor teachers' role in supporting inclusive practicum experiences in USA elementary school contexts. The findings demonstrate that a mentor teacher's open conversations and willingness to host those students bring positive influence on their learning…
medical students. In Europe, more mentoring programs should be developed, but would need to be rigorously assessed based on evidence of their value in terms of both their impact on the career paths of juniors and their benefit for the mentors. Medical schools could then be monitored with respect to the provision of mentorships as a quality characteristic.
, more mentoring programs should be developed, but would need to be rigorously assessed based on evidence of their value in terms of both their impact on the career paths of juniors and their benefit for the mentors. Medical schools could then be monitored with respect to the provision of mentorships as a quality characteristic. PMID:20433727
Frei, Esther; Stamm, Martina; Buddeberg-Fischer, Barbara
developed, but would need to be rigorously assessed based on evidence of their value in terms of both their impact on the career paths of juniors and their benefit for the mentors. Medical schools could then be monitored with respect to the provision of mentorships as a quality characteristic.
Mulcahy, Molly; Dalton, Sarah; Kolbert, Jered; Crothers, Laura
The authors identified the process that 10 lesbian, gay, bisexual, and transgender (LGBT) high school students used to establish an informal adult-mentor relationship with a school personnel member. Five major themes emerged: (a) how LGBT students determined whether this person would be a safe mentor, (b) a listing of the important qualities of…
Corby, Joanna; Dirienzo, W. J.; Beaton, R.; Pennucci, T.; Zasowski, G.
Graduate students at the University of Virginia (UVa) are volunteering as research advisors on astronomy projects for Virginia's science and technology high schools. In previous years, we have worked with more than a dozen students through a research class at Central Virginia Governor's School in Lynchburg to develop an astronomy research curriculum that teaches background concepts and terminology, guides students in data analysis, and prepares them to present material in poster and oral forums. In our fourth year of operation, we are continuing to work with Central Virginia Governor's School and adapting the research curriculum to an independent course at Roanoke Valley Governor's School in Roanoke. Because both schools are far from UVa in Charlottesville, the program operates remotely; graduate advisors and high school students interact through "virtual" means, establishing a successful framework for meaningful remote mentoring. In the current year, six students will complete projects on astrophysical topics including megamasers, astrochemistry, and pulsars using data taken by the Green Bank Telescope (GBT). Students at Roanoke Valley were directly trained on the GBT as part of a separate outreach program called the Pulsar Search Collaboratory, and all six students will receive hands-on experience in handling GBT data. The current projects are components of larger research efforts by graduate student and professional level researchers, so that the projects contribute to high-level projects only possible with the GBT. This stands as a rare outreach program that uses the principle of “deliberative practice” to train high school students in the development of skills that are crucial to success in science. Furthermore, it provides graduate students with an opportunity to plan and advise research projects, developing a skill set that is required in more advanced academic positions. Our poster discusses the implementation of our online curriculum in two distinct
Hansen, Annette Skovsted
Diaspora is an expansion of a national or family network that can be activated for the benefit of the family and home nation in multiple ways. The argument is based on two life stories. Two Nepali sisters attended Association of Overseas Technical Scholarships (AOTS) training courses in Japan...... at different times during the 1980s. The training was partly funded by official development assistance provided through the Japanese Ministry of International Trade and Industry (MITI). They used their training very differently, but between the two of them extended a family network from Japan and India...... still pursuing a career in a Japanese company. Their children have or are studying in Japan, India, and the USA. The Nepal-based sister is a key stakeholder in the regional cooperation in South Asia. By engaging network theories of weak ties and scaled networks, the life stories become templates...
Full Text Available Mentoring literature often cites a tension between local initiatives that target the needs of specific groups and more efficient centralised programs addressing common concerns across a larger population. For several years, the University of Sydney has had a Mentoring Network consisting of the faculties of Arts and Social Sciences, Health Sciences, Science, Sydney Law School and the Business School. These faculties have worked together to develop a community of best practice for mentoring programs at our large, multi-campus institution, and for the past two years have included a representative from Student Support Services to incorporate a centralised support component into their faculty-specific training programs. This Practice Report showcases the work of the University of Sydney Mentoring Network in combining central university services with faculty-based mentoring.
Schomer, Scott D.
The processes, understandings, and uses of inquiry are identified by the National Science Education Standards (National Research Council, 1996) as a key component of science instruction. Currently, there are few examples in the literature demonstrating how teachers go about co-constructing inquiry-based activities and how mentors can promote the use of reform-based practices by novices. The purpose of this interpretive case study was to investigate how a mentor and her protege collaboratively developed, implemented and assessed three inquiry-based experiences. The questions that guided this research were: (1) How does the mentor assist protege growth in the development, implementation and assessment of inquiry-based experiences for secondary science students? (2) How are the protege's perceptions of inquiry influenced by her participation in developing, implementing and assessing inquiry-based experiences for secondary science students? The co-construction of the inquiry activities and the facilitation provided by the mentor represented Lev Vygotsky's (1978) social construction of information as the mentor guided the protege beyond her cognitive zone of proximal development. The participants in this study were a veteran science teacher who was obtaining her mentor certification, or Teacher Support Specialist, and her protege who was a science teacher in the induction phase of her career. Data were collected through in-depth, semi-structured interviews, tape recordings of planning sessions, researcher field notes, and email reflections during the co-construction process. Inductive analysis of the data led to the identification of common categories and subsequent findings, which reflected what the mentor and protege discussed about inquiry and the process of collaboration. The six themes that emerged from this study led to several implications that are significant for science teacher preparation and the mentoring community. The teachers indicated tools, such as the
Hooper, Eric; Mathieu, R.; Pfund, C.; Branchaw, J.; UW-Madison Research Mentor Training Development Team
How do you effectively mentor individuals at different stages of their careers? Can you learn to become a more effective mentor through training? Does one size fit all? Are you ready to address the NSF's new requirement about mentoring post-docs in your next proposal? For many academics, typical answers to these questions include, "I try to make adjustments based on the trainee, but I don't have a specific plan” "Yeah, I'd better start thinking about that” and "There's training?” Scientists often are not trained for their crucial role of mentoring the next generation. The University of Wisconsin-Madison has developed, field tested, and publically released research mentor training materials for several STEM (science, technology, engineering and mathematics) disciplines, including astronomy, to help fill this gap and improve the educational experience and ultimate success of research trainees at several career stages, from high school students to post-doctoral scholars. While initially aimed at the mentoring of undergraduate researchers at research extensive institutions, the topics are broad enough (e.g., expectations, communication, understanding, diversity, ethics, independence) to be applicable to mentoring in a wide range of project-based educational activities. Indeed, these materials have been modified, only modestly, to prepare graduate students and undergraduates to mentor high school students. In this session, we will describe the UW-Madison research mentor training seminar and illustrate how the training can be adapted and implemented. We will introduce an interactive "shopping cart” style website which allows users to obtain the materials and instructions on how to run the program at their institution. Most of the session will be devoted to an interactive implementation of elements of research mentor training using small discussion groups. Participants will experience the training seminar in practice, come face-to-face with some common mentoring
While mentoring programmes have proven to be successful in reducing attrition and improving teaching ability in beginning teachers, there remains a lack of research delineating the key components of effective mentoring programmes in primary education. This integrative research review examines empirical studies conducted since 2000 on the nature…
Larissa Goulart Da Silva
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.
Rosenberg, Marian Goode
Situated mentoring was used as a professional development method to help 11 high school science teachers integrate learner-centered technology. The teachers' learner-centered technology beliefs and practices as well as their perception of barriers to learner-centered technology integration were explored before and after participating in the mentoring program. In addition, the participants' thoughts about the effectiveness of various components of the mentoring program were analyzed along with the mentor's observations of their practices. Situated mentoring can be effective for supporting learner-centered technology integration, in particular decreasing the barriers teachers experience. Goal setting, collaborative planning, reflection, and onsite just-in-time support were thought to be the most valuable components of the mentoring program.
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.
Henning, John E.; Gut, Dianne; Beam, Pamela
This article describes one teacher preparation program's approach to designing and implementing a mentoring program to support clinically-based teacher education. The design for the program is based on an interview study that compared the mentoring experiences of 18 teachers across three different contexts: student teaching, early field…
Full Text Available Abstract Mentoring research is recent and multidisciplinary and is found in mostly English speaking cultural contexts. The purpose of this study is to describe a fifty-year old mentoring practice involving faculty-mentors and engineering student-mentees, at the school of engineering of a Spanish university, a non-English speaking context. Mentoring is part of the process of developing the career of the engineering students. For this description, we first developed a more complete conceptual framework of mentoring from literature, identifying the key elements or components. The description of each element in the mentoring practice at the study setting was obtained from archival documents, records, observations and interviews of faculty-mentors and student-mentees. The usefulness of the framework is thereby tested and areas for improvement of the mentoring practice are identified. In addition, this study extends mentoring research into the Spanish speaking European culture and highlights a mentoring experience that could be replicated in other universities. We provide a definition of mentoring that is based on the mentoring experience and practice at the institution given the lack of a generally accepted definition of mentoring.
Weisling, Nina F.; Gardiner, Wendy
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…
Vulliamy, Paul; Junaid, Islam
Peer-mentoring has attracted substantial interest in various healthcare professions, but has not been formally integrated into postgraduate surgical training. This study aimed to assess the feasibility and acceptability of a peer-mentor scheme among junior surgical trainees in the United Kingdom. Trainees entering the first year of core surgical training (CST) in a single postgraduate school of surgery were allocated a mentor in the second year of CST. Allocation was based on location of the initial clinical placement. An anonymised questionnaire regarding the mentorship scheme was sent to all participants in the third month following its introduction. 18 trainees participated in the scheme, of whom 12 (67%) responded to the questionnaire. All respondents had made contact with their allocated mentor or mentee, and no trainees had opted out of the scheme. Areas in which the mentees received guidance included examinations (83%), CV development (67%), and workplace-based assessments (67%). All respondents felt that the mentor scheme was a good addition to CST. Suggestions for improvement of the scheme included introduction of structured meetings and greater engagement with allocated mentors. A pilot peer-mentoring scheme was well received by junior surgical trainees. Consideration should be given to expansion of this scheme and more rigorous assessment of its value.
Hurd, Noelle M.; Zimmerman, Marc A.
This study focused on natural mentoring relationships between nonparental adults and African American adolescent mothers. Data were collected from 93 adolescent mothers over 5 time points, starting in the adolescent mothers' senior year of high school and ending 5 years after high school. We found that having a natural mentor was related to fewer…
Iancu-Haddad, Debbie; Oplatka, Izhar
The purpose of this paper is to present the major motives leading senior teachers to be involved in a mentoring process of newly appointed teachers and its benefits for the mentor teacher. Based on semi-structured interviews with 12 experienced teachers who participated in a university-based mentoring program in Israel, the current study found a…
Cullen, Deborah; Shieh, Carol; McLennon, Susan M; Pike, Caitlin; Hartman, Taylor; Shah, Hena
The purpose of this systematic review was to evaluate the effectiveness of mentoring strategies for nursing faculty progression and productivity in the nontenure track at institutions of higher education. Sixty articles were included in the review. Findings revealed that nontenure track nursing faculty require planned programs and mentoring strategies unique to their role and abilities. Schools of nursing can improve on faculty progression, scholarship, and career growth by providing structured mentoring activity.
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.
Blatt, Benjamin; Plack, Margaret M; Simmens, Samuel J
The GW-Gold Humanistic Mentor Development Program addresses the challenge faced by medical schools to educate faculty to prepare students for humanistic practice. Grounded in Branch's Teaching Professional and Humanistic Values model, the program prepares interprofessional faculty mentoring teams in humanistic communities of practice. The teams consist of physician-psychosocial professional pairs, each mentoring a small student group in their professional development course. Through GW-Gold workshops, faculty mentors develop interprofessional humanistic communities of practice, preparing them to lead second such communities with their students. This article describes the program and its evaluation. To assess outcomes and better understand the mentor experience, we used a mixed-method validating triangulation design consisting of simultaneous collection of quantitative (mentor and student surveys) and qualitative (open-ended survey questions and focus group) data. Data were analyzed in parallel and merged at the point of interpretation, allowing for triangulation and validation of outcomes. Mentors rated the program highly, gained confidence in their humanistic skills, and received high scores from students. Three themes emerged that validated program design, confirmed outcomes, and expanded on the mentor experience: (1) Interprofessional faculty communities developed through observation, collaboration, reflection, and dialogue; (2) Humanistic mentors created safe environments for student engagement; and (3) Engaging in interprofessional humanistic communities of practice expanded mentors' personal and professional identities. Outcomes support the value of the GW-Gold program's distinctive features in preparing faculty to sustain humanism in medical education: an interprofessional approach and small communities of practice built on humanistic values.
This study deals with novice teachers' mentors' conceptions of mentoring prior to their mentoring training. In Israel, all novice teachers have to be supported and assessed by a mentor during their first year of teaching. The aim of this study was to elicit from prospective mentors their own conception of professional mentoring, as a basis for…
Drevon, Daniel D; Almazan, Elbert P; Jacob, Susan; Rhymer, Katrina N
Using the National Longitudinal Study of Adolescent Health and the Adolescent Health and Academic Achievement study datasets, this study examined whether natural mentoring relationships during adolescence were associated with young adult outcomes among lesbian, gay, and bisexual (LGB) persons. Outcomes in three domains were investigated: education and employment, psychological wellbeing, and substance use and abuse. Results indicated that LGB persons reporting natural mentors during adolescence were about three times as likely to graduate from high school as those without. Discussion surrounds strategies to foster mentoring relationships within the school environment or community.
Yendol-Hoppey, Diane; Jacobs, Jennifer; Dana, Nancy Fichtman
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…
Bakioglu, Aysen; Hacifazlioglu, Ozge; Ozcan, Kenan
The purpose of this study is to examine the perceptions of primary school principals about the influence of "trust" in their mentoring experiences. Both quantitative and qualitative methods were used in the study. The Primary School Principals' Mentoring Questionnaire previously developed by the researchers was applied to 1462 primary…
Paula Grizzo Gobato
Full Text Available El objetivo de este artículo es analizar la base de conocimientos de profesores experimentados del Programa de Formación en línea de Mentores de laUFSCar-Brasil y responder a la pregunta: qué conocimientos específicos, pedagógicos y sobre la función de mentor, que lo ayudarán a desempeñar la nueva función, pueden se aprehender en los profesores experimentados participantes del Programa de Formación en línea de los Mentores? El programa tiene una propuesta curricular flexible y enfoca el desarrollo profesional de profesores experimentados. La investigación se basó en el análisis descriptivo-interpretativo de las narrativas de cuatro participantes seleccionados y referentes a cuatro actividades realizadas durante la formación. Se analizaron conocimientos pedagógicos generales, conocimientos de contenido específico, conocimientos pedagógicos del contenido, conocimientos sobre formación y actuación docente y, por fin, conocimientos sobre la función de gestor, de mentor y de la escuela. Como resultado, se percibe que la base de conocimientos atribuida al mentor se asemeja a la de los profesionales gestores y formadores de profesores, aunque la práctica de la mentoria y en el aula es importante para que la base sea continuamente remodelada y perfeccionada para mejorar el desempeño del mentor y, posiblemente, de los profesores principiantes por él acompañados.
Owen, Michael B; Kerner, Charlotte; Taylor, Sarah L; Noonan, Robert J; Newson, Lisa; Kosteli, Maria-Christina; Curry, Whitney B; Fairclough, Stuart J
Regular physical activity (PA) is associated with numerous physical and psychological health benefits. Adolescents, specifically girls, are at risk of physical inactivity. To date, there is limited research on PA interventions involving peers, which could encourage more adolescent girls to engage in PA. The investigation aimed to evaluate the feasibility of a novel school three-tier peer-led mentoring model designed to improve PA levels and reduce sedentary time (ST) of adolescent girls. Two-hundred and forty-nine Year 9 adolescent girls (13⁻15 years old) from three UK secondary schools were invited to participate in a peer-led mentoring intervention (Girls Peer Activity (G-PACT) project). The peer-led mentoring model was delivered in all three schools. Two of the schools received an additional after-school PA component. PA and ST were assessed through wrist-worn accelerometry. Girls who received an exercise class after-school component significantly increased their whole day moderate-to-vigorous PA (MVPA) (3.2 min, p = 0.009, d = 0.33). Girls who received no after-school component significantly decreased their MVPA (3.5 min, p = 0.016, d = 0.36) and increased their ST (17.2 min, p = 0.006, d = 0.43). The G-PACT intervention demonstrated feasibility of recruitment and data collection procedures for adolescent girls. The peer-led mentoring model shows promise for impacting girls' MVPA levels when combined with an after-school club PA opportunity.
Michael B. Owen
Full Text Available Regular physical activity (PA is associated with numerous physical and psychological health benefits. Adolescents, specifically girls, are at risk of physical inactivity. To date, there is limited research on PA interventions involving peers, which could encourage more adolescent girls to engage in PA. The investigation aimed to evaluate the feasibility of a novel school three-tier peer-led mentoring model designed to improve PA levels and reduce sedentary time (ST of adolescent girls. Two-hundred and forty-nine Year 9 adolescent girls (13–15 years old from three UK secondary schools were invited to participate in a peer-led mentoring intervention (Girls Peer Activity (G-PACT project. The peer-led mentoring model was delivered in all three schools. Two of the schools received an additional after-school PA component. PA and ST were assessed through wrist-worn accelerometry. Girls who received an exercise class after-school component significantly increased their whole day moderate-to-vigorous PA (MVPA (3.2 min, p = 0.009, d = 0.33. Girls who received no after-school component significantly decreased their MVPA (3.5 min, p = 0.016, d = 0.36 and increased their ST (17.2 min, p = 0.006, d = 0.43. The G-PACT intervention demonstrated feasibility of recruitment and data collection procedures for adolescent girls. The peer-led mentoring model shows promise for impacting girls’ MVPA levels when combined with an after-school club PA opportunity.
Hobbs, Kari S.; Putnam, Jennifer
This study is concerned with the experiences of beginning teachers working with a district-employed mentor. Based on Illeris's (2002) Three Dimensions of Learning, the study sought to understand the cognitive, emotional, and social processes involved in working with a mentor through the use of one-on one, in-depth interviews. Nine beginning…
Boice, Daniel C.; Asbell, E.; Reiff, P. H.
Young Engineers and Scientists (YES) is a community partnership between Southwest Research Institute (SwRI), and local high schools in San Antonio, Texas (USA) during the past 16 years. The YES program provides talented high school juniors and seniors a bridge between classroom instruction and real world, research experiences in physical sciences (including space science) and engineering. YES consists of two parts: 1) an intensive three-week summer workshop held at SwRI where students experience the research environment first-hand; develop skills and acquire tools for solving scientific problems, attend mini-courses and seminars on electronics, computers and the Internet, careers, science ethics, and other topics; and select individual research projects to be completed during the academic year; and 2) a collegial mentorship where students complete individual research projects under the guidance of their mentors during the academic year and earn honors credit. At the end of the school year, students publicly present and display their work, acknowledging their accomplishments and spreading career awareness to other students and teachers. During these years, YES has developed a website for topics in space science from the perspective of high school students, including NASA's Magnetospheric Multiscale Mission (MMS) (http://yesserver.space.swri.edu). High school science teachers participate in the workshop and develop space-related lessons for classroom presentation in the academic year. Student evaluations indicate the effectiveness of YES on their academic preparation and choice of college majors. Over the past 16 years, all YES graduates have entered college, several have worked for SwRI, one business has started, and three scientific publications have resulted. Acknowledgements. We acknowledge funding and support from the NASA MMS Mission, Texas Space Grant Consortium, Northside Independent School District, SwRI, and several local charitable foundations.
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.
Lawaetz, Anna; Hallberg, Gry Worre
Sisters Hope is an art-educational method and a practice-led research tool, rooted in the construction of a fictional parallel universe revolving around the twin sisters Coco and Coca Pebber. Our work is rooted in the ambition to democratize the aesthetic dimension through ‘affective engineering......’ and the establishment of fictional spaces outside the institutional art context. In the Unfolding Academia-context Sisters Hope investigates new forms of research and (re)presentation through the creation of interactive and affective learning-spaces. At Collective Futures Sisters Hope explored questions such as: How...
Carver, Cynthia L.
This case is told from the perspective of Rebecca, a highly skilled mentor teacher, who struggles to work effectively with Ramon, the school principal. This case focuses on the supports and resources that instructional teacher leaders can provide to their school administrators. As the case suggests, the presence of well-trained mentors presents…
Southeastern Regional Vision for Education (SERVE), Tallahassee, FL.
Mentoring is an integral part of SERVE's Senior Project program. Mentors provide support and guidance to students as they complete the requirements of Senior Project by meeting with them to offer input on their research papers and assistance with the design and implementation of their projects. Approximately 100 schools in SERVE's 6-state region…
Full Text Available With announcements such as «more than half the world own a cell phone» (Lefkowitz, 2010 plus the convergence of multi-media elements in handsets, it is perhaps not surprising that education is calling for an increased use of mobile phones to support learning (Hartnell-Young & Heym, 2008. Phone use will contribute to cost efficiencies by subsidising IT budgets (Yorston, 2010 and support personalised learning and students’ underpinning knowledge. However, the reality is often ‹blanket bans› on mobiles in schools (Hartnell-Young & Heym, 2008 due to teaching staff who are nervous of possible disruption and uncertain of pedagogic application. MENTOR ME (Mobile Enhanced Mentoring was a pilot project with 20 teacher training students at Barnet College, North London. The limited time available to mentors and trainee teachers to engage in mentoring was solved by providing all students and mentors with email-activated mobile phones for ease of communication and support, facilitating situated learning (Naismith et al., 2004. Face-to-face meetings were partially replaced by capturing students’ formal and informal learning with mobile functionality. This was shared with peers, tutors, mentors and lesson observers to further improve the mentoring and teaching experience. Self-reflection, peer assessment, peer support and idea-sharing contributed to improving trainees’ practice and employability. In addition, teachers’ confidence and ability in using technology improved, particularly in supporting learning and underpinning knowledge. The success of this project has influenced the organisation to adopt mobile learning across the curriculum by facilitating student use of personal devices.
Carroll, Maureen P.
This paper describes the journey of a group of university students as they worked with underserved middle school students as mentors in a STEM-based afterschool program. Design thinking provided a frame within which students learned how to be mentors, how to create user-centered learning experiences, and how to share their experiences as…
Leidenfrost, Birgit; Strassnig, Barbara; Schütz, Marlene; Carbon, Claus-Christian; Schabmann, Alfred
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…
José Couto Marques
Full Text Available Universidade Júnior is a very large educational program for the promotion of knowledge among pre-university children and teenagers launched in 2005 by U.Porto. This extremely popular initiative is currently attracting around 5000 students per year for a variety of learning activities and small research projects offered by the 14 Faculties of U.Porto during July and September. Besides providing a foretaste of university life and vocational orientation, they also give the youngsters a strong incentive to continue their studies into higher education and a knowledge-based career. A key element to the success of this process is the mentoring activity that is developed at two levels: between faculty and the junior tutors and between these and the young students.
Reynolds, John R; Parrish, Michael
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.
Full Text Available Helen Laura Cameron-Tucker,1 Richard Wood-Baker,1 Lyn Joseph,1 Julia A Walters,1 Natalie Schüz,2 E Haydn Walters1 1Centre of Research Excellence for Chronic Respiratory Disease and Lung Aging, School of Medicine, 2School of Health Sciences, Faculty of Health, University of Tasmania, Hobart, Tasmania, Australia Purpose: With the limited reach of pulmonary rehabilitation (PR and low levels of daily physical activity in chronic obstructive pulmonary disease (COPD, a need exists to increase daily exercise. This study evaluated telephone health-mentoring targeting home-based walking (tele-rehab compared to usual waiting time (usual care followed by group PR. Patients and methods: People with COPD were randomized to tele-rehab (intervention or usual care (controls. Tele-rehab delivered by trained nurse health-mentors supported participants’ home-based walking over 8–12 weeks. PR, delivered to both groups simultaneously, included 8 weeks of once-weekly education and self-management skills, with separate supervised exercise. Data were collected at three time-points: baseline (TP1, before (TP2, and after (TP3 PR. The primary outcome was change in physical capacity measured by 6-minute walk distance (6MWD with two tests performed at each time-point. Secondary outcomes included changes in self-reported home-based walking, health-related quality of life, and health behaviors. Results: Of 65 recruits, 25 withdrew before completing PR. Forty attended a median of 6 (4 education sessions. Seventeen attended supervised exercise (5±2 sessions. Between TP1 and TP2, there was a statistically significant increase in the median 6MWD of 12 (39.1 m in controls, but no change in the tele-rehab group. There were no significant changes in 6MWD between other time-points or groups, or significant change in any secondary outcomes. Participants attending supervised exercise showed a nonsignificant improvement in 6MWD, 12.3 (71 m, while others showed no change, 0 (33 m
Luebeck, Jennifer Lyn
via telephone, mail, and meetings. Recommendations include: (1) consider subject and grade level, teaching responsibilities, and school size and setting when matching partners; (2) encourage early face-to-face encounters; (3) educate mentors to perceive novice needs and monitor intervention outcomes; (4) limit structured support to two years and/or implement ongoing evaluation based on systematically increasing expectations; (5) support a telecommunication component with early and repeated user training and remediation as well as provision of alternative modes; and (6) design specific, structured on-line conference folders and activities to motivate meaningful participation by novice and mentor teachers.
Bankar, Shweta; Collumbien, Martine; Das, Madhumita; Verma, Ravi K; Cislaghi, Beniamino; Heise, Lori
Harmful gender norms are known structural barriers to many public health and development interventions involving adolescent girls. In India, restrictions on girls' liberty to move freely in public spaces contribute to school dropout and early marriage, and negatively affect girls' health and wellbeing, from adolescence into adulthood. We report on mechanisms of change among female mentors 18 to 24 years old who contested discriminatory norms while implementing a sports-based programme for adolescent girls in a Mumbai slum. We adopted a prospective qualitative research design. Our analysis is based on case studies derived from two rounds of face to face, in -depth interviews with 10 young women recruited to serve as mentors for the project's young female athletes. We combined both thematic and narrative analysis. The programme created opportunities for collective action, increasing mentors' ability to think and relate in a collectivized manner, and challenged the traditional female identity constructed for young women, which centres on domestic duties. The mentors themselves negotiated freedoms both in and outside their homes, which required careful and strategic bargaining. They changed the nature of key day-to-day social interactions with parents and brothers, as well as with neighbours, parents of their groups of athletes and men on the streets. They formed a new reference group for each other in terms of what was possible and acceptable. Demonstrating greater negotiation skills within the family helped win parents' trust in the mentor's ability to be safe in public spaces. Parents became active supporters by not giving into social sanctions of neighbours and relatives thus co-producing a new identity for their daughters as respectable young women doing 'good work'. They effectively side stepped reputational risk with their presence in public spaces becoming de-sexualised. Mentors contested mobility restrictions by taking risks as a group first, with collective
Full Text Available The review paper discusses the phenomenon of the quality of mentoring in the context of professional development of teacher interns. Although mentoring is considered as a suitable framework for high quality professional development, not enough attention has been paid to the phenomenon/topic of “the quality of mentoring”. This has been confirmed by our initial analysis of the situation in this field based on collecting relevant literature published in the past twenty years. The analysis of the selected papers was organised around two research questions: (1 Why is the topic of the quality of mentoring underrepresented in relevant literature? and (2 What are the determinants of the quality of mentoring? Through the analysis of leading review and meta-analytic papers in the problem field of mentoring we singled out the following as possible reasons for a scarcity of studies on the quality of mentoring: the complexity of the concept of mentoring, the focus of the papers dealing with mentoring on the instrumental while neglecting the explanatory, the overemphasis of positive contributions of mentoring, the lack of agreement on the issue of the outcomes of mentoring. In the second part of the paper, by applying the structural analysis procedure to the selected texts, we formulated and elaborated the thesis about the three key determinants of the quality of mentoring: (1 the quality of informality of the mentoring process, (2 specific nature of the learning process, (3 harmonising the peculiarities of the paradigmatic framework of mentoring with the real capacities of the specific school environment. The concluding part of the paper points out to implications for practice regarding the preparatory work with mentors and initial development of mentoring programmes. [Projekat Ministarstva nauke Republike Srbije, br. 179034: Od podsticanja inicijative, saradnje, stvaralaštva u obrazovanju do novih uloga i identiteta u društvu i br. 47008: Unapre
Packard, Becky Wai-Ling; Walsh, Lynn; Seidenberg, Shana
College women are positioned at the juncture of adolescence and adulthood, as well as school and work. This study sought to identify whether the structural model underlying the mentoring of college women is dyadic in nature, as it is in adolescence and school settings, or networking in nature, as it is in adulthood and workplace settings.…
Willis, Paul; Bland, Robert; Manka, Louise; Craft, Cec
Cross-age peer mentoring is an educational model that builds on peer support and mentoring to assist young people to enhance social relationships, develop cognitive skills, and promote positive identity development. In this article, we outline the evaluation process of a cross-age peer-mentoring program implemented in an Australian secondary…
Danner, Omar K; Lokko, Carl; Mobley, Felicia; Dansby, Montreka; Maze, Michael; Bradley, Brene'; Williams, Elizabeth; Matthews, Leslie Ray; Harrington, Emma; Mack, Lisa; Clark, Clarence; Wilson, Ken; Beech, Derrick; Heron, Sheryl; Childs, Ed
According to the National Center for Educational Statistics, underrepresented minorities (URMs) are more likely to leave science, technology, engineering and mathematics (STEM) fields at higher rates than their peers during undergraduate studies. Many institutions of higher learning have implemented pipeline programs aimed at preparing and inspiring high school and college aged students in select careers in health sciences with varying levels of success. Research has shown that a health care workforce that mirrors the community they serve is more effective in reducing health disparities and increasing positive health outcomes. We hypothesize that a hospital-based, multidisciplinary youth mentoring and medical exposure program will enhance the decision of URM high school students to choose healthcare careers. A retrospective analysis of the Reach One Each One Program (ROEO) was performed. ROEO is a hospital based, 11-week multidisciplinary youth mentoring and medical exposure program for inner-city high school students. The analysis was based on a phone survey of the twenty-six (26) seniors who completed the program and subsequently graduated from high school between May 2013 and May 2015 to assess the following: 1) College enrollment/attendance, 2) Health profession majors, and 3) Pre-med status. The study was approved by the Morehouse School of Medicine Institutional Review Board. Of the twenty-six students, 23 were female and 3 were male; 25 (96%) of the students were African American and one student was a Caucasian female. Twenty-four (92.3%) of the students were enrolled in college and 2 (7.7%) were scheduled to begin in the spring semester of 2016. Twenty-one of the 24 attending college at the time of the survey (87.5%) were enrolled in a health science degree program and 16 (66.7%) confirmed that they were enrolled in pre-medical (Pre-med) curriculum. Hospital-based, multidisciplinary medical mentoring programs can have a positive impact on the lives and
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...
Pollard, Vincent Kelly
This paper discusses several issues considered as part of a statewide mentoring initiative. It is divided into three sections. The first section summarizes the key issues associated with short-term mentoring and mentoring in a longer-term, socially transformative context. Data from Comprehensive School Alienation Program is discussed concerning…
Jones, Kevin T.; Procopio, Claire H.
Research has demonstrated the efficacy of mentoring at-risk students in a number of fields from physical education to math and science. While separate research has found that many at-risk students lack effective communication skills, little research has explored the potential of communication mentoring in improving at-risk students' communication…
Sinclair, Eric; Larson, Heidi A.
This article explores the relationship between cross-age peer mentoring and positive life outcomes as defined by the Five Cs: competence, character, confidence, connection, and compassion. Qualified high school juniors and seniors were randomly assigned groups of 4-5 freshmen to mentor through the challenges of transitioning to secondary school.…
Price, Marva M
Partnering Research Involving Mentoring and Education in Prostate Cancer (PRIME) is a partnership between two nursing schools, Duke University School of Nursing and North Carolina Central University (NCCU...
Price, Marva M
Partnering Research Involving Mentoring and Education in Prostate Cancer (PRIME) is a partnership between two nursing schools, Duke University School of Nursing and North Carolina Central University (NCCU...
Price, Marva M
Partnering Research Involving Mentoring and Education in Prostate Cancer (PRIME) was a partnership between two nursing schools, Duke University School of Nursing and North Carolina Central University (NCCU...
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…
Intentional mentoring of the next generation of faculty is critical if they are to be successful teacher-scholars. The traditional model of one-on-one mentoring is insufficient given the changing demographics of next-generation faculty members, their particular expectations, the limited professional training they receive in graduate school, and…
Anderson, Margery K.; Tenenbaum, Laura S.; Ramadorai, Swati B.; Yourick, Debra L.
The near-peer mentor model provides undergraduates and recent post-baccalaureates in the science, technology, engineering, and mathematics (STEM) fields with an internship in two related disciplines, STEM research and STEM education. The near-peer mentor is both a mentored research intern and a mentor to pre-college students. During the 2013…
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
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. 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. 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. 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.
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.
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
Full Text Available Responding to rural poverty associated with the declining fishery, the rise of industrial capitalism, and the impact of the Great Depression, the Sisters of Charity, Halifax, implemented a vocational training program in weaving and carpentry in the small community of Terence Bay, Nova Scotia in 1938. Senator William Dennis, a proponent of the New Democracy Movement, financed the program. Because the Sisters based their claims to success on observed behavioural changes among the residents of Terence Bay, the program can be seen as an example of liberal therapeutics in education, a model that placed emphasis on achieving social goals rather than transferring discrete skills and capacities to pupils. Focusing on the years 1938-43, this paper outlines the rehabilitation efforts at Terence Bay, describes the programs the Sisters implemented, and evaluates the definitions of success ascribed to their training school just a few years later.
Burnham, Ellen L; Schiro, Stephanie; Fleming, Michael
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.
Talbot, Debra; Denny, Jane; Henderson, Sarah
Mentoring of pre-service teachers in school contexts is acknowledged as an important part of initial teacher education. However, finding sufficient school-based professional experience placements for pre-service teachers, ensuring the quality of the learning experiences provided by such placements, and gaining a clear understanding of what…
Martindale, Robert G; McClave, Stephen; Heyland, Daren; August, David
Mentoring programs in nutrition are essential to the survival of clinical nutrition as we know it today. The best method known to maintain an influx of talent to a discipline is by developing an active mentoring program. This paper describes 1 concept for development of a viable mentor program. Mentoring should be flexible and based on mentees' training background. Realistic goals should be set, with written and verbal feedback, to sustain a successful program. Programs should incorporate the Socratic Method whenever possible. Factors that leave doubt about the survival of nutrition as a viable area of focus for physicians include the inability to generate adequate funds to support oneself and limited numbers of mentors available with dedicated time to be a mentor. A healthy, sustainable mentoring program in clinical nutrition will ensure survival of physician-based nutrition programs.
Full Text Available The article examines the labour organization of Russian sisters of mercy during World War One. The author indicates two periods which took place before and after the February Revolution. Based on archive documents and oﬃ cial publications the article describes general structure of Russian Red Cross Society institutions and basic principles of sisters of mercy communities’ work. It examines the rules of new sisters’ employment, their training, service assignment and professional duties. The emphasis is put on nurses’ work in wartime. During ﬁrst years of war sisters’ position was stable. Due to speciﬁ c hierarchy in the managing structure sisters’ work was productive and demanded. After the February Revolution the managing system changed drastically as well as the status of sisters of mercy and their reception in society. The author gives a thorough examination of sisters’ position after reorganization of Russian Red Cross Society. In time of political instability Russian sisters of mercy were able to organize themselves into one big organization thus creating All-Russian Union of Sisters of Mercy. This article for the ﬁrst time ever implements into scientiﬁc research a huge amount of documents which allowed a signiﬁ cant extension of views on Bolsheviks’ political approaches to Russian Red Cross Society and institution of sisters of mercy.
Choi, Sumi; Lemberger, Matthew E.
This study examined the effectiveness of a supervised mentoring program designed to improve the academic achievement of 834 low-income elementary and secondary school students in Seoul, South Korea. When compared to the control group, both elementary and middle school students exposed to the mentoring program improved in mathematic and reading…
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.
Paaske, Karen Annette; Krøjgaard, Frede; Frederiksen, Lisbeth Angela Lunde
as well refer to many different roles. For example can a mentor be an expert-coach, a subject specialist, a critical friend or a learner (Aslan & Öcal, 2012).In this study, we will analyse mentoring and counselling within a constructivistic framework. Likewise in the study we will use a framework based...... on constructivistic and systemic theory to analyse collaborative learning, development though collegial counselling as well as supervision.We wish to investigate the challenges faced by new teachers in their first job. We wish to do this from three different levels: a Society level, an organizational or school......, 2016). Our empirical data will be based on both surveys and interview transcripts. The interview transcripts will be based on both individual and group focused interviews with new teachers concerning their first job (Halkier, 2008; Järvinen & Mik-Meyer, 2008; Kjærgaard Danielsen & Spanager, 2012; Kvale...
Bower-Phipps, Laura; Klecka, Cari Van Senus; Sature, Amanda L.
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…
Imperato, Pascal James
Charles William Lacaillade (1904-1978) was an eminent biologist in the middle decades of the twentieth century. He was born in Lawrence, Massachusetts of parents whose ancestors were French Canadians. His father, also named Charles William Lacaillade, was a dentist who graduated from Tufts University School of Dentistry in 1898. His mother, Elodia Eno, came from a family of very successful businessmen. Lacaillade was the third of six children. His two older brothers, Harold Carleton and Hector Eno, both graduated from the University of Louisville, School of Dentistry, while his younger brother, Lawrence, became a businessman. His sister, Luemma, married Dr. Henry Steadman, a veterinarian, while his youngest sister, Gloria, married a U.S. Army officer, Lieutenant Colonel Victor Anido. Lacaillade received his MS and PhD degrees in biology and zoology from Harvard University. He then became a fellow at The Rockefeller Institute for Medical Research. At both institutions, he studied under some of the most eminent biological scientists of the time. These included Rudolf W. Glaser, George Howard Parker, Theobald Smith, Carl TenBroeck, and William Morton Wheeler. At the Rockefeller Institute, he co-discovered the vector and mode of transmission of Eastern Equine Encephalomyelitis. This discovery, and the research he conducted with Rudolf W. Glaser, quickly established him as an outstanding biological researcher. However, a change in leadership at the Rockefeller Institute resulted in research priorities being given to the disciplines of general physiology, physical chemistry, and nutrition. This shift in the research agenda away from the biological sciences precluded career advancement at the Rockefeller Institute for post-doctoral fellows like Lacaillade. It was the height of the Great Depression, and even biologists with terminal doctoral degrees found it difficult to find positions. In 1935, Lacaillade accepted a position as an assistant in biology at St. John
Kumar, Swapna; Johnson, Melissa
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…
Courage, L.J.R. [Monenco AGRA Inc., Calgary, AB (Canada)
Recent modifications and maintenance carried out at the Three Sisters Dam, in the Alberta Rockies south of the town of Canmore, were described. A detailed account was given of the dam`s geological setting, its abnormally high leakage through the foundation and its sinkhole activity. Results of studies aimed at finding the cause of leakage and sinkhole occurrences were reviewed. Modifications made to the dam since 1951 were detailed, as were modifications to handle probable maximum flood levels. Three approaches for estimating failure probabilities after identification of failure modes were described. The overall conclusion was that based on constant leakage, no settlement in the dam, penstocks, or the powerhouse since construction, the Three Sisters Dam was stable. 1 ref.
Moser, F. C.; Allen, M. R.; Montoya-Ospina, R. A.; Maldonado, P.; Barberena-Arias, M.; Olivo-Delgado, C.; Harris, L.; Pierson, J. J.; Alvarez, J. P.
Here we consider how mentoring, both traditional and peer based, contributes to successful student outcomes in undergraduate research programs and we present several approaches to encourage positive mentor-mentee relationships. From several different research mentoring programs with undergraduates in Maryland and in Puerto Rico, we find that some mentoring techniques are universally useful, while others need to be tailored to a specific program and mentee population. Our programs differ in length, student composition, and student expectations, we find that success occurs across-the-board when mentors quickly establish rapport with their students and reach an early joint understanding of the program's requirements and the students' capabilities and needs through immersive orientations early in the program. Alternatively, mentors have to customize their approaches (e.g. simplify presentations of concepts, increase time for questions) when they encounter differences in student knowledge levels and cultural disconnects (e.g. language barriers, unfamiliarity with research labs and academia). Our current approach to improving and evaluating mentoring includes using a system of multiple mentor tiers (peer, near-peer, faculty, and program leaders), multiple qualitative and quantitative evaluations during the program, and post-research experience student outreach, all of which we believe improve student outcomes. Although we have measures of mentee success (e.g., presenting at national meetings, pursuing additional research experiences, applying to graduate school in marine science-related fields, etc.), we continue to look for additional short and long-term evaluation techniques that may help us to distinguish between the influence of mentoring and that of other program attributes (e.g. lab and field experiences, professional development seminars, ethics training, etc.) on student achievement.
Young, Raymond W.; Cates, Carl M.
This study explores the roles of mentors and proteges as they manage dialectical tensions in a professional environment. Sixty-two first-year teachers in a county school district in the southeastern USA answered a questionnaire about their mentors' empathic and directive listening, playful communication, social attractiveness, and ability to help…
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…
Full Text Available Teacher education in Austria is currently undergoing a fundamental reform process. Investigations into teachers’ first experience in school indicate that the transition from university life to professional life is not smooth for teachers. In the arts, the adjustment seems to be even more complex (De Vugt, 2013. Artistically well-trained university graduates seem to have difficulty in applying their knowledge and artistic skills. Career crashes and a shortage of music teachers in Austria are some of the consequences (Bailer, 2009. Recently I commenced the Grounded Theory Study, mentoring in music, investigating how mentors act in the induction phase, as well as how mentees cope with it. Narrative interviews beyond mentors and mentees, expert interviews, as well as group discussions with mentor teams, show that mentoring in music education has to find ways to support trainee teachers’ transition between art and pedagogy since they are two fundamentally different practices (Benner, 2001. In this article, I present and discuss two main results of the study: First I show the multilayered status passage (Glaser & Strauss, 1971 that music teacher novices move through from their identity as music students to their identity as music teachers in schools. Second, I suggest and discuss four types of music teacher novices who cope with this status passage in music education differently and how they can be supported by mentors
Pfund, Christine; Spencer, Kimberly C; Asquith, Pamela; House, Stephanie C; Miller, Sarah; Sorkness, Christine A
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).
Ibrahim, Ali S.
Induction and mentoring of novice teachers have gained considerable worldwide attention. However, in the United Arab Emirates, graduates from teacher education programmes are recruited as teachers without being provided with any formal school-based support. They suffer from stress, overload, and low self-esteem and a high percentage leave…
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:
Dr. F.J.A.J. Crasborn; Paul Hennissen; Fred Korthagen; Theo Bergen; Niels Brouwer
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
serving -as a mentor provides a creative and rejuvinating life challenge to an adult. Along these same lines, Erikson (8) states that in the seventh stage ...9 Career Functions.. . . . ........ .. 13 Psychosocial Functions ..... ..... .. 14 The Effects :f Mentorinq on the Mentor...in-depth look at the mentoring concept as a leadership development tool. Unfortunately, articles found in the literature address military mentoring
Poulsen, Kirsten M.
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...
Carapinha, René; Ortiz-Walters, Rowena; McCracken, Caitlin M.; Hill, Emorcia V.; Reede, Joan Y.
Purpose To investigate which mentor similarity characteristics women faculty in academic medicine rate most important and to determine whether the importance of similarity differs among women faculty based on current and prior mentoring, demographic and personal factors, and career factors. Method Cross-sectional survey data from 3,100 women faculty at 13 purposively sampled U.S. medical schools were collected in 2012. The preferences of participants regarding the importance of mentor similarity in terms of race/ethnicity, gender, personal and career interests, and department and institution were studied. Analysis entailed chi square tests and multivariable ordered logistic models. Results Overall, respondents ranked having a mentor in the same department and institution as most important. Same department and institution were less important for those without a current mentor and for senior faculty, and were more important for Asian faculty. Same career and personal interests were less important for older faculty and more important for those with a doctorate only. Same gender was more important for Black faculty, faculty at the rank of instructor, and those without current mentoring. Overall, same race/ethnicity was rated least important; however, it was more important for racial/ethnic minorities, foreign-born faculty, and those who had never had a mentor. Conclusions Mentor preferences, as indicated by level of importance assigned to types of mentor similarity, varied among women faculty. To advance effective mentoring, characterized by high degree of mentor-mentee fit, the authors provide recommendations on matching strategies to be used in academic medicine when considering the diverse mentor preferences of women faculty. PMID:27332871
Wall-Wieler, Elizabeth; Roos, Leslie L; Nickel, Nathan C
Risk factors for teenage pregnancy are linked to many factors, including a family history of teenage pregnancy. This research examines whether a mother's teenage childbearing or an older sister's teenage pregnancy more strongly predicts teenage pregnancy. This study used linkable administrative databases housed at the Manitoba Centre for Health Policy (MCHP). The original cohort consisted of 17,115 women born in Manitoba between April 1, 1979 and March 31, 1994, who stayed in the province until at least their 20(th) birthday, had at least one older sister, and had no missing values on key variables. Propensity score matching (1:2) was used to create balanced cohorts for two conditional logistic regression models; one examining the impact of an older sister's teenage pregnancy and the other analyzing the effect of the mother's teenage childbearing. The adjusted odds of becoming pregnant between ages 14 and 19 for teens with at least one older sister having a teenage pregnancy were 3.38 (99 % CI 2.77-4.13) times higher than for women whose older sister(s) did not have a teenage pregnancy. Teenage daughters of mothers who had their first child before age 20 had 1.57 (99 % CI 1.30-1.89) times higher odds of pregnancy than those whose mothers had their first child after age 19. Educational achievement was adjusted for in a sub-population examining the odds of pregnancy between ages 16 and 19. After this adjustment, the odds of teenage pregnancy for teens with at least one older sister who had a teenage pregnancy were reduced to 2.48 (99 % CI 2.01-3.06) and the odds of pregnancy for teen daughters of teenage mothers were reduced to 1.39 (99 % CI 1.15-1.68). Although both were significant, the relationship between an older sister's teenage pregnancy and a younger sister's teenage pregnancy is much stronger than that between a mother's teenage childbearing and a younger daughter's teenage pregnancy. This study contributes to understanding of the broader topic "who is
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.
From the aspect of consumerism to this text analyze Sister Carrie's"American dream"destruction. The author wholly and deeply analyzes the embodiment of consumerism in Dreiser's Sister Carrie and Dreiser's outlook and values under the effect of consumerism. To prove that the reason for destruction of Carrie's American dream is consumerism.
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.
Fox, L. K.; Singer, J.
Undergraduate Research (UR) is broadly accepted as a high impact educational practice. Student participation in UR contributes to measurable gains in content knowledge and skills/methodology, oral and written communication skills, problem solving and critical thinking, self-confidence, autonomy, among others. First-generation college students and students from underrepresented minorities that participate in UR are more likely to remain in STEM majors, persist to graduation, and pursue graduate degrees. While engagement in the research process contributes to these outcomes, the impact of the interaction with the faculty mentor is critical. A number of studies provide evidence that it is the relationship that forms with the faculty mentor that is most valued by students and strongly contributes to their career development. Faculty mentors play an important role in student development and the relationship between mentor and student evolves from teacher to coach to colleague. Effective mentoring is not an inherent skill and is generally not taught in graduate school and generally differs from mentoring of graduate students. Each UR mentoring relationship is unique and there are many effective mentoring models and practices documented in the literature. The Council on Undergraduate Research (CUR) has a long history of supporting faculty who engage in research with undergraduates and offers resources for establishing UR programs at individual, departmental, and institutional levels. The Geosciences Division of CUR leads faculty development workshops at professional meetings and provides extensive resources to support geosciences faculty as UR mentors (http://serc.carleton.edu/NAGTWorkshops/undergraduate_research/index.html). Examples of effective mentoring strategies are highlighted, including a model developed by SUNY- Buffalo State that integrates mentoring directly into the evaluation of UR.
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.
Ahmethan, Nurtug Bariseri
Music teacher candidates spend part of their Bachelor education in practice schools with mentor teachers before starting work. Observing music teachers in the classroom empower candidates to understand how music teaching and learning occur in classrooms, and also enlightens them on how mentor teachers teach, which then expands their awareness…
Full Text Available Entering teaching profession is considered as the most determining stage in a teacher’s professional life. The aim of this research is to explore opinions of novice teachers in Latvia about the role of mentoring in their professional socialization. The following research questions were defined: (1 what difficulties novice teachers faced during their in-service experience? (2 what support novice teachers needed when they started teaching? (3 what the role of mentoring in teachers’ professional socialization is? Qualitative research design was developed for the research. Empirical data were obtained during the focus group discussion with ten teachers representing Council of young teachers (in age below 35 of the Latvian Trade Union of Education and Science Employees, nine semi-structured interviews with novice teachers, and interview with a mentor. Novice teachers face teaching reality which often differs from perceptions about the profession developed during the studies at university. The research shows that teachers from the sample faced following challenges during their first years of in-service: establishing teacher’s authority and self-positioning as a teacher, time management, problems with discipline in a classroom, lack of skills to develop curriculum and lesson plans, difficulties in communication with parents. During socialization novice teachers learned their responsibilities and acquired specific knowledge; appropriate support such as mentoring reduced level of stress and uncertainty while novice teachers adapted to school during the period of transition from pre-service period to in-service period. In relation to mentoring, novice teachers expected that a mentor would introduce them to school traditions and internal rules and would advise on discipline in a classroom as well as would help to develop curriculum. Policy makers should focus on teachers’ support guidelines at national level, which would allow schools to ensure the
Jarvie, Jennifer L; Johnson, Caitlin E; Wang, Yun; Wan, Yun; Aslam, Farhan; Athanasopoulos, Leonidas V; Pollin, Irene; Foody, JoAnne M
There are substantial variations in cardiovascular disease (CVD) risk and outcomes among women. We sought to determine geographic variation in risk factor prevalence in a contemporary sample of U.S. women. Using 2008-2009 Sister to Sister (STS) free heart screening data from 17 U.S. cities, we compared rates of obesity (body mass index [BMI] ≥30 kg/m(2)), hypertension (HTN ≥140/90 mm Hg), low high-density lipoprotein cholesterol (HDL-C cities had higher rates of hyperglycemia and low HDL-C. In a large, community-based sample of women nationwide, this comprehensive analysis shows remarkable geographic variation in risk factors, which provides opportunities to improve and reduce a woman's CVD risk. Further investigation is required to understand the reasons behind such variation, which will provide insight toward tailoring preventive interventions to narrow gaps in CVD risk reduction in women.
Greenwood, Nan; Habibi, Ruth
Worldwide with ageing populations, the numbers of informal carers are likely to increase. Although being a carer is often satisfying, it can be challenging and require support. Volunteer-provided carer mentoring services where carers are supported by volunteer mentors are one such intervention. However, little is known about the impact of mentoring, carers' experiences or the mechanisms by which these schemes may work. Previous quantitative findings have been inconsistent suggesting a different, mixed methods approach using qualitative and quantitative methods may be valuable. Objectives were to explore two main questions: whether mentoring had a significant positive effect on carer mentees in terms of mental health, quality of life and confidence in caring and to explore how carers experience and perceive the process and benefits of mentoring. In addition, the study aimed to suggest possible mechanisms to understand how mentoring may benefit carers. Mixed methods (quantitative questionnaires and depth interviews) investigated an established mentoring service provided by volunteer mentors. During the study period, 28 carers received mentoring. Of these, 25 carers completed structured questionnaires both before and after mentoring, to determine whether mentoring had an impact on carer wellbeing and confidence in caring. Depth interviews were also undertaken with 11 purposively sampled carers to explore how carers experience and perceive the process and benefits of mentoring. Statistically significant improvements in carer anxiety (pemotional support, information provision, problem solving facilitation and gaining new perspectives may be mechanisms by which mentoring achieves positive outcomes. Mentor personal characteristics, experiences and training are possible facilitators of the process. Carer mentoring services can be a valuable form of carer support that falls somewhere between formal and informal support. Adopting mixed methods permitted greater understanding
Cox, G. N.
Established in 1997, the GLOBE in Alabama (GIA) partnership has trained more than 1,000 teachers in almost 500 schools - over 25% of the total number of K-12 schools in Alabama. Over those five years, GIA has strived to achieve recognition of GLOBE as the "glue" to Alabama's new education program, the Alabama Math, Science and Technology Initiative (AMSTI). In 2003, GIA trained over 370 AMSTI K-8 teachers at two AMSTI hub sites in north Alabama. As the AMSTI program grows with the addition of future hub sites (eleven are planned), GIA must ready itself to train thousands of AMSTI teachers during the two-week summer professional development institutes that are part of AMSTI. A key component of AMSTI is a mentoring program conducted by math and science specialists - classroom educators loaned to the AMSTI hub sites by the school systems each hub site serves. The AMSTI mentoring program mirrors the GIA mentoring model begun in 1999 that originally funded regional GLOBE master teachers to provide technical assistance, feedback, and coaching for other GLOBE teachers. In schools where GIA mentor teachers were working, nearly a 100% increase in GLOBE student data reporting was noted. The GIA mentors now work within the hub site framework to ensure implementation of GLOBE as an integrated part of AMSTI. With the continued support of the State of Alabama, GIA will establish a network of mentors who work with the AMSTI hub site specialists in providing support for all AMSTI teachers. GIA is administered by the National Space Science and Technology Center, a partnership between NASA and the State of Alabama's seven research universities. Operational funding for GIA has been provided by the University of Alabama in Huntsville's Earth System Science Center, the NASA Marshall Space Flight Center, the Alabama Space Grant Consortium, The Alabama Department of Economic and Community Affairs, the Alabama State Department of Education, and Legacy. GIA has been able to build on these
Miller, Louise C; Devaney, Susan W; Kelly, Glenda L; Kuehn, Alice F
Attrition in the public health nursing work force combined with a lack of faculty to teach public health prompted development of a "long-distance" learning project. Practicing associate degree nurses enrolled in an online course in population-based practice worked with experienced public health nurse "e-mentors." Student-mentor pairs worked through course assignments, shared public health nursing experiences, and problem-solved real-time public health issues. Nursing faculty served as coordinators for student learning and mentor support. Over 3 years, 38 student-mentor pairs participated in the project. Students reported they valued the expertise and guidance of their mentors. Likewise, mentors gained confidence in their practice and abilities to mentor. Issues related to distance learning and e-mentoring centered around use of technology and adequate time to communicate with one another. E-mentoring is a viable strategy to connect nurses to a learning, sharing environment while crossing the barriers of distance, agency isolation, and busy schedules.
Judge, Shelley; Pollock, Meagen; Wiles, Greg; Wilson, Mark
There is little argument about the merits of undergraduate research, but it can seem like a complex, resource-intensive endeavor [e.g., Laursen et al., 2010; Lopatto, 2009; Hunter et al., 2006]. Although mentored undergraduate research can be challenging, the authors of this feature have found that research programs are strengthened when students and faculty collaborate to build new knowledge. Faculty members in the geology department at The College of Wooster have conducted mentored undergraduate research with their students for more than 60 years and have developed a highly effective program that enhances the teaching, scholarship, and research of our faculty and provides life-changing experiences for our students. Other colleges and universities have also implemented successful mentored undergraduate research programs in the geosciences. For instance, the 18 Keck Geology Consortium schools (http://keckgeology.org/), Princeton University, and other institutions have been recognized for their senior capstone experiences by U.S. News & World Report.
Dimitriadis, Konstantinos; von der Borch, Philip; Störmann, Sylvère; Meinel, Felix G.; Moder, Stefan; Reincke, Martin; Fischer, Martin R.
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
Fallatah, Hind I; Soo Park, Yoon; Farsi, Jamila; Tekian, Ara
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
Full Text Available Arez Mohamed, Elena Antoni University College London Medical School, University College London, London, UKWe read with great interest the papers written by Al Qahtani¹ and Banu et al.² The former explored the motivation of medical students to engage in mentoring in a place where this was a scarce phenomenon and the other analyzed how mentoring could be successfully implemented and enhance acquisition of knowledge among mentees. View original paper by Al QahtaniView original paper by Banu et al
Crasborn, F.J.A.J.; Hennissen, P.P.M.; Brouwer, C.N.; Korthagen, F.A.J.; Bergen, T.C.M.
The main goal of the current study is to capture differential frequencies of mentor teachers' reflective moments, as indicators of different levels of consciousness in mentor teachers' use and acquisition of supervisory skills during mentoring dialogues. For each of the 30 participants, two
Coates, Wendy C
The benefits of mentorship for the protégé are well established and include increased career satisfaction, advancement, and income. Mentors can derive satisfaction from personal and professional networks within their institutions and specialties. However, the advantages of being a mentor are underreported in the medical literature. The purpose of this review is to investigate the effect of the mentoring relationship on the mentors and institutions in disciplines that have studied it widely and to draw parallels to academic medicine. Literature in the fields of business, organizational psychology, and kindergarten through high school (K-12) education describe benefits of serving as a mentor to the individual, organization, and discipline. Potential mentors are intensely self-motivated and derive satisfaction from developing junior colleagues and improving their institutions. Business mentors take pride in junior colleagues' achievements and enjoy improved recognition by superiors, favorable perception within the organization, increased job satisfaction, accelerated promotion rates, higher salaries, development of managerial skills, and improved technical expertise. Organizations enjoy worker longevity from both members of the partnership and benefit from the formation of networks. In the K-12 education model, master teachers who train novices are more likely to remain in the classroom or advance to an administrative role. Application of the principles from these disciplines to academic medicine is likely to produce similarly positive outcomes of personal satisfaction, collaboration, and academic and institutional advancement. © 2012 by the Society for Academic Emergency Medicine.
Black, Maureen M; Bentley, Margaret E; Papas, Mia A; Oberlander, Sarah; Teti, Laureen O; McNary, Scot; Le, Katherine; O'Connell, Melissa
Rates of rapid second births among low-income black adolescent mothers range from 20% to 50%. Most efforts to prevent rapid second births have been unsuccessful. There were 4 objectives: (1) to examine whether a home-based mentoring intervention was effective in preventing second births within 2 years of the adolescent mother's first delivery; (2) to examine whether greater intervention participation increased the likelihood of preventing a second birth; (3) to examine whether second births were better predicted from a risk practice perspective or a family formation perspective, based on information collected at delivery; and (4) to examine how risk practices or family formation over the first 2 years of parenthood were related to a second birth. We conducted a randomized, controlled trial of a home-based intervention curriculum, based on social cognitive theory, and focused on interpersonal negotiation skills, adolescent development, and parenting. The curriculum was delivered biweekly until the infant's first birthday by college-educated, black, single mothers who served as mentors, presenting themselves as "big sisters." The control group received usual care. Follow-up evaluations were conducted in the homes 6, 13, and 24 months after recruitment. Participants were recruited from urban hospitals at delivery and were 181 first time, black adolescent mothers ( or = 2 intervention visits increased the odds of not having a second infant more than threefold. Only 1 mother who completed > or = 6 visits had a second infant. At delivery of their first infant, mothers who had a second infant were slightly older (16.7 vs 16.2 years) and were more likely to have been arrested (30% vs 14%). There were no differences in baseline contraceptive use or other measures of risk or family formation. At 24 months, mothers who had a second infant reported high self-esteem, positive life events, and romantic involvement and residence with the first infant's father. At 24 months, there
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 ...
McGraw, M E; Price, D A; Hill, D J
Two sisters of Asian origin showed typical clinical and biochemical features of primary somatomedin C (SM-C) deficiency (Laron dwarfism). Abnormalities of SM-C binding proteins were observed, one sister lacking the high molecular weight (150 Kd) protein.
Shaw, Robert B; McBride, Christopher B; Casemore, Sheila; Martin Ginis, Kathleen A
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).
Sarah R Booth
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.
Howard, Meredith L; Steuber, Taylor D; Nisly, Sarah A; Wilhoite, Jessica; Saum, Lindsay
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.
Farrell, Susan E; Digioia, Natalie M; Broderick, Kerry B; Coates, Wendy C
Mentorship has been shown to have a positive impact on academic faculty members in terms of career advancement. The guidance of a mentor has been shown to increase academic outcome measures such as peer-reviewed publications and grant support for junior academic faculty. In addition, career satisfaction of mentored faculty is greater than those with no mentorship. There is little research on the effects of mentorship on the careers of clinician-educators. This group has also been reported to have a lower scholarly productivity rate than the typical research-based faculty. This article addresses the current state of mentorship as it applies specifically to clinician-educators, offers advice on how a potential protégé might seek out a potential mentor, and finally, suggests a possible mentoring system for academic emergency physicians who are focusing on careers in medical education.
Pololi, Linda H; Evans, Arthur T
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.
van Ginkel, Gisbert; Verloop, Nico; Denessen, Eddie
Current mentoring models for teacher preparation and induction emphasize the need to engage novice teachers' learning through collaborative professional learning communities. Mentors in such communities are expected to engage in joint knowledge construction with novices, and to be "co-thinkers" who enact a developmental view of…
Describes the mentoring relationship between George Washington Carver and Henry Agard Wallace who later became a great scientist and Vice President of the United States. Explains what mentoring is and discusses classroom implications for mentoring. (PR)
? A common theme occurring continuously in professional development research is that ad hoc workshops do not seem to have the sustained impact required for signiﬁcant teacher change and the improvement required to enhance learners’ performance. A pure workshop approach also lacks in-context follow up support and reﬂection on newly acquired innovations. The body of research recommends that in-service programmes need to be school-based, they need to address the learning needs as identiﬁed by teachers themselves, and, lastly, they need consistently to be subject focused. Through the latter approach, teachers are not merely cast into the role of a technical-rationalist to receive knowledge, but instead, they are perceived as knowledge producers through joint reﬂection with expert mentors. The article further describes the requirements and some characteristics of master mentors that were appointed in the crucial role of change facilitators. The impact of the four year programme (2003-2006 is brieﬂy provided through statistical lenses, while the qualitative themes that emerged as the biggest learning and developmental needs as reported by teachers themselves are narrated. Teachers mostly needed support with subject conceptualisation, pedagogic content knowledge (how to teach challenging concepts and portfolio assessment. A detailed account of results can be found in Fricke (2008. In conclusion, the article offers a possible theoretical framework for designing and negotiating an individualised professional development plan. The suggested theoretical frame departs from the Zone of Feasible Development (ZFD, analogous to Vygotsky’s ZFD which describes the “distance” between actual performance on the one hand and the idealised performance an individual can achieve under the guidance of an expert on the other.
Block, Matthew Jared
The purpose of this study was to evaluate the influence of the 2006 New Jersey Department of Education's initiative to improve mentoring supports for first-year new teachers throughout the state. As part of this initiative, every school district in the state was required to develop a comprehensive mentoring plan to support new teachers. Districts…
Fierstein, J.; Hildreth, W.; Calvert, A.T.
South Sister is southernmost and highest of the Three Sisters, three geologically dissimilar stratovolcanoes that together form a spectacular 20km reach along the Cascade crest in Oregon. North Sister is a monotonously mafic edifice as old as middle Pleistocene, Middle Sister a basalt-andesite-dacite cone built between 48 and 14ka, and South Sister is a basalt-free edifice that alternated rhyolitic and intermediate modes from 50ka to 2ka (largely contemporaneous with Middle Sister). Detailed mapping, 330 chemical analyses, and 42 radioisotopic ages show that the oldest exposed South Sister lavas were initially rhyolitic ~50ka. By ~37ka, rhyolitic lava flows and domes (72-74% SiO2) began alternating with radially emplaced dacite (63-68% SiO2) and andesite (59-63% SiO2) lava flows. Construction of a broad cone of silicic andesite-dacite (61-64% SiO2) culminated ~30ka in a dominantly explosive sequence that began with crater-forming andesitic eruptions that left fragmental deposits at least 200m thick. This was followed at ~27ka by growth of a steeply dipping summit cone of agglutinate-dominated andesite (56-60.5% SiO2) and formation of a summit crater ~800m wide. This crater was soon filled and overtopped by a thick dacite lava flow and then by >150m of dacitic pyroclastic ejecta. Small-volume dacite lavas (63-67% SiO2) locally cap the pyroclastic pile. A final sheet of mafic agglutinate (54-56% SiO2) - the most mafic product of South Sister - erupted from and drapes the small (300-m-wide) present-day summit crater, ending a summit-building sequence that lasted until ~22ka. A 20kyr-long-hiatus was broken by rhyolite eruptions that produced (1) the Rock Mesa coulee, tephra, and satellite domelets (73.5% SiO2) and (2) the Devils Chain of ~20 domes and short coulees (72.3-72.8% SiO2) from N-S vent alignments on South Sister's flanks. The compositional reversal from mafic summit agglutinate to recent rhyolites epitomizes the frequently changing compositional modes of the
Graff, Paige Valderrama; Stefanov, William L.; Willis, Kim; Runco, Susan; McCollum, Tim; Lindgren, Charles F.; Baker, Marshalyn; Mailhot, Michele
Authentic research opportunities in the classroom are most impactful when they are student-driven and inquiry-based. These experiences are even more powerful when they involve technology and meaningful connections with scientists. In today's classrooms, activities are driven by state required skills, education standards, and state mandated testing. Therefore, programs that incorporate authentic research must address the needs of teachers. NASA's Expedition Earth and Beyond (EEAB) Program has developed a framework that addresses teacher needs and incorporates the use of technology and access to mentors to promote and enhance authentic research in the classroom. EEAB is a student involvement program that facilitates student investigations of Earth or planetary comparisons using NASA data. To promote student-led research, EEAB provides standards-aligned, inquiry-based curricular resources, an implementation structure to facilitate research, educator professional development, and ongoing support. This framework also provides teachers with the option to incorporate the use of technology and connect students with a mentor, both of which can enrich student research experiences. The framework is structured by a modeled 9-step process of science which helps students organize their research. With more schools gaining increased access to technology, EEAB has created an option to help schools take advantage of students' interest and comfort with technology by leveraging the use of available technologies to enhance student research. The use of technology not only allows students to collaborate and share their research, it also provides a mechanism for them to work with a mentor. This framework was tested during the 2010/2011 school year. Team workspaces hosted on Wikispaces for Educators allow students to initiate their research and refine their research question initially without external input. This allows teams to work independently and rely on the skills and interests of
Graff, P. V.; Stefanov, W. L.; Willis, K.; Runco, S.; McCollum, T.; Lindgren, C. F.; Baker, M.; Mailhot, M.
Authentic research opportunities in the classroom are most impactful when they are student-driven and inquiry-based. These experiences are even more powerful when they involve technology and meaningful connections with scientists. In today's classrooms, activities are driven by state required skills, education standards, and state mandated testing. Therefore, programs that incorporate authentic research must address the needs of teachers. NASA's Expedition Earth and Beyond (EEAB) Program has developed a framework that addresses teacher needs and incorporates the use of technology and access to mentors to promote and enhance authentic research in the classroom. EEAB is a student involvement program that facilitates student investigations of Earth or planetary comparisons using NASA data. To promote student-led research, EEAB provides standards-aligned, inquiry-based curricular resources, an implementation structure to facilitate research, educator professional development, and ongoing support. This framework also provides teachers with the option to incorporate the use of technology and connect students with a mentor, both of which can enrich student research experiences. The framework is structured by a modeled 9-step process of science which helps students organize their research. With more schools gaining increased access to technology, EEAB has created an option to help schools take advantage of students' interest and comfort with technology by leveraging the use of available technologies to enhance student research. The use of technology not only allows students to collaborate and share their research, it also provides a mechanism for them to work with a mentor. This framework was tested during the 2010/2011 school year. Team workspaces hosted on Wikispaces for Educators allow students to initiate their research and refine their research question initially without external input. This allows teams to work independently and rely on the skills and interests of
Diniz, Gulden; Secil, Yaprak; Ceylaner, Serdar; Tokucoglu, Figen; Türe, Sabiha; Celebisoy, Mehmet; İncesu, Tülay Kurt; Akhan, Galip
Background. Hereditary inclusion body myopathy is caused by biallelic defects in the GNE gene located on chromosome 9p13. It generally affects adults older than 20 years of age. Methods and Results. In this study, we present two Turkish sisters with progressive myopathy and describe a novel mutation in the GNE gene. Both sisters had slightly higher levels of creatine kinase (CK) and muscle weakness. The older sister presented at 38 years of age with an inability to climb steps, weakness, and a steppage gait. Her younger sister was 36 years old and had similar symptoms. The first symptoms of the disorder were seen when the sisters were 30 and 34 years old, respectively. The muscle biopsy showed primary myopathic features and presence of rimmed vacuoles. DNA analysis demonstrated the presence of previously unknown homozygous mutations [c.2152 G>A (p.A718T)] in the GNE genes. Conclusion. Based on our literature survey, we believe that ours is the first confirmed case of primary GNE myopathy with a novel missense mutation in Turkey. These patients illustrate that the muscle biopsy is still an important method for the differential diagnosis of vacuolar myopathies in that the detection of inclusions is required for the definitive diagnosis. PMID:27298745
Oikarainen, Ashlee; Mikkonen, Kristina; Tuomikoski, Anna-Maria; Elo, Satu; Pitkänen, Salla; Ruotsalainen, Heidi; Kääriäinen, Maria
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.
Smith, Emily R.; Calderwood, Patricia E.; Dohm, Faith A.; Gill Lopez, Paula
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…
Johnson, Sara B.; Pryce, Julia M.; Martinovich, Zoran
Effective service interventions greatly enhance the well-being of foster youth. A study of 262 foster youth examined one such intervention, therapeutic mentoring. Results showed that mentored youth improved significantly in the areas of family and social functioning, school behavior, and recreational activities, as well as in the reduction of…
Ahrens, Kym; DuBois, David Lane; Lozano, Paula; Richardson, Laura P.
We evaluated whether having a naturally acquired mentor during adolescence was associated with improved adult outcomes among youth with learning disabilities (YLD). Mentored youth were more likely to have graduated from high school, reported a higher level of self-esteem, and reported a higher overall number of positive outcomes than nonmentored…
Dirienzo, William J.; Corby, J.; Beaton, R.; Barcos-Munoz, L. D.; Jones, K. M.; Pennucci, T.
Graduate students at the University of Virginia (UVa) are volunteering as research advisors on astronomy projects for Virginia's science and technology high schools. Over five years, we have worked with more than a dozen students through a research class at Central Virginia Governor's School for Science and Technology in Lynchburg and two students last year at Roanoke Valley Governor's School in Roanoke to develop an astronomy research curriculum that teaches background concepts and terminology, guides students in data analysis, and prepares them to present material in poster and oral forums. Because both schools are far from UVa in Charlottesville, the program operates remotely; graduate advisors and high school students interact through "virtual" means, establishing a successful framework for meaningful remote mentoring. In the current year, four students will complete projects on astrophysical topics including megamasers and astrochemistry using data taken by the Robert C. Byrd Green Bank Telescope (GBT). Previous topics also include pulsar searches, extended green object (EGO) searches, and the X-ray properties of YSOs in the Carina complex. All four students this year will receive hands-on experience in handling GBT data. The current projects are components of larger research efforts by graduate student and professional level researchers, so that the projects contribute to high-level projects only possible with the GBT. This stands as a rare outreach program that uses the principle of “deliberative practice” to train high school students in the development of skills that are crucial to success in science. Furthermore, it provides graduate students with an opportunity to plan and advise research projects, developing a skill set that is required in more advanced academic positions. Our poster discusses the implementation of our online curriculum in two distinct class settings and highlights the students' research contributions.
Full Text Available This presentation focussed on an innovative approach to developing peer mentoring programs. Drawing upon a ‘student as partners’ framework, the presentation explored how this has been used to underpin an approach to peer mentoring from the ground up. University peer mentoring programs are largely designed and developed by staff, who not only recruit and train student mentors but also select frequency and type of involvement for all parties. This pilot project proposes a different approach by collaborating with students in the design, development and enactment of a peer-mentoring program within one School of Education. From this pilot, we will develop guidelines and recommendations for the implementation of student-led peer mentoring programs (Students as Partners in Mentoring: SaPiM across the University of Wollongong (UOW.
Frahm, Kathryn A.; Alsac-Seitz, Biray; Mescia, Nadine; Brown, Lisa M.; Hyer, Kathy; Liburd, Desiree; Rogoff, David P.; Troutman, Adewale
This article describes an Online Mentor Program (OMP) designed to support and facilitate mentorships among and between Florida Department of Health (FDOH) employees and USF College of Public Health students using a Web-based portal. The Florida Public Health Training Center (FPHTC) at the University of South Florida (USF) College of Public Health…
Jaspers, W. Marieke; Meijer, Paulien C.; Prins, Frans; Wubbels, Theo
This interview study, including seven case studies of mentor teachers in primary education, explores the possibilities and challenges these mentor teachers perceive when they (sequentially and simultaneously) combine the teacher and mentor roles. Mentor teachers perceive two challenges while
Dr. F.J.A.J. Crasborn; Dr. Paul Hennissen; Dr. Niels Brouwer; Prof. Dr. Fred Korthagen; Prof. Dr. Theo Bergen
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
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...
Chan, Anne W; Yeh, Christine J; Krumboltz, John D
The aim of the current study was to understand the role of race and culture in successful mentoring relationships in graduate school. We examined the practices of 9 faculty mentors working with 15 ethnic minority doctoral students in counseling and clinical psychology. Grounded theory was used to discern unifying patterns and to formulate a theory of multicultural mentoring. Five overall themes significant to multicultural mentoring emerged: (a) career support and guidance tailored for ethnic minorities, (b) relationality between mentors and protégés, (c) significance of contexts, (d) interconnections across contexts, and (e) multidirectionality of interactions between contexts. The 5 themes combined to form a multicultural, ecological, and relational model of mentoring. Our findings suggest that mentoring ethnic minority students can be successful, productive, and satisfying for both mentors and protégés when mentors possess the necessary skills, time, commitment, and multicultural competencies. Implications for doctoral programs in counseling and clinical psychology are discussed, along with recommendations for future research directions. (c) 2015 APA, all rights reserved).
Neal, Laura D M
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.
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…
Jargon associated with mentoring can be confusing. Is a new leader involved in induction, being mentored, or experiencing coaching? Induction is meant to familiarize a new employee with the details and scope of job responsibilities, while mentoring and coaching are directed at skill development. Elementary and secondary principals rate mentoring…
Bang, EunJin; Luft, Julie A.
This study explored the yearlong learning processes of two first-year secondary science teachers participating in an online mentoring program, through examination of their written dialogues within the program and other data. Using a case study method, this study (a) explored the patterns of written dialogues between the two new teachers and their mentors over the course of a year, (b) documented pertinent topics of importance, and finally (c) illustrated the new realities created in the mentees' classrooms as a result of the online mentoring process. Penelope and Bradley, who taught at an urban school and at a suburban school respectively, were selected as subjects. Our analysis revealed that the two pairs of mentee-mentors showed different participation patterns that affected the intensity of the creation of new realities, and affected whether the mentees tried/vetted new teaching practices suggested by their mentors. Yet, analysis also revealed that certain elements in the written dialogues between pairs were found to be similar, in that construction of knowledge was evident between both pairs when friction developed and appropriate teamwork emerged to deal with it. The topics of greatest interest and importance within the dialogues were those related to the logistics of the school system and the processes and methodologies of teaching. These results suggest that online mentoring programs are an effective dialogical tool for transferring the knowledge of experts to novices, and for thus expediting the professional induction and growth of new science teachers.
Full Text Available This short article explores whether using a mentoring model supports our Subject Specialist Mentors (SSMs with their role of mentoring trainees on Initial Teacher Training (ITT courses. Although there are many mentoring models to choose from, our model is based around mentoring within the Lifelong Learning Sector (LLS where trainees need support for their subject specialism as well as their generic teaching skills. The main focus is the use of coaching and mentoring skills taking into consideration guiding, supporting and challenging the trainee during the lifetime of the mentor/trainee relationship. The SSMs found that using our model as a tool helped to structure meetings and to ensure that the trainee had the necessary support to enable them to become proficient, competent subject specialist teachers. In conclusion, it was found that there is a need for the use of a model or a framework to help the Subject Specialist Mentor (SSM with such an important role.
Geis, John A.; Haugen, Christian N. [CALIBRE Systems, Inc., Alexandria, Virginia (United States)
Although the positive effects of implementing a human performance approach to operations can be hard to quantify, many organizations and industry areas are finding tangible benefits to such a program. Recently, a unique mentoring program was established and implemented focusing on improving the performance of managers, supervisors, and work crews, using the principles of Human Performance Improvement (HPI). The goal of this mentoring was to affect behaviors and habits that reliably implement the principles of HPI to ensure continuous improvement in implementation of an Integrated Safety Management System (ISMS) within a Conduct of Operations framework. Mentors engaged with personnel in a one-on-one, or one-on-many dialogue, which focused on what behaviors were observed, what factors underlie the behaviors, and what changes in behavior could prevent errors or events, and improve performance. A senior management sponsor was essential to gain broad management support. A clear charter and management plan describing the goals, objectives, methodology, and expected outcomes was established. Mentors were carefully selected with senior management endorsement. Mentors were assigned to projects and work teams based on the following three criteria: 1) knowledge of the work scope; 2) experience in similar project areas; and 3) perceived level of trust they would have with project management, supervision, and work teams. This program was restructured significantly when the American Reinvestment and Recovery Act (ARRA) and the associated funding came to an end. The program was restructured based on an understanding of the observations, attributed successes and identified shortfalls, and the consolidation of those lessons. Mentoring the application of proven methods for improving human performance was shown effective at increasing success in day-to-day activities and increasing confidence and level of skill of supervisors. While mentoring program effectiveness is difficult to
St-Jean, Etienne; Audet, Josee
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…
Block, Michelle; Florczak, Kristine L
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.
Ashmann, Scott A.
Teaching science for understanding is hard work. Not many teachers leave a teacher education program sufficiently prepared to engage in this practice. In fact, many veteran teachers struggle with this complicated task, so effective professional development is needed. One approach that may hold some promise is being a mentor teacher to an intern. To investigate this possibility, the following central question guided this study: "What" and "how" does a secondary science teacher learn about the practices of teaching from the experience of being a mentor teacher for a science intern? A conceptual framework based on three planes of focus was utilized in this study. These planes are (a) a focus on the larger learning community and context, (b) a focus on the local learning community and activities, and (c) a focus on learners and purposes. Data were collected on two focus mentor teachers. These data included observations of interactions between the mentor and intern, responses to clarifying questions, interviews with other science teachers, and observations of both the mentor and the intern teaching lessons. Relationships among the characteristics of the context of the school and science department with the mentor teacher's theory of learning and teaching practices and the patterns of practice the mentor used in responding to specific occasions for learning were explored. It was found that these characteristics are related to five elements of mentor teacher learning: the social environment, resource use, defining tasks, the learning process, and the nature of a satisfactory conclusion. Two conclusions were made. The first was that remarkably detailed parallels exist among key elements in the context in which a mentor teacher works, the mentor teacher's approaches to teaching and learning, and the mentor's response to occasions for learning during the internship. The second was that differences among mentors in these key elements could account for differences in "what
Núñez, Anne-Marie; Murakami, Elizabeth T.; Gonzales, Leslie D.
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…
Kumar, Swapna; Coe, Catherine
The increase in online graduate programs and the online mentoring of student research have led to the need to identify challenges faced by online mentees and successful strategies used by online mentors during the dissertation process. Based on semistructured interviews with ten graduates, strategies for online mentoring and areas of support…
Hall, Eric E.; Walkington, Helen; Shanahan, Jenny Olin; Ackley, Elizabeth; Stewart, Kearsley A.
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)…
Katz, Jackson; Heisterkamp, H Alan; Fleming, Wm Michael
The social justice roots and theory of the Mentors in Violence Prevention (MVP) model is presented, followed by an empirical study examining the influence of MVP in high school settings. Findings reveal students exposed to the MVP model are more likely to see forms of violence as being wrong and are more likely to take actions to intervene than students not exposed to the program. Findings support the premises on which MVP is founded.
Ward, Elijah G.; Thomas, Earl E.; Disch, William B.
Little research has focused carefully on the means by which peer mentors foster development in undergraduate protégés. Two faculty members developed a holistic, peer-mentoring project in which 26 upperclassmen mentored 74 underclassmen at a midsize, 4-year institution. Mentor journal notes, open-ended protégé responses, and participant…
Abed, Osama H.; Abd-El-Khalick, Fouad
Quality mentoring is fundamental to preservice teacher education because of its potential to help student and novice teachers develop the academic and pedagogical knowledge and skills germane to successful induction into the profession. This study focused on Jordanian preservice primary teachers' perceptions of their mentoring experiences as these pertain to science teaching. The Mentoring for Effective Primary Science Teaching instrument was administered to 147 senior preservice primary teachers in a university in Jordan. The results indicated that the greater majority of participants did not experience effective mentoring toward creating a supportive and reflexive environment that would bolster their confidence in teaching science; further their understanding of primary science curriculum, and associated aims and school policies; help with developing their pedagogical knowledge; and/or furnish them with specific and targeted feedback and guidance to help improve their science teaching. Substantially more participants indicated that their mentors modeled what they perceived to be effective science teaching. The study argues for the need for science-specific mentoring for preservice primary teachers, and suggests a possible pathway for achieving such a model starting with those in-service primary teachers-much like those identified by participants in the present study-who are already effective in their science teaching.
In this article it is argued that there are barriers to effective and non-discriminatory practice when mentoring overseas nurses within the National Health Service (NHS) and the care home sector. These include a lack of awareness about how cultural differences affect mentoring and learning for overseas nurses during their period of supervised practice prior to registration with the UK Nursing and Midwifery Council. These barriers may demonstrate a lack of effective teaching of ethical practice in the context of cultural diversity in health care. This argument is supported by empirical data from a national study. Interviews were undertaken with 93 overseas nurses and 24 national and 13 local managers and mentors from six research sites involving UK health care employers in the NHS and independent sectors in different regions of the UK. The data collected showed that overseas nurses are discriminated against in their learning by poor mentoring practices; equally, from these data, it appears that mentors are ill-equipped by existing mentor preparation programmes to mentor overseas-trained nurses from culturally diverse backgrounds. Recommendations are made for improving mentoring programmes to address mentors' ability to facilitate learning in a culturally diverse workplace and thereby improve overseas nurses' experiences of their supervised practice.
Effective mentoring is a critical component in the training of early-career researchers, cultivating more independent, productive and satisfied scientists. For example, mentoring has been shown by the 2005 Sigma Xi National Postdoc Survey to be a key indicator for a successful postdoctoral outcome. Mentoring takes many forms and can include support for maximizing research skills and productivity as well as assistance in preparing for a chosen career path. Yet, because there is no "one-size-fits-all” approach, mentoring can be an activity that is hard to define. In this presentation, a series of tips and tools will be offered to aid mentors in developing a plan for their mentoring activities. This will include: suggestions for how to get started; opportunities for mentoring activities within the research group, within the institution, and outside the institution; tools for communicating and assessing professional milestones; and resources for fostering the professional and career development of mentees. Special considerations will also be presented for mentoring international scholars and women. These strategies will be helpful to the PI responding to the new NSF mentoring plan requirement for postdocs as well as to the student, postdoc, researcher or professor overseeing the research and training of others.
Stamm, Martina; Buddeberg-Fischer, Barbara
Although mentoring is perceived as key to a successful and satisfying career in medicine, there is a lack of methodologically sound studies to support this view. This study made use of a longitudinal design to investigate the impact of mentoring during postgraduate specialist training on the career success of doctors. We analysed data pertaining to 326 doctors (172 women, 52.8%; 154 men, 47.2%) from a cohort of medical school graduates participating in the prospective SwissMedCareer Study, assessing personal characteristics, the possession of a mentor, mentoring support provided by the development network, and career success. The impact of personal characteristics on having a mentor was investigated using multiple linear regression analysis. The impacts of having a mentor and of having development network mentoring support on career success were analysed using hierarchical multiple regression analysis. Up to 50% of doctors reported having a mentor. A significant gender difference was found, with fewer female than male doctors having a mentor (40.7% versus 60.4% at the fifth assessment; p ≤ 0.001). Apart from gender, significant predictors of having a mentor were instrumentality (β = 0.24, p ≤ 0.01) and extraprofessional concerns (β = -0.15, p ≤ 0.05). Both having a mentor and having career support from the development network were significant predictors of both objective (β = 0.15, p ≤ 0.01; β = 0.17, p ≤ 0.01) and subjective (β = 0.17, p ≤ 0.01; β = 0.14, p ≤ 0.05) career success, but not of career satisfaction. This study confirmed the positive impact of mentoring on career success in a cohort of Swiss doctors in a longitudinal design. However, female doctors, who are mentored less frequently than male doctors, appear to be disadvantaged in this respect. Formal mentoring programmes could reduce barriers to mentorship and promote the career advancement of female doctors in particular. © Blackwell Publishing Ltd 2011.
James, Alana I.
Two challenges identified for psychology higher education are supporting entry students’ transition, and supporting graduates’ transition into employment. The evaluation of the first phase of a cross-age mentoring action research project targeting these issues is presented; eight psychology undergraduates mentored 20 A-level psychology pupils in two schools. Mentors showed significant increases in two of nine psychological literacies, in self-efficacy but not self-esteem, were highly satisfie...
Bell, Amani; Treleaven, Lesley
Finding a suitable mentor is crucial to the success of mentoring relationships. In the mentoring literature, however, there is conflicting evidence about the best ways to support the pairing process in organisational mentoring programs. This paper presents a detailed analysis of the pairing process in an academic mentoring program that has…
Crasborn, F.J.A.J.; Hennissen, P.P.M.; Brouwer, C.N.; Korthagen, F.A.J.; Bergen, T.C.M.
In this study, a two-dimensional model of mentor teacher roles in mentoring dialogues, entitled MERID, is explored empirically. Data regarding five aspects of mentoring dialogues were collected, using a sample of 20 transcriptions of mentoring dialogues, in which 112 topics were discussed and 440
Ambler, Trudy; Harvey, Marina; Cahir, Jayde
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…
Click-Cuellar, Heather Lynn
The No Child Left Behind Act of 2001 has required districts to staff all classrooms with highly qualified teachers. Yet, retaining certified teachers in the profession has been a national concern, especially among new teachers who leave at alarming rates within their first three years. This comes at a heavy cost to districts financially and in trying to maintain highly qualified status, but also to the continuity and effective education of students. Mentoring has been identified by many researchers as a plausible solution to reducing attrition rates for beginning teachers. In this dissertation, I conducted qualitative research to explore and understand the perceptions of STEM (science, technology, engineering, and mathematics) Master Teachers' mentoring professional development in the context of the Master Teacher Academies program situated at Desert State University (pseudonym), a large institution located on the Texas-Mexico border. Additionally, I examined the reported teaching self-efficacy of STEM Master Teachers (mentors), as well as that of their novice teachers (mentees). Another purpose of the study was to investigate the forms and elements of interactions between these mentors and their mentees. Participants of this study were Texas certified Master Mathematics or Master Science Teachers, and their novice mathematics or science teacher mentees; all of whom teach in a high need U.S. Mexico border city school district serving a student population that is over 93% Hispanic. A grounded theory approach was used in examining and analyzing mentor and mentee perceptions and experiences through case studies. A constructivist framework was utilized to derive findings from interviews and the review of documents and contribute a diverse context and population to the literature. The study reveals conclusions and recommendations that will benefit educators, universities, school districts, and policy makers in regard to teacher mentor preparation.
Diekroger, Elizabeth A; Reyes, Charina; Myers, Katherine M; Li, Hong; Kralovic, Shanna K; Roizen, Nancy
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.
Frels, Rebecca K.; Zientek, Linda Reichwein; Onwuegbuzie, Anthony J.
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…
Full Text Available Objectives. To explore research mentoring experiences and perceived mentoring needs of aging and disability researchers at different career stages. Design. Focus group and individual interviews with rehabilitation researchers at various career stages based in hospitals, universities, and hospital-based research institutes in Ontario, Canada. Results. The overall theme was mentoring for transition. Participants across career stages referred to helpful mentoring experiences as those that assisted them to move from their previous stage into the present stage or from the present stage into their next career progression. Unhelpful mentoring experiences were characterized by mentor actions that were potentially detrimental to transition. Subsumed under this theme were three categories. The first, “hidden information” referred to practical information that was difficult to access. The second “delicate issues” referred to helping the participant work through issues related to sensitive matters, the discussion of which could put the participants or their colleagues in a vulnerable position. The third category was “special challenges of clinician-researchers”. Conclusions. Helpful mentoring for rehabilitation researchers working on concerns related to aging and disability appears to be characterized by interaction with more experienced individuals who aid the researcher work through issues related to career transition.
The Space Telescope Science Institute (STScI) has, on average, about 30 postdoctoral researchers. This groups is funded primarily by individual grants but includes independent Fellows (Giacconi, Lasker, and Hubble Fellows) and postdocs based at neighboring Johns Hopkins University but with supervisors based at STScI. Our mentoring program aims to support the intellectual and career development of this entire group, outside of the scientific and career mentoring they receive from their direct supervisors or fellowship sponsors. Our mentoring program consists of two parts. First and foremost, each postdoc has a mentor (someone on the research staff) with whom they meet regularly. Ideally, the mentor is not someone with whom the postdoc collaborates scientifically and can therefore provide an outside, independent, fresh perspective. As different postdocs require different kinds of mentoring, we try to best pair postdocs and mentors according to the postdocs’ needs and the mentors’ backgrounds, skills, and mentoring styles. Second, we conduct several career guidance seminars and related events throughout the year. These have included proposal writing workshops, formalized practice talks, academic job application seminars, and discussion sessions on career paths outside of academia (featuring colleagues who are no longer in academia). These workshops have the added benefit of providing the postdocs with a wider support network of staff members. Finally, we have begun to conduct an annual survey of the postdocs to gauge their experience and integration at STScI, the efficacy of the mentoring program, and to collect feedback on how to improve postdoctoral life at the Institute.
Breckenridge-Sproat, Sara T; Throop, Meryia D; Raju, Dheeraj; Murphy, Deborah A; Loan, Lori A; Patrician, Patricia A
This study tested the effectiveness of a dynamic educational and mentoring program, facilitated by unit-level mentors, to introduce, promote, and sustain an evidence-based practice (EBP) culture among nurses in a military healthcare setting. The need to identify gaps in practice, apply principles of EBP, and advance scientific applications in the pursuit of quality nursing care is as important to military healthcare as it is in the civilian sector. The Advancing Research through Close Collaboration Model guided the intervention and study. Three instruments were used: the Organizational Readiness for System-wide Integration of Evidence-Based Practice, EBP Beliefs, and EBP Implementation scales. The study took place in 3 military hospitals simultaneously undergoing facility and staff integration. Data were collected from staff nurses in the inpatient nursing units before and after a facilitated education and mentoring intervention. Three hundred sixty nurses (38%) completed baseline, and 325 (31%) completed follow-up surveys. Scores improved on all 3 measures following implementation of the program; however, the differences were statistically significant only for the Organizational Readiness for System-wide Integration of Evidence-Based Practice scale (70.96 vs 77.63, t = -3.95, P culture may diffuse among individuals in an organization, even while experiencing significant change. It also demonstrates that a unit-level mentored EBP program is sustainable despite changes in organizational structure and workforce composition.
Hyder, Adnan A; Meddings, David; Bachani, Abdulgafoor M
Injuries occur as the result of a confluence of factors: environmental, social, biological, economic, and behavioral. To effectively address the burden of injuries, especially in low- and middle-income countries, a focus is needed on developing the human resource capacity for injury prevention. MENTOR-VIP is a global mentoring program that the authors developed with this need in mind. MENTOR-VIP approaches developing human resources in injury prevention by providing mentoring opportunities for junior professionals involved in its practice, research, and/or programs. MENTOR-VIP entails a 12-month working relationship between junior injury prevention practitioners (mentees) and more experienced individuals in the field (mentors). Its general objective is to improve global human resource capacity to effectively prevent and control injury and violence through the enhanced development of relevant skills. The program is currently in its pilot phase and is nearing the end of its second formal mentoring cycle, which began on September 1, 2008. This article discusses mentoring professionals as a key strategy to developing the human resource component of capacity, and one which complements existing approaches to capacity development. The authors also provide an overview of the rationale, modalities, objectives, and evaluation of MENTOR-VIP. This article highlights the importance of capacity building in the injury prevention field and situates MENTOR-VIP within the larger context of capacity building for global public health.
Fenton, Katherine; Phillips, Natasha
The Francis report has called for a strengthening of the ward sister's role. It recommends that sisters should operate in a supervisory capacity and should not be office bound. Effective ward leadership has been recognised as being vital to high-quality patient care and experience, resource management and interprofessional working. However, there is evidence that ward sisters are ill equipped to lead effectively and lack confidence in their ability to do so. University College London Hospitals Foundation Trust has recognised that the job has become almost impossible in increasingly large and complex organisations. Ward sisters spend less than 40% of their time on clinical leadership and the trust is undertaking a number of initiatives to support them in this role.
Hoffmann, Matt D; Loughead, Todd M
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.
Wyre, Dwuena C.; Gaudet, Cyndi H.; McNeese, Mary Nell
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…
A Novel Large-scale Mentoring Program for Medical Students based on a Quantitative and Qualitative Needs Analysis [Aufbau eines innovativen Mentorenprogramms für eine große Zahl Medizinstudierender nach quantitativer und qualitativer Bedarfsanalyse
von der Borch, Philip
Full Text Available [english] 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.[german] Hintergrund: Mentoring ist eine wichtige Stütze in der Karriere von Studierenden. In der vorliegenden Untersuchung dokumentieren wir den Mentoring-Bedarf der Medizinstudierenden an der Medizinischen Fakultät der
Montague, W. E.
This report of the EnvironMentors Project (TEP) for the period February 1994 through December 1998, provides a summary of activities at our program sites and of our overall organizational accomplishments. Notably, the EnvironMentors Project matched 506 teens from under-resourced neighborhoods in Washington (DC), Trenton (NJ), and Baltimore (MD) with mentors, engaged more than 1,600 members of the public in informative discussions of environmental research, and presented interactive environmental education lessons to approximately 5,700 elementary and middle school children.
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.
Gisbert, Javier P
This study will review various aspects of the mentoring process, mainly in the medical field (both educational and research), in order to describe the mentor's role, the characteristics of the ideal mentor and mentee, how to find a good mentor, mentoring types, the benefits of a mentor-mentee relationship, and potential obstacles and possible solutions. Our ultimate goal is to encourage potential mentors to become actual mentors, and potential mentees to actively seek a mentor and not lose the opportunity to receive this precious gift that many of us have been fortunate to enjoy. Copyright © 2016 Elsevier España, S.L.U., AEEH y AEG. All rights reserved.
Skaniakos, Terhi; Penttinen, Leena; Lairio, Marjatta
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…
Hartman, Pamela; Renguette, Corinne; Seig, Mary Theresa
We designed a professional development (PD) teacher-mentor program that used problem-based learning (PBL) to accomplish two goals. First, teachers explored how PBL could be used effectively in their classrooms to change the way they think about teaching to include literacy development in content areas. Second, PBL was the basis for PD training to…
Zhang, Yuanyuan; Qian, Yan; Wu, Juemin; Wen, Fule; Zhang, Yaqing
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.
Besnoy, Kevin D.; McDaniel, Sara C.
Mentoring programs are an effective way to offer gifted students authentic learning opportunities. Although there are many mentoring models, the fundamental relationship between mentor and mentee has remained consistent throughout the ages. One mentoring model that has recently grown in popularity is the cross-age mentoring model. In this model,…
Brooke, Joanne Mary; Mallion, Jaimee
The aim of the study was to explore how community nurses apply the best available evidence to their practice, and how they mentor student nurses to conceptualize and implement evidence-based practice in community settings. In the UK, the expansion of health-care provision in the community has supported the development of highly skilled community nurses. However, there is limited literature regarding the strategies used by community nurses to implement evidence-based practice and mentor student nurses to conceptualize evidence-based practice in community placements. An exploratory qualitative approach applying inductive reasoning to focus group data was used. As a result, nurses working for a community NHS Foundation Trust in South England with a mentor qualification were invited to participate in one of the seven focus groups, 33 nurses participated. Data were analyzed with thematic analysis. The themes discussed in this paper are: 'our practice is evidence-based' as guidelines and policies provided structure, but occasionally stifled autonomous clinical decision-making, and 'time' as a barrier and facilitator to mentoring student nurses in community settings. In conclusion, nurses need to develop the ability to incorporate patients' needs and wishes within evidence-based care. Time was a facilitator for some community mentors, but protected time is required to complete the necessary practice documentation of student nurses. © 2016 John Wiley & Sons Australia, Ltd.
Single, Peg Boyle; Muller, Carol B.; Cunningham, Christine M.; Single, Richard M.; Carlsen, William S.
MentorNet www.MentorNet.net;, the E-Mentoring Network for Diversity in Engineering and Science, addresses the underrepresentation of women in science, technology, engineering, and mathematics "STEM". MentorNet offers a multiinstitutional, structured, electronic mentoring "e-mentoring" program that pairs undergraduate and graduate students, primarily women, with professionals and supports them through e-mentoring relationships of specified lengths. The program evaluations established that over 90% of the participants would recommend MentorNet to a friend or colleague. The e-mentoring program allowed participants to establish satisfactory and beneficial e-mentoring relationships based on investments of approximately 20 minutes per week - in between more serious exchanges, email exchanges that included light-hearted social interactions and jokes were an important aspect of sustaining e-mentoring relationships. Participation in MentorNet increased the students' self-confidence in their f elds - desire to obtain work in industry, national laboratories, or national agencies; and intent to pursue careers in their fields. Three years of evaluation results support the need for and efficacy of the program.
Shea, Kathleen A.
In most states, there are two routes to teacher licensure; traditional and alternative. The alternative route provides an accelerated entry into the classroom, often without the individual engaging in education coursework or a practicum. No matter the route, teaching skills continue to be learned by novice teachers while in the classroom with the guidance of a school-based mentor. In this study, the perceptions of mentor teachers of traditionally and alternatively licensed high school science teachers were compared with respect to mentees' science teaching competency. Further, the study explored the novice teachers' self-perception of their teaching competency. A survey, consisting of 56 Likert-type questions, was completed by mentors (N = 79) and novice high school science teachers (N = 83) in six northeastern states. The results revealed a statistically significant difference in the perceptions of the mentors of traditionally and alternatively licensed novice high school science teachers in the areas of general pedagogical knowledge, pedagogical content knowledge and professional growth, with more favorable perceptions recorded by mentors of traditionally licensed science teachers. There were no differences in the perceptions of the mentors with respect to novice high school teachers' content knowledge. There was no statistical difference in the self-perceptions of competency of the novice teachers. While alternative routes to licensure in science may be a necessity, the results of this study indicate that the lack of professional preparation may need to be addressed at the school level through the agency of the mentor. This study indicates that mentors must be prepared to provide alternatively licensed novice teachers with different assistance to that given to traditionally licensed novice teachers. School districts are urged to develop mentoring programs designed to develop the teaching competency of all novice teachers regardless of the route that led them
From the aspect of consumerism to this text analyze Sister Carrie's"American dream"destruction. The author wholly and deeply analyzes the embodiment of consumerism in Dreiser's Sister Carrie and Dreiser's outlook and values under the effect of consumerism. To prove that the reason for destruction of Carrie's American dream is consumerism.
Maughan, B. D.
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)
In 1897, four French Franciscan sisters arrived in Ethiopia, having been summoned there by the Capuchin missionaries. In 1925, they ran an orphanage, a dispensary, a leper colony and 10 schools with 350 girl students. The students were freed slaves, orphans and upper-class Ethiopian and European girls. After providing a brief background to the…
The Timbuktu Academy is a comprehensive, systemic mentoring program at Southern University and A&M College in Baton Rouge (SUBR), Louisiana. We define systemic mentoring as one that is woven into the core functions of an organization. For most universities, those functions include instruction, research, and service. While the Academy has programs for pre-college and graduate students, its Ten-Strand Systemic Mentoring Model was specifically tailored to undergraduate education. We discuss basic considerations that led to the paradigm, programs, activities, and results of the Timbuktu Academy. The proper implementation of the Ten-Strand Systemic Mentoring Model couples teaching and superior learning, on the one hand, and integrates research and education, on the other hand. For undergraduate education, key strands include support (financially or otherwise), scientific advisement, research participation (academic year or summer), immersion in a professional culture, monitoring, and guidance to graduate school. From the summer of 1994 to 2009, the Academy has engaged 2,093 pre-college scholars in its summer programs. To date, the Academy has assisted in the production of one hundred seventy (170) minority undergraduate scholars who have earned a Bachelor of Science degree. Seventy (70) of 83 physics graduates, twenty (20) of 29 chemistry graduates, and twenty-two (22) of 49 engineering graduates have earned graduate degrees or are successfully enrolled in graduate school, with emphasis on the pursuit of the Ph.D. For the above model and results, the Timbuktu Academy received the 2002 U.S. Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring. Its director was among the first individual recipients of this award in 1996. The handouts accompanying this presentation are intended to facilitate the adaptive replication of the Timbuktu Academy by individuals, departments, colleges and universities, and other organizations. )
Prof. Dr. Theo Bergen; Dr. Niels Brouwer; Dr. Paul Hennissen; Dr. F.J.A.J. Crasborn; Prof. Dr. Fred Korthagen
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
Block, Betty Ann; Tietjen-Smith, Tara
The authors argue that there will be a critical mass of women in leadership positions in kinesiology and across higher education for substantial gender-based mentoring to take place in the 21st century. First, the current state of women in higher education leadership, trends in mentoring, and the reasons it is important for women who have…
Straus, Sharon E; Johnson, Mallory O; Marquez, Christine; Feldman, Mitchell D
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. 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. 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. 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.
Premont, David Willett; Young, Terrell A.; Wilcox, Brad; Dean, Deborah; Morrison, Timothy G.
The purpose of this study was to determine if picture books in high school classrooms could enhance word choice, sentence fluency, and conventions. Previous research has not fully considered employing picture books as mentor texts in high schools. Twelve participants from two low-performing 10th grade English classes were identified as low-,…
Bryan D. Maughan
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.
Pruitt, Stephen L.; Wallace, Carolyn S.
This study investigated the effectiveness of a southern state's department of education program to improve science achievement through embedded professional development of science teachers in the lowest performing schools. The Science Mentor Program provided content and inquiry-based coaching by teacher leaders to science teachers in their own classrooms. The study analyzed the mean scale scores for the science portion of the state's high school graduation test for the years 2004 through 2007 to determine whether schools receiving the intervention scored significantly higher than comparison schools receiving no intervention. The results showed that all schools achieved significant improvement of scale scores between 2004 and 2007, but there were no significant performance differences between intervention and comparison schools, nor were there any significant differences between various subgroups in intervention and comparison schools. However, one subgroup, economically disadvantaged (ED) students, from high-level intervention schools closed the achievement gap with ED students from no-intervention schools across the period of the study. The study provides important information to guide future research on and design of large-scale professional development programs to foster inquiry-based science.
This paper describes practical procedures in mentoring/tutoring students through self-assessment (SA) to establish and maintain partnership in learning. High school teachers ("n"?=?10) allow their students ("N"?=?515: 359 males) to engage in activities that help them identify standards and/or criteria to apply to their work and…
Shapira-Lishchinsky, Orly; Levy-Gazenfrantz, Tania
The aim of the study was to determine whether teacher-mentees perceive their mentors as authentic leaders and if so, how these perceptions affected their leadership strategies. The sample included 60 Israeli teacher-mentees from different school levels and different sectors, who volunteered to participate in the study. Semi-structured interviews…
Akinla, Olawunmi; Hagan, Pamela; Atiomo, William
Transition into higher education has been identified as one of the most stressful periods for learners. Interventions targeting the transition phase such as near- peer mentoring might help address some of these challenges. We were however unable to identify a published systematic review of the literature describing outcomes of near-peer mentoring of medical students during the transition phase into medical school. The aim of this paper is to review the literature and describe the outcomes of near-peer mentoring schemes for first-year medical students in the transition phase. A search of different electronic databases was carried out, using the search terms peer, buddy, mentor*, counsel*, advise*, tutor*, student, medical, school. 1861 articles were identified, however only 5 studies met the inclusion criteria- primary mentees should be first-years, and mentors must be inclusive of second-years but not limited to them. In reporting this paper, the PRISMA guidelines were followed. Published material on near-peer mentoring for medical students is scarce. Three outcomes for peer mentoring were identified- professional and personal development, stress reduction, and ease of transitioning. Incidentally, peer-mentoring was also found to have facilitated the development of personal and professional attitudes in the mentors. The quality of the evaluation methods in the studies was however low to moderate. Near-peer-mentoring is a way of promoting professional and personal development. It is also promising to aid transition and maintain well-being of first-year medical students. However, larger, better quality longitudinal studies, are needed to ascertain its true value for these students.
Blattner, Ariane C; Chaurasia, Soumya; McKee, Bruce D; Lehner, Christian F
Spatially controlled release of sister chromatid cohesion during progression through the meiotic divisions is of paramount importance for error-free chromosome segregation during meiosis. Cohesion is mediated by the cohesin protein complex and cleavage of one of its subunits by the endoprotease separase removes cohesin first from chromosome arms during exit from meiosis I and later from the pericentromeric region during exit from meiosis II. At the onset of the meiotic divisions, cohesin has also been proposed to be present within the centromeric region for the unification of sister centromeres into a single functional entity, allowing bipolar orientation of paired homologs within the meiosis I spindle. Separase-mediated removal of centromeric cohesin during exit from meiosis I might explain sister centromere individualization which is essential for subsequent biorientation of sister centromeres during meiosis II. To characterize a potential involvement of separase in sister centromere individualization before meiosis II, we have studied meiosis in Drosophila melanogaster males where homologs are not paired in the canonical manner. Meiosis does not include meiotic recombination and synaptonemal complex formation in these males. Instead, an alternative homolog conjunction system keeps homologous chromosomes in pairs. Using independent strategies for spermatocyte-specific depletion of separase complex subunits in combination with time-lapse imaging, we demonstrate that separase is required for the inactivation of this alternative conjunction at anaphase I onset. Mutations that abolish alternative homolog conjunction therefore result in random segregation of univalents during meiosis I also after separase depletion. Interestingly, these univalents become bioriented during meiosis II, suggesting that sister centromere individualization before meiosis II does not require separase.
improvement of self confidence and self-esteem, which can in turn help solve students' maladaptive behaviour. Key Words: Formal mentoring initiative, panacea, students, maladaptive behaviour. Introduction: The secondary school stage is a period of transition between childhood and adulthood in the life of the adolescent.
Corwin, Sara J; Frahm, Kathryn; Ochs, Leslie A; Rheaume, Carol E; Roberts, Ellen; Eleazer, G Paul
In 2000, the Senior Mentor Program was implemented as an innovative, instructional method in the University of South Carolina's medical school curriculum designed to enhance and strengthen student training in geriatrics. This study qualitatively analyzed second- year medical students' and senior participants' perceptions of and attitudes towards the Senior Mentor Program as an effective learning modality. A total of 36 second-year students from two consecutive classes (2002-2003) and 42 senior mentors at USC's School of Medicine participated in five and seven separate focus group interviews, respectively. The group discussions were transcribed and a content analysis performed using NVivo. The coding scheme and analyses were driven by the data collected and recurrent themes were examined across all focus groups. Overall, student and senior mentor participants viewed the program positively. Thematic comparisons by participant type indicate a shared view that the mentoring relationship has a far-reaching, educational, professional, and personal impact. Both students and seniors agreed that myths and stereotypes about aging were dispelled and students indicated that a close, caring relationship with an older person will change they way they practice. A longitudinal mentoring program that pairs students with community-dwelling seniors can be a valuable addition to traditional geriatric curricular activities designed to increase students' skills and compassion for caring for older adults.
Jaffer, Usman; Vaughan-Huxley, Eyston; Standfield, Nigel; John, Nigel W
Mentoring, for physicians and surgeons in training, is advocated as an essential adjunct in work-based learning, providing support in career and non-career related issues. The World Wide Web (WWW) has evolved, as a technology, to become more interactive and person centric, tailoring itself to the individual needs of the user. This changing technology may open new avenues to foster mentoring in medicine. DESIGN, SYSTEMATIC REVIEW, MAIN OUTCOME MEASURES: A search of the MEDLINE database from 1950 to 2012 using the PubMed interface, combined with manual cross-referencing was performed using the following strategy: ("mentors"[MeSH Terms] OR "mentors"[All Fields] OR "mentor"[All Fields]) AND ("internet"[MeSH Terms] OR "internet"[All Fields]) AND ("medicine"[MeSH Terms] OR "medicine"[All Fields]) AND ("humans"[MeSH Terms] AND English[lang]). Abstracts were screened for relevance (UJ) to the topic; eligibility for inclusion was simply on screening for relevance to online mentoring and web-based technologies. Forty-five papers were found, of which 16 were relevant. All studies were observational in nature. To date, all medical mentoring applications utilizing the World Wide Web have enjoyed some success limited by Web 1.0 and 2.0 technologies. With the evolution of the WWW through 1.0, 2.0 and 3.0 generations, the potential for meaningful tele- and distance mentoring has greatly improved. Some engagement has been made with these technological advancements, however further work is required to fully realize the potential of these technologies. Copyright © 2012 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.
Hogan, Rosemarie; Fox, Deborah; Barratt-See, Georgina
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.
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.
Lim, Jae Hoon; MacLeod, Bailey P.; Tkacik, Peter T.; Dika, Sandra L.
In this qualitative study, we explored the experiences of 26 engineering student mentors and mentees in a peer mentoring program. We found that mentors and mentees exploited the mentoring program's fluid structure and situated social relationships to enact a specific type of academic/professional goal and identity conducive to their entry to one…
Full Text Available Sister chromatid cohesion denotes the phenomenon that sister chromatids are initially attached to each other in mitosis to guarantee the error-free distribution into the daughter cells. Cohesion is mediated by binding proteins and only resolved after mitotic chromosome condensation is completed. However, the amount of attachement points required to maintain sister chromatid cohesion while still allowing proper chromosome condensation is not known yet. Additionally the impact of cohesion on the mechanical properties of chromosomes also poses an interesting problem. In this work we study the conformational and mechanical properties of sister chromatids by means of computer simulations. We model both protein-mediated cohesion between sister chromatids and chromosome condensation with a dynamic binding mechanisms. We show in a phase diagram that only specific link concentrations lead to connected and fully condensed chromatids that do not intermingle with each other nor separate due to entropic forces. Furthermore we show that dynamic bonding between chromatids decrease the Young's modulus compared to non-bonded chromatids.
This paper presents the findings of a small scale evaluation examining nursing and midwifery mentors and nursing lecturers perceptions of the Nursing and Midwifery Council 'sign off' mentor role (NMC, 2008). For this evaluation 114 new sign off mentors, 37 preparation for mentorship students and 13 nursing and midwifery lecturers within a Higher Education Institute (HEI) in the United Kingdom participated in the evaluation project. Nursing and midwifery students were not included in this initial evaluation. The initial findings suggested that all participants viewed the introduction of sign off mentors positively; offering a more robust mechanism for ensuring students were competent, helped to protect the public, and offered an increased level of support for students themselves. Concerns were raised about varying levels of support available for sign off mentors and some Stage 2 mentors' abilities to assess competence. Several participants felt the 1 h protected time per week per final placement student would be difficult to implement, whilst anxieties were also expressed about levels of responsibility for ensuring fitness to practice alongside concern that some mentors may leave sign off mentors to manage and identify under-achieving students. Copyright © 2013 Elsevier Ltd. All rights reserved.
Karin da Rocha
Full Text Available Growing challenges, demographic change and the need to deal with various demands in one’s professional and private life call for a high flexibility and willingness to learn, especially among teachers, who serve as role models in this respect. Consequently, professional development has to focus on reflective and introspective processes. At the beginning of a teaching career, educative mentoring can provide valuable support. In the course of planning a new teacher-training program in Austria, the University College of Teacher Education Styria, in Graz, is conducting a mentoring project in primary schools from 2012 to 2014. It takes place in two Styrian districts and is accompanied by evaluation research. Local mentors support new teachers. Moreover, in-service training for new teachers, mentors and principals is provided. The topics of the courses correspond to the participant groups’ roles and interests, foster social and digital networking, and encourage peer discussion and cross-group communication. The qualitative research entailed in the project investigates supporting factors of educative mentoring and communication processes by applying questionnaires, expert interviews and group discussions. This article focuses on the role, challenges and duties of a mentor, taking into account the value of educative mentoring for professional learning communities and individual learning processes.
Milton, Constance L
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.
Wenzel, Volker; Gravenstein, Nikolaus
Mentoring is fundamentally valuable and important to students considering a path into our specialty, as well as to colleagues already in it and with ambition to advance. General principles and personal experiences are collected and described to help inform future mentors and to reinforce the value of having a mentor and the satisfaction (and work) that is associated with such a role. Detecting a latent talent among medical students or residents may be challenging but is worth the effort to develop personal careers and the specialty itself. Upon agreeing to jointly move a certain project, a professional plan is needed to improve chances of success and decrease the likelihood of frustration. Various challenges always have to be detected and solved, with the ultimate goal to guide a medical student to residency, subsequently into faculty status and preferably to lifelong collaboration. Access to a mentor is an often-cited key to choosing a specialty and the success of junior colleagues and thus the entire department. Mentoring is fundamentally valuable in providing role modeling and also in protecting the mentee from the inefficiency of learning lessons the hard way.
Foukal, Martha D.; Lawrence, Edith C.; Williams, Joanna L.
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…
Yardimci, Hasan; Loveland, Anna B.; Habuchi, Satoshi; van Oijen, Antoine M.; Walter, Johannes C.
The duplication of eukaryotic genomes involves the replication of DNA from multiple origins of replication. In S phase, two sister replisomes assemble at each active origin, and they replicate DNA in opposite directions. Little is known about the functional relationship between sister replisomes.
Pinilla, Severin; Nicolai, Leo; Gradel, Maximilian; Pander, Tanja; Fischer, Martin R; von der Borch, Philip; Dimitriadis, Konstantinos
Peer mentoring is a powerful pedagogical approach for supporting undergraduate medical students in their learning environment. However, it remains unclear what exactly peer mentoring is and whether and how undergraduate medical students use social media for peer-mentoring activities. We aimed at describing and exploring the Facebook use of undergraduate medical students during their first 2 years at a German medical school. The data should help medical educators to effectively integrate social media in formal mentoring programs for medical students. We developed a coding scheme for peer mentoring and conducted a mixed-methods study in order to explore Facebook groups of undergraduate medical students from a peer-mentoring perspective. All major peer-mentoring categories were identified in Facebook groups of medical students. The relevance of these Facebook groups was confirmed through triangulation with focus groups and descriptive statistics. Medical students made extensive use of Facebook and wrote a total of 11,853 posts and comments in the respective Facebook groups (n=2362 total group members). Posting peaks were identified at the beginning of semesters and before exam periods, reflecting the formal curriculum milestones. Peer mentoring is present in Facebook groups formed by undergraduate medical students who extensively use these groups to seek advice from peers on study-related issues and, in particular, exam preparation. These groups also seem to be effective in supporting responsive and large-scale peer-mentoring structures; formal mentoring programs might benefit from integrating social media into their activity portfolio.
De Berry, Misty
little sister: An Afro-Temporal Solo-Play is at once a memory-scape and a mytho-biography set to poetry, movement, and mixed media. A performance poem spanning from the Antebellum South to present-moment Chicago, it tells the story of a nomadic spirit named little-she who shape-shifts through the memories and imaginings of her sister, the narrator. Through the characters little-she and the narrator, the solo-performance explores embodied ways to rupture and relieve the impact of macro forms of violence in the micro realm of the everyday. To this end, little sister witnesses and disrupts the legacy of violence in the lives of queer Black women through a trans-temporal navigation of everyday encounters within familial, small groups and intimate partner spaces.
Langdon, Frances J.
While studies have shown that mentoring is essential to the development of new teachers, fewer investigations have examined what mentors learn about themselves and about mentoring through this role. In this study, the conversations between 13 mentors and their mentees were analysed, along with mentor self-evaluations and focus group data, over two…
Spencer, Rebecca A; Bower, Jenna; Kirk, Sara F L; Hancock Friesen, Camille
Only 7% of Canadian children achieve activity recommendations, contributing to obesity and preventable disease. The Heart Healthy Kids (H2K) program was designed to test the relationship between peer mentoring, physical activity, and cardiovascular fitness. Participants from 10 schools (5 control, 5 intervention) were enrolled in the program. In control schools, H2K included a physical activity challenge and education sessions. Intervention schools included the addition of a peer-mentoring component. Physical activity was measured through daily pedometer recording. Cardiovascular fitness was evaluated using the PACER (Progressive Aerobic Cardiovascular Endurance Run) protocol to calculate maximal oxygen uptake (VO2 max). Participants included 808 children (average age 9.9 ± 1.0 years). Although control and intervention schools did not differ at baseline, participants with peer mentoring logged significantly more steps per school day, on average, than those in control schools (6,785 ± 3,011 vs. 5,630 ± 2,586; p peer mentoring shows promise for application in health promotion interventions. © 2014 Society for Public Health Education.
Meiotic divisions (meiosis I and II) are specialized cell divisions to generate haploid gametes. The first meiotic division with the separation of chromosomes is named reductional division. The second division, which takes place immediately after meiosis I without intervening S-phase, is equational, with the separation of sister chromatids, similar to mitosis. This meiotic segregation pattern requires the two-step removal of the cohesin complex holding sister chromatids together: cohesin is removed from chromosome arms that have been subjected to homologous recombination in meiosis I and from the centromere region in meiosis II. Cohesin in the centromere region is protected from removal in meiosis I, but this protection has to be removed—deprotected”—for sister chromatid segregation in meiosis II. Whereas the mechanisms of cohesin protection are quite well understood, the mechanisms of deprotection have been largely unknown until recently. In this review I summarize our current knowledge on cohesin deprotection. PMID:23574717
Welch, Julie L; Jimenez, Heather L; Walthall, Jennifer; Allen, Sheryl E
Women in medicine report many gender-specific barriers to their career success and satisfaction, including a lack of mentors and role models. The literature calls for innovative strategies to enhance mentorship for women in medicine. To describe the content, perceived value, and ongoing achievements of a mentoring program for women in emergency medicine. The program offered mentoring for female faculty and residents in an academic emergency medicine department. Volunteers participated in group mentoring sessions using a mosaic of vertical and peer mentoring. Sessions focused on topics specific to women in medicine. An anonymous, electronic survey was sent to women who participated during 2004-2010 to assess the perceived value of the program and to collect qualitative feedback. Preliminary achievements fulfilling the program's goals were tracked. A total of 46 women (64%) completed the survey. The results showed a positive perceived value of the program (average, 4.65 on a 5-point Likert scale) in providing mentors and role models (4.41), in offering a supportive environment (4.39), in providing discussions pertinent to both personal (4.22) and professional development (4.22), while expanding networking opportunities (4.07). Notable achievements included work on the creation of a family leave policy, establishing lactation space, collaboration on projects, awards, and academic advancement. This innovative model for mentoring women is perceived as a valuable asset to the academic department and residency. It offers the unique combination of expanding a female mentor pool by recruiting alumni and using a mosaic of vertical and peer mentoring.
Ahola Kohut, Sara; Stinson, Jennifer; Forgeron, Paula; van Wyk, Margaret; Harris, Lauren; Luca, Stephanie
This article endeavored to determine the topics of discussion during open-ended peer mentoring between adolescents and young adults living with chronic illness. This study occurred alongside a study of the iPeer2Peer Program. Fifty-two calls (7 mentor-mentee pairings) were audio recorded, transcribed verbatim, and analyzed using inductive coding with an additional 30 calls (21 mentor-mentee pairings) coded to ensure representativeness of the data. Three categories emerged: (1) illness impact (e.g., relationships, school/work, self-identity, personal stories), (2) self-management (e.g., treatment adherence, transition to adult care, coping strategies), and (3) non-illness-related adolescent issues (e.g., post-secondary goals, hobbies, social environments). Differences in discussed topics were noted between sexes and by diagnosis. Peer mentors provided informational, appraisal, and emotional support to adolescents.
Teasdale, R.; McCarthy, K.; Phillips, C.; Silliman, K.; Fosen, C.; Thomas, M.
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.
Full Text Available In this paper we present our 5-year-experience with a large-scale mentoring program for undergraduate medical students at the Ludwig Maximilians-Universität Munich (LMU. We implemented a two-tiered program with a peer-mentoring concept for preclinical students and a 1:1-mentoring concept for clinical students aided by a fully automated online-based matching algorithm. Approximately 20-30% of each student cohort participates in our voluntary mentoring program. Defining ideal program evaluation strategies, recruiting mentors from beyond the academic environment and accounting for the mentoring network reality remain challenging. We conclude that a two-tiered program is well accepted by students and faculty. In addition the online-based matching seems to be effective for large-scale mentoring programs.
...-AA00 Safety Zone; Mentor Harbor Yachting Club Fireworks, Lake Erie, Mentor, OH AGENCY: Coast Guard, DHS... Erie, Mentor, OH. This safety zone is intended to restrict vessels from a portion of Lake Erie during the Mentor Harbor Yachting Club fireworks display. This temporary safety zone is necessary to protect...
Frohmader, Terence J; Lin, Frances; Chaboyer, Wendy P
Home-based cardiac rehabilitation (CR) programs improve health outcomes for people diagnosed with heart disease. Mentoring of patients by nurses trained in CR has been proposed as an innovative model of cardiac care. Little is known however, about the experience of mentors facilitating such programs and adapting to this new role. The aim of this qualitative study was to explore nurse mentor perceptions of their role in the delivery of a home-based CR program for rural patients unable to attend a hospital or outpatient CR program. Seven nurses mentored patients by telephone providing patients with education, psychosocial support and lifestyle advice during their recovery. An open-ended survey was administered to mentors by email and findings revealed mentors perceived their role to be integral to the success of the program. Nurses were satisfied with the development of their new role as patient mentors. They believed their collaborative skills, knowledge and experience in coronary care, timely support and guidance of patients during their recovery and use of innovative audiovisual resources improved the health outcomes of patients not able to attend traditional programs. Cardiac nurses in this study perceived that they were able to successfully transition from their normal work practices in hospital to mentoring patients in their homes. Crown Copyright © 2017. Published by Elsevier Ltd. All rights reserved.
Pop, Rodica S
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.
DeCastro, Rochelle; Sambuco, Dana; Ubel, Peter A.; Stewart, Abigail; Jagsi, Reshma
Purpose Career development award programs often require formal establishment of mentoring relationships. The authors sought to gain a nuanced understanding of mentoring from the perspective of a diverse national sample of faculty clinician-researchers who were all members of formal mentoring relationships. Method Between February 2010 and August 2011, the authors conducted semi-structured, in-depth telephone interviews with 100 former recipients of National Institutes of Health mentored career development awards and 28 of their mentors. Purposive sampling ensured a diverse range of viewpoints. Multiple analysts thematically coded verbatim transcripts using qualitative data analysis software. Results Three relevant themes emerged: (1) the numerous roles and behaviors associated with mentoring in academic medicine, (2) the improbability of finding a single person who can fulfill the diverse mentoring needs of another individual, and (3) the importance and composition of mentor networks. Many respondents described the need to cultivate more than one mentor. Several participants discussed the utilization of peer mentors, citing benefits such as pooled resources and mutual learning. Female participants generally acknowledged the importance of having at least one female mentor. Some observed that their portfolio of mentors needed to evolve in order to remain effective. Conclusions Those who seek to promote the careers of faculty in academic medicine should focus upon developing mentoring networks, rather than hierarchical mentoring dyads. The members of each faculty member's mentoring team or network should reflect the protégé's individual needs and preferences, with special attention towards ensuring diversity in terms of area of expertise, academic rank, and gender. PMID:23425990
I.P. van Staveren (Irene)
markdownabstract__Abstract__ This article explores the Lehman Sisters Hypothesis. It reviews empirical literature about gender differences in behavioral, experimental, and neuro-economics as well as in other fields of behavioral research. It discusses gender differences along three dimensions of
Bonine, K. E.; Dontsova, K.; Pavao-Zuckerman, M.; Paavo, B.; Hogan, D.; Oberg, E.; Gay, J.
researchers but rarely taught to future scientists. In addition, REU students act as mentors themselves to the middle and high school students in Biosphere 2 Science Academy sharing with them exciting research they are doing and their experiences about doing science and life in college.
Sawiuk, Rebecca; Taylor, William. G.; Groom, Ryan
Background: Within the context of sports coaching and coach education, formalised mentoring relationships are often depicted as a mentor--mentee dyad. Thus, mentoring within sports coaching is typically conceptualised as a one-dimensional relationship, where the mentor is seen as the powerful member of the dyad, with greater age and/or experience…
Toh, Ying Pin; Karthik, R; Teo, Chia Chia; Suppiah, Sarasvathy; Cheung, Siew Li; Krishna, Lalit
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.
McCalman, Janya; Bainbridge, Roxanne; Russo, Sandra; Rutherford, Katrina; Tsey, Komla; Wenitong, Mark; Shakeshaft, Anthony; Doran, Chris; Jacups, Susan
The proposed study was developed in response to increased suicide risk identified in Aboriginal and Torres Strait Islander students who are compelled to attend boarding schools across Queensland when there is no secondary schooling provision in their remote home communities. It will investigate the impact of a multicomponent mentoring intervention to increase levels of psychosocial resilience. We aim to test the null hypothesis that students' resilience is not positively influenced by the intervention. The 5-year project was funded by the Australian National Health and Medical Research Council from December 2014. An integrated mixed methods approach will be adopted; each component iteratively informing the other. Using an interrupted time series design, the primary research methods are quantitative: 1) assessment of change in students' resilience, educational outcomes and suicide risk; and 2) calculation of costs of the intervention. Secondary methods are qualitative: 3) a grounded theoretical model of the process of enhancing students' psychosocial resilience to protect against suicide. Additionally, there is a tertiary focus on capacity development: more experienced researchers in the team will provide research mentorship to less experienced researchers through regular meetings; while Indigenous team members provide cultural mentorship in research practices to non-Indigenous members. Australia's suicide prevention policy is progressive but a strong service delivery model is lacking, particularly for Indigenous peoples. The proposed research will potentially improve students' levels of resilience to mitigate against suicide risk. Additionally, it could reduce the economic and social costs of Indigenous youth suicide by obtaining agreement on what is good suicide prevention practice for remote Indigenous students who transition to boarding schools for education, and identifying the benefits-costs of an evidence-based multi-component mentoring intervention to
Du, Fengning; Wang, Qi
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,…
Zhang, Yanliang; Xu, Qiuyue; Cai, Xuemei; Li, Yixun; Song, Guibo; Wang, Juan; Zhang, Rongchen; Dai, Yong; Duan, Yong
To analyze genomic copy number variations (CNVs) in two sisters with primary amenorrhea and hyperandrogenism. G-banding was performed for karyotype analysis. The whole genome of the two sisters were scanned and analyzed by array-based comparative genomic hybridization (array-CGH). The results were confirmed with real-time quantitative PCR (RT-qPCR). No abnormality was found by conventional G-banded chromosome analysis. Array-CGH has identified 11 identical CNVs from the sisters which, however, overlapped with CNVs reported by the Database of Genomic Variants (http://projects.tcag.ca/variation/). Therefore, they are likely to be benign. In addition, a -8.44 Mb 9p11.1-p13.1 duplication (38,561,587-47,002,387 bp, hg18) and a -80.9 kb 4q13.2 deletion (70,183,990-70,264,889 bp, hg18) were also detected in the elder and younger sister, respectively. The relationship between such CNVs and primary amenorrhea and hyperandrogenism was however uncertain. RT-qPCR results were in accordance with array-CGH. Two CNVs were detected in two sisters by array-CGH, for which further studies are needed to clarify their correlation with primary amenorrhea and hyperandrogenism.
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)
Wilson, Carol B; Brannan, Jane; White, Anne
Mentorship has been identified as an influential factor in retaining new nursing faculty. A mentor-protégé program for novice faculty was implemented to promote development of the protégés in their role as nurse educators. A qualitative research study conducted to illuminate the meaning of experiences of mentors led to the emergence of four patterns: The Significance of the Mentor-Protégé Relationship, Communication as Important Between Mentor and Protégé, The Mentor-Protégé Program-Protégé's Perspectives, and The Mentoring Role as Expert Educator. The data from the study support the significance of providing mentorship to novice or new nurse educators. The data suggest that mentors benefit from participation in a mentor-protégé program as much as the protégés. Similar programs are needed in nursing if we are to mentor and encourage faculty to begin and remain in the role of educators to combat the future nurse educator shortage. Copyright 2010, SLACK Incorporated.
Milliners, and their sisters, mantuamakers, modistes and marchandes de mode, were skilled artisans, businesswomen and tradeswomen. During the eighteenth century, they commandeered the high-class sewing that set fashion and created stars of their most famous, like Rose Bertrand, milliner to Marie...
Suk Hwang, Young; Vrongistinos, Konstantinos
The purpose of this article is to examine the nature of the Blackboard and Skype-based electronic mentoring system for beginning teachers. The Quality Teachers for Quality Students project developed an electronic mentoring system between beginning teachers and experienced teachers to support beginning teachers' instructional and classroom…
Smith, Cindy Ann; Newman-Thomas, Cathy; Stormont, Melissa
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…
Simoni, Jane M.; Evans-Campbell, Teresa (Tessa); Udell, Wadiya; Johnson-Jennings, Michelle; Pearson, Cynthia R.; MacDonald, Meg M.; Duran, Bonnie
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
Straus, Sharon E.; Johnson, Mallory O.; Marquez, Christine; Feldman, Mitchell D.
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
Janssen, Suzanne; Tahitu, Joël; van Vuuren, Mark; de Jong, Menno D T
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.
A positive mentor-mentee relationship is essential for the mentee's development of teaching practices. As mentors can hold the balance of power in the relationship with preservice teachers, how do mentors develop positive mentor-mentee relationships? This multi-case study involved: (a) written responses from over 200 teachers involved in a…
Full Text Available Mentoring is a complex developmental relationship that contributes to individual growth and career advancement in different areas of human activity, including academic medicine. This article describes a broader environmental milieux in which mentoring occurs and considers the ways in which the environmental factors may affect the process and outcomes of mentoring. An ecological model of mentoring is proposed that takes into account various factors broadly operating at three contextual levels. The first is societal or “macro” level, which implies cultural, economic, and political factors. The second is institutional or “meso” level, consisting of a system-related factors such as field and discipline characteristics, and government policies, and b organization-related factors such as mentoring climate, reward structure, and work design. The third contextual level relates to intrapersonal and interpersonal characteristics of mentor-mentee dyads. If mentoring dyad is viewed as the focal point, societal and institutional levels may be labeled as “external”, and personal level as “internal”. The conceptual diversity and methodological challenges in the study of mentoring need to be acknowledged, but should not be an excuse to leave the external contextual elements out of the researchers’ horizon, as they inevitably shape and modify the mentoring relationships. Conclusion. Model presented in this article offers a holistic view of mentoring in academic medicine that may help one comprehend and appreciate the complexity of influences on mentoring, and inform the future research agenda on this important topic.
Kenedy, Robert; Monty, Vivienne; Lambert-Drache, Marilyn
Pastoral peer mentoring often benefits both mentors and mentees through promoting a successful academic postsecondary transition. Based on interviews and focus groups with 36 York University mentors and mentees, this qualitative study highlights the successes and challenges of university pastoral peer mentoring and leadership. Major findings…
Alford, Daniel P; Carney, Brittany L; Jackson, Angela H; Brett, Belle; Bridden, Carly; Winter, Michael; Samet, Jeffrey H
Generalist physicians should play a vital role in identifying and managing individuals with substance use but are inadequately trained to do so. This 5-year (2008-2012) controlled educational study assessed whether internal medicine and family medicine chief residents' (CRs) addiction medicine teaching increased by co-training with faculty mentors at a Chief Resident Immersion Training (CRIT) program in addiction medicine. All CRIT CR attendees identified a residency program faculty mentor to support addiction medicine teaching after CRIT through functional mentoring with a focus on developing and implementing an Addiction Medicine Teaching Project ("Teaching Project"). Approximately half of the CRs attended CRIT with their mentor (co-trained) and half without their mentor (solo-trained). Addiction medicine teaching outcomes were compared between groups using 6- and 11-month questionnaires and 4 bimonthly teaching logs. Of co-trained CRs, mentor characteristics that positively influenced addiction medicine teaching outcomes were identified. One hundred CRs from 74 residency programs attended CRIT from 2008 to 2012; 47 co-trained with their mentors and 53 solo-trained without their mentors. At 6-month follow-up, the co-trained CRs were more likely to meet at least monthly with their mentor (22.7% vs. 9.6%, P mentor as a facilitator for Teaching Project implementation (82.2% vs. 38.5%, P Mentors with more experience, including years of teaching, was associated with better CR Teaching Project outcomes. Co-training generalist chief residents with a faculty mentor appeared to facilitate functional mentoring-driven Teaching Project implementation but did not further increase already high levels of other addiction medicine teaching. Faculty mentors with more years of teaching experience were more effective in facilitating Teaching Project implementation.
The author provides persuasive or at least plausible data for the identity of two patients recorded by Freud in his working season of 1910/11. They were two sisters, living in The Hague/Leiden, who came from a rich banker's family, the van der Lindens. Whereas the treatment does not seem to have led to any decisive improvement for the older of the two, it may have encouraged the younger sister to seek divorce.
MENTOR: National Mentoring Partnership, 2015
This report examines private sector engagement in youth mentoring across the United States, starting with an overview of the youth mentoring movement, then offering perspectives on trends and best practices in corporate engagement and snapshots of a range of initiatives. The information provided in this report is based on a series of structured…
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…
Gray, Olivia; Brown, Donna
Following the introduction of a regional nurse mentor preparation programme, research was undertaken within a health and social care trust to explore both the trainee mentors' and their supervisors' perception of this new programme. A qualitative study involving focus groups was undertaken. The focus groups comprised a total of twelve participants including five trainee mentors and seven supervisors (experienced mentors) who had recently completed a mentor preparation programme. Data were analysed using Braun and Clarke's thematic analysis. Three themes were identified from the data: personal investment (including the emotional impact of mentoring) contextual perceptions (environmental factors such as time) and intellectual facets (related to personal and professional growth). Comprehensive preparation for mentors appears to be effective in developing mentors with the ability to support nursing students in practice. However, further study is required to explore how to support mentors to balance the demands of the mentoring role with the delivery of patient care.
Williams, Kimberley Buster
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.
Singh, Satendra; Singh, Navjeevan; Dhaliwal, Upreet
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. 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%]). 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. Near-peer mentoring supplements faculty mentoring of first-year medical students by increasing system effectiveness.
Jamilah A.M. Mohammad, MEd
Conclusion: MBS demonstrates a satisfactory level of construct validity and a high level of internal consistency in measuring supportive mentor behaviours in a medical school setting. This result suggests that MBS can be used as a mentorship evaluation tool for feedback in the context of a Malaysian medical school.
Christensen, Terry M.
This dissertation has two objectives. The first objective is to determine where best to situate the study of mentoring (i.e. the 'making of scientists') on the landscape of the history of science and science studies. This task is accomplished by establishing mentoring studies as a link between the robust body of literature dealing with Research Schools and the emerging scholarship surrounding the development, dispersion, and evolution of pedagogy in the training of twentieth century physicists. The second, and perhaps more significant and novel objective, is to develop a means to quantitatively assess the mentoring workmanship of scientific craftsmen who preside over the final stages of preparation when apprentices are transformed into professional scientists. The project builds upon a 2006 Master's Thesis that examined John Archibald Wheeler's work as a mentor of theoretical physicists at Princeton University in the years 1938--1976. It includes Wheeler's work as a mentor at the University of Texas and is qualitatively and quantitatively enhanced by virtue of the author having access to five separate collections with archival holdings of John Wheeler's papers and correspondence, as well as having access to thirty one tape recorded interviews that feature John Wheeler as either the interviewee or a prominent subject of discussion. The project also benefited from the opportunity to meet with and gather background information from a number of John Wheeler's former colleagues and students. Included in the dissertation is a content analysis of the acknowledgements in 949 Ph.D. dissertations, 122 Master's Theses, and 670 Senior Theses that were submitted during Wheeler's career as an active mentor. By establishing a census of the students of the most active mentors at Princeton and Texas, it is possible to tabulate the publication record of these apprentice groups and obtain objective measures of mentoring efficacy. The dissertation concludes by discussing the wider
Johnson, Mallory O; Gandhi, Monica
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.
Houser, C.; Cahill, A. T.; Lemmons, K.
The Texas A&M REU in Costa Rica provides students with an opportunity to participate in research on the ecohydrology of a tropical pre-montane forest. The international and field components of this program require both that students to work in research clusters of several faculty and students, and that each of the clusters contribute to a primary research question of closing the water budget for a small watershed. Specifically, students and faculty participate in precipitation (P), evapotranspiration (E), hydrology (Q) or subsurface storage (DS) research clusters. It is argued that having the students at a central research station location and focusing their research on a common research problem is an important aspect of an international REU program to avoid a feeling of isolation and to ensure that the students remain safe in their research and during their free time. However, this shared experience and research question can highlight differences among the faculty mentors and make the students evaluate their individual experience more critically. To better understand the relationship between the REU student and their faculty mentor(s), we have been conducting pre- and post-surveys, interviews, and focus groups to understand their experience in the REU and the manner in which the faculty mentor can affect that experience and the desire to continue in research. Results of the pre-trip survey suggest that the undergraduate students are most concerned about their projects and show little no concern about the faculty mentor with whom they will be completing their research. Post-trip results from 2011 and 2012 suggest that mentors had a much greater impact on the experience than expected. Many students said that their future research/graduate school plans were significantly affected by their REU mentor relationship. One student said that by working closely with mentors, "you know that what you are doing and learning is pertinent because you are learning it from actual
Juan Pedro Peña-Martín
Full Text Available This work presents a mentoring program for first year engineering students in the Telecommunications Engineering College (ETSIT at the University of Malaga (UMA. Actors involved in the program are professors from staff, veterans mentoring students and, of course, freshmen. All of them has been organized trough the Moodle based Virtual Learning Environment Platform of the UMA. The program has gone through several phases over three years. This paper shows the main objectives of this mentoring program, the initial design to get them where professors played mentor role, and successive changes made to try to improve the results, including the assumption of the mentor role by senior students (peer mentoring. The tools used for program evaluation are shown too. Despite the low participation, it has been a framework for the development of various educational and socializing activities (for mentors and mentees focused on developing generic competences. Furthermore, it has been a research tool to get a better understanding of problems affecting students newly enrolled.
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
Pulsford, David; Boit, Kath; Owen, Sharon
Responses from 198 of 400 British nurses who mentor students showed that mentors felt supported by colleagues but less so by managers or universities. They wanted more time for mentoring, closer links with the universities, and better assessment documentation. Mentor update sessions were often not attended, due to staff shortages or lack of…
Janssen, Suzanne; Tahitu, Joël; van Vuuren, Mark; de Jong, Menno D. T.
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
Tsen, Lawrence C; Borus, Jonathan F; Nadelson, Carol C; Seely, Ellen W; Haas, Audrey; Fuhlbrigge, Anne L
Effective mentoring is an important component of academic success. Few programs exist to both improve the effectiveness of established mentors and cultivate a multispecialty mentoring community. In 2008, in response to a faculty survey on mentoring, leaders at Brigham and Women's Hospital developed the Faculty Mentoring Leadership Program as a peer learning experience for midcareer and senior faculty physician and scientist mentors to enhance their skills and leadership in mentoring and create a supportive community of mentors. A planning group representing key administrative, educational, clinical, and research mentorship constituencies designed the nine-month course.Participants met monthly for an hour and a half during lunchtime. Two cofacilitators engaged the diverse group of 16 participants in interactive discussions about cases based on the participants' experiences. While the cofacilitators discussed with the participants the dyadic mentor-mentee relationship, they specifically emphasized the value of engaging multiple mentors and establishing mentoring networks. In response to postsession and postcourse (both immediately and after six months) self-assessments, participants reported substantive gains in their mentoring confidence and effectiveness, experienced a renewed sense of enthusiasm for mentoring, and took initial steps to build a diverse network of mentoring relationships.In this article, the authors describe the rationale, design, implementation, assessment, and ongoing impact of this innovative faculty mentoring leadership program. They also share lessons learned for other institutions that are contemplating developing a similar faculty mentoring program.
Gregory, Vicki L.
On July 1, 1991, the ACRL (Association of College and Research Libraries) Research Committee launched a pilot project to mentor academic librarians in their conduct of research. Since the mentors and protegees were potentially from all over the United States, the decision was made to mentor using the electronic conferencing capability of BITNET…
Carter, Lorraine; Salyers, Vincent; Page, Aroha; Williams, Lynda; Albl, Liz; Hofsink, Clarence
This paper describes a faculty development model called the highly relevant mentoring (HRM) model; the model includes a framework as well as some practical strategies for meeting the professional development needs of faculty who teach web-based courses. The paper further emphasizes the need for faculty and administrative buy-in for HRM and…
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…
Vandermaas-Peeler, Maureen; Miller, Paul C.; Peeples, Tim
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…
Diehl, Christine L.; Harris, Jerilyn; Barrios, David; O'Connor, Heather; Fong, Jennifer
The Graduate School of Education (GSE) at the University of California at Berkeley (UCB), the San Francisco Unified School District (SFUSD), and the Lawrence Berkeley National Laboratory (LBNL) have collaborated to pilot an on-site training and mentoring program for intern science teachers. Exit interviews suggest that its innovative mentoring…
Tuah, Adi Badiozaman
: This paper attempts to present an alternative approach to training and improving the quality of teachers serving in rural schools of Sarawak. Based on the understanding that teacher training places are quite limited and that there are limited opportunities for meaningful interaction between school personnel and the central office or the teacher training institutions, it is argued that the overall quality of the teaching learning processes can be achieved through a systematic and properly st...
... 48 Federal Acquisition Regulations System 4 2010-10-01 2010-10-01 false Mentor firms. 519.7006... PROGRAMS SMALL BUSINESS PROGRAMS GSA Mentor-ProtÃ©gÃ© Program 519.7006 Mentor firms. (a) Mentors must be... plan as required by FAR 19.7 - Small business mentors are exempted; or (2) A small business prime...
Lee, Paul R.
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
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
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 multicenter, randomized study of 150 underrepresented scholar-mentor dyads compared: 1) mentor training, 2) protégé peer mentoring, 3) combined mentor training and peer mentoring, and 4) a control condition (i.e., usual practice of mentoring). In this secondary analysis, the outcome variables were quality of dyad time and breadth of their discussions. Protégé participants were graduate students, fellows, and junior faculty in behavioral and biomedical research and healthcare. Dyads with mentor training were more likely than those without mentor training to have discussed teaching and work-life balance. Dyads with peer mentoring were more likely than those without peer mentoring to have discussed clinical care and career plans. The combined intervention dyads were more likely than controls to perceive that the quality of their time together was good/excellent. Our study supports the value of these mentoring interventions to enhance the breadth of dyad discussions and quality of time together, both important components of a good mentoring relationship. © 2017 V. Lewis et al. CBE—Life Sciences Education © 2017 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).
Axmon, A; Rylander, L
To investigate birth weight and fetal growth in female hairdressers, while controlling for intergenerational effects and effects related to childhood exposures. A cohort of women who had attended vocational schools for hairdressers were compared to their sisters with respect to birth weight and fetal growth (measured as small for gestational age (SGA) or large for gestational age (LGA), respectively) in their infants. In total, 6223 infants born to 3137 hairdressers and 8388 infants born to 3952 hairdressers' sisters were studied. Among the infants born to the hairdressers' sisters, the distribution of birth weights were wider than that among the infants born to the hairdressers. This was also reflected in that hairdresser cohort affiliation tended to be protective against both SGA (odds ratio 0.80; 95% confidence interval 0.49 to 1.31) and LGA (0.77; 0.54 to 1.09). For LGA, this effect was even more pronounced among women who had actually worked as hairdressers during at least one pregnancy (0.60; 0.39 to 0.92). The infants born to these women also had a significantly lower mean birth weight (3387 g vs 3419 g; p = 0.033). The results from the present study suggest that infants born to hairdressers have a decreased risk of being LGA. This is most likely not caused by a shift in birth weight distribution or abnormal glucose metabolism.
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...
Barnett, Ellen; Friedrichsen, Patricia J.
Research suggests discipline-specific, educative mentoring can help preservice teachers develop more sophisticated pedagogical content knowledge (PCK). However, there are few studies examining the nature of mentors' practice and how mentors influence preservice teacher's (PST) PCK. The purpose of this case study was to describe the strategies used by a secondary biology mentor teacher to support the development of a PST's PCK. The primary data sources were the transcripts of audio-recorded, daily meetings between the mentor and the PST during two curriculum units: DNA/Protein Synthesis and Evolution. The mentor influenced the PST's teaching orientation by repeatedly comparing teacher- and student-centered approaches, asking him to consider how students learn, and asking him to self-assess whether his instruction aligned with his teaching beliefs. The mentor helped the PST develop topic-specific knowledge of instructional strategies by sharing strategies she used previously, modeling critical reflection, and inviting him to critically reflect on his own instructional strategies. Topic-specific knowledge of students' understanding of science was developed by discussing common student misconceptions revealed in students' conversations and by sharing the results of test-item analysis from previous unit tests. The mentor helped develop the PST's topic-specific knowledge of assessment by helping him critically analyze and revise previous examinations to better align with the current curriculum units. Topic-specific knowledge of curricula was developed by jointly grappling with decisions about concept sequencing within units. The study includes implications for research, science teacher education, and professional development for mentors.
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.
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. PMID:24980428
Feldman, Mitchell D; Steinauer, Jody E; Khalili, Mandana; Huang, Laurence; Kahn, James S; Lee, Kathryn A; Creasman, Jennifer; Brown, Jeanette S
Mentorship is crucial for academic productivity and advancement for clinical and translational (CT) science faculty. However, little is known about the long-term effects of mentor training programs. The University of California, San Francisco (UCSF), Clinical and Translational Science Institute launched a Mentor Development Program (MDP) in 2007 for CT faculty. We report on an evaluation of the first three cohorts of graduates from the MDP. In 2010, all Mentors in Training (MITs) who completed the MDP from 2007 to 2009 (n= 38) were asked to complete an evaluation of their mentoring skills and knowledge; all MITs (100%) completed the evaluation. Two-thirds of MDP graduates reported that they often apply knowledge, attitudes, or skills obtained in the MDP to their mentoring. Nearly all graduates (97%) considered being a mentor important to their career satisfaction. Graduates were also asked about the MDP's impact on specific mentoring skills; 95% agreed that the MDP helped them to become a better mentor and to focus their mentoring goals. We also describe a number of new initiatives to support mentoring at UCSF that have evolved from the MDP. To our knowledge, this is the first evaluation of the long-term impact of a mentor training program for CT researchers. © 2012 Wiley Periodicals, Inc.
Strapp, Chehalis M.; Gilles, Andrew W.; Spalding, Anne E.; Hughes, Caleb T.; Baldwin, Annika M.; Guy, Kendra L.; Feakin, Kenna R.; Lamb, Adam D.
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…
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).
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 ...
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...
Sarangapani, Krishna K; Duro, Eris; Deng, Yi; Alves, Flavia de Lima; Ye, Qiaozhen; Opoku, Kwaku N; Ceto, Steven; Rappsilber, Juri; Corbett, Kevin D; Biggins, Sue; Marston, Adèle L; Asbury, Charles L
Production of healthy gametes requires a reductional meiosis I division in which replicated sister chromatids comigrate, rather than separate as in mitosis or meiosis II. Fusion of sister kinetochores during meiosis I may underlie sister chromatid comigration in diverse organisms, but direct evidence for such fusion has been lacking. We used laser trapping and quantitative fluorescence microscopy to study native kinetochore particles isolated from yeast. Meiosis I kinetochores formed stronger attachments and carried more microtubule-binding elements than kinetochores isolated from cells in mitosis or meiosis II. The meiosis I-specific monopolin complex was both necessary and sufficient to drive these modifications. Thus, kinetochore fusion directs sister chromatid comigration, a conserved feature of meiosis that is fundamental to Mendelian inheritance. Copyright © 2014, American Association for the Advancement of Science.
Gagova, P; Boninska, N.; Jovchev, D.
Full text: Introduction: Training of X-ray technicians in Bulgaria takes place in the Medical Colleges to Medical Universities. It's purpose is providing professional training of students in the area of diagnostic imaging, nuclear medicine and radiotherapy. Practical training is based on the scientific and theoretical knowledge and skills and is organized in pedagogic environment, adequate to regularities for a gradual formation of practical skills and habits. The practical training and pre-graduation internship are performed in 1895 from total of 3810 hours, which represents about fifty percent of all training of X-ray technicians. Students are in groups of 2-4 students. Practical training is organized, accomplished and monitored by the teacher training practice with the help of a mentor in the clinical base. Purpose: To present the tasks of practical training of students - X-ray technicians and the requirements for the personal characteristics and activity of mentors. Materials and methods: Documentary method has been used. Literature and normative documents related to the practical training of students in 'X-ray technician' of Medical Colleges have been studied. The job descriptions of senior clinical X-ray technicians have been examined carefully. Results: By analyzing literature sources, we have structured the tasks of practical training and pre-graduation internship of students - X-ray technicians, also we have described the requirements for personal qualities of mentors and systematize the activities they perform. Conclusion: Practical training plays an important role in adaptation of young X-ray technicians to the conditions of medical work, improving their skills and habits, and to the development of specific practical skills for being able to respond to emergency conditions and to solve complicated practical situations. The mentor is the supervisor and the controller of interns who helps this happen through his own example, qualities and attitudes towards
Frohmader, Terence J; Lin, Frances; Chaboyer, Wendy P
Cardiac rehabilitation has a number of benefits for patients, yet participation in it is sub-optimal, especially in regional Australia. Innovative models of cardiac rehabilitation are needed to improve participation. Providing nurse mentors to support patients transitioning from hospital to home represents a new model of service delivery in Australia. To explore the impact of a home-based cardiac rehabilitation program in assisting patients to recover from Acute Coronary Syndrome and meeting the expectations of nurse mentors delivering the program. This case study was underpinned by the structure, process and outcomes model and occurred in three Australian hospitals 2008-2011. Thirteen patients recovering from acute coronary syndrome were interviewed by telephone and seven nurse mentors completed a survey after completing the program. Mentor perceptions concerning the structures of the home-based CR program included the timely recruitment of patients, mentor training to operationalise the program, commitment to development of the mentor role, and the acquisition of knowledge and skills about cognitive behavioural therapy and patient centred care. Processes included the therapeutic relationship between mentors and patients, suitability of the program and the promotion of healthier lifestyle behaviours. Outcomes identified that patients were satisfied with the program's audiovisual resources, and the level of support and guidance provided by their nurse mentors. Mentors believed that the program was easy to use in terms of its delivery. Patients believed the program assisted their recovery and were satisfied with the information, guidance and support received from mentors. There were positive signs that the program influenced patients' decisions to change unhealthy lifestyle behaviours. Outcomes highlighted both rewards and barriers associated with mentoring patients in their homes by telephone. Experience gained from developing a therapeutic relationship with
Wanberg, Connie R.; Welsh, Elizabeth T.; Kammeyer-Mueller, John
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…
Mary Emil Penet, I.H.M., (1916-2001) used her talents and charisma to shape the first national organization of American women religious, the Sister Formation Conference (SFC; 1954-1964), facilitating the integrated intellectual, spiritual, psychological, and professional development of vowed women religious. In the decade preceding Vatican II, her…
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,…
Latham, Christine L; Ringl, Karen; Hogan, Mikel
With the use of a university-service partnership to introduce mentoring and shared governance, the aim of this study was to evaluate the effect of these interventions on nurse perceptions of the supportive culture of the workplace environment, professional skill development, decisional involvement, and retention and vacancy rates. A nonequivalent pretest-posttest, noncontrol group design was used with mentors of newly hired mentees to evaluate their workplace perspectives following mentor classes, ongoing mentor support, and a formal mentor-management workforce governance board. A convenience sample of 89 RNs from two acute care facilities attended mentoring and professionalization classes and worked with 109 mentees over 1-3 years. Mentors reported improved teamwork and the ability to deal with conflict but wanted more administrative oversight of the quality and scope of practice of support staff and additional interdepartmental collaboration. One hospital's vacancy rate decreased by 80%, and the other facility's retention rate improved by 21%. The data suggest that a mentor program with comprehensive education and mentor-management alliances through formal workforce environment governance enhances professionalization of frontline nurses and helps sustain a positive, constructive workplace environment. Mentoring classes on communication and cultural sensitivity skills and other leadership concepts, followed by mentor support and mentor-administrative forums, have positive implications for sustained improvement of a supportive culture as perceived by hospital-based RNs and new nurse graduates. Copyright © 2011 Elsevier Inc. All rights reserved.
Ambrosetti, Angelina; Dekkers, John; Knight, Bruce Allen
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…
Bullis, Connie; Bach, Betsy Wackernagel
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)
Purves, Barbara A; Petersen, Jill; Puurveen, Gloria
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.
D'Abate, Caroline P.; Eddy, Erik R.
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…
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.
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.
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…
The literature suggests that acts of bullying are a root cause of new nurses leaving their units or the profession entirely and have the potential to worsen the nursing shortage. As an effective way to address bullying in the perioperative setting, mentoring benefits the nursing profession. Mentoring can have a direct influence on nurses' longevity in a health care organization, thereby strengthening the nursing workforce. Magnet-designated hospitals support the importance of mentor-mentee relationships for positive employee retention and positive recruitment outcomes. One of the most important tasks that a mentor should undertake is that of a role model. Establishing a culture of mentoring requires authentic leadership, genuine caring and respect for employees, and open communication. The entire nursing profession benefits from a culture of mentoring, as do the patients and families who receive care. Copyright © 2014 AORN, Inc. Published by Elsevier Inc. All rights reserved.
Fields, W L
Most nurses today have or have had mentors. Several historical nurse leaders also had mentors. Florence Nightingale's mentor gave her the opportunity to work as a nurse during the Crimean War. Linda Richards, Mary Adelaide Nutting, and Annie Goodrich were all encouraged by their respective mentors to develop professionally.
Nasmyth, K; Peters, J M; Uhlmann, F
In eukaryotic cells, replicated DNA molecules remain physically connected from their synthesis in S phase until they are separated during anaphase. This phenomenon, called sister chromatid cohesion, is essential for the temporal separation of DNA replication and mitosis and for the equal separation of the duplicated genome. Recent work has identified a number of chromosomal proteins required for cohesion. In this review we discuss how these proteins may connect sister chromatids and how they are removed from chromosomes to allow sister chromatid separation at the onset of anaphase.
Feldman, Mitchell D; Huang, Laurence; Guglielmo, B Joseph; Jordan, Richard; Kahn, James; Creasman, Jennifer M; Wiener-Kronish, Jeanine P; Lee, Kathryn A; Tehrani, Ariane; Yaffe, Kristine; Brown, Jeanette S
Mentoring is a critical component of career development and success for clinical translational science research faculty. Yet few programs train faculty in mentoring skills. We describe outcomes from the first two faculty cohorts who completed a Mentor Development Program (MDP) at UCSF. Eligibility includes having dedicated research time, expertise in a scientific area and a desire to be a lead research mentor. A post-MDP survey measured the program's impact on enhancement of five key mentoring skills, change in the Mentors-in-Training (MIT) self-rated importance of being a mentor to their career satisfaction, and overall confidence in their mentoring skills. Since 2007, 29 MITs participated in and 26 completed the MDP. Only 15% of the MITs reported any previous mentor training. Overall, 96% of MITs felt that participation in the MDP helped them to become better mentors. A majority reported a significant increase in confidence in mentoring skills and most reported an increased understanding of important mentoring issues at UCSF. MITs reported increased confidence in overall and specific mentoring skills after completion of the MDP. The MDP can serve as a model for other institutions to develop the next generation of clinical-translational research mentors.
Revelo, Renata A.; Loui, Michael C.
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…
Hansen, Zaza Nadja Lee; Rasmussen, Lauge Baungaard
The purpose of this paper is to expand upon the research of mentoring based on a literature review and an empirical study of mentoring expatriates in three transnational companies based in Denmark. The findings indicate that ethnocentrism in the home-company is a main constraint for cross-cultural...
Asymmetrically modified nucleosomes contain the two copies of a histone (sister histones) decorated with distinct sets of Post-translational Modifications (PTMs). They are newly identified species with unknown means of establishment and functional implications. Current analytical methods are inadequate to detect the copy-specific occurrence of PTMs on the nucleosomal sister histones. This protocol presents a biochemical method for the in vitro reconstitution of nucleosomes containing differentially isotope-labeled sister histones. The generated complex can be also asymmetrically modified, after including a premodified histone pool during refolding of histone subcomplexes. These asymmetric nucleosome preparations can be readily reacted with histone-modifying enzymes to study modification cross-talk mechanisms imposed by the asymmetrically pre-incorporated PTM using nuclear magnetic resonance (NMR) spectroscopy. Particularly, the modification reactions in real-time can be mapped independently on the two sister histones by performing different types of NMR correlation experiments, tailored for the respective isotope type. This methodology provides the means to study crosstalk mechanisms that contribute to the formation and propagation of asymmetric PTM patterns on nucleosomal complexes.
Ambrosetti, Angelina; Knight, Bruce Allen; Dekkers, John
Within the professional placement component of pre-service teacher education, mentoring has become a strategy that is used during the practical application of learning to teach. In this paper, we examine mentoring in the pre-service teacher education context by proposing a theoretically based framework for mentoring in this context. Firstly, the…
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
Full Text Available The article deals with the “Sister Arts” tradition as the interrelationship of various art forms (poetry, fiction, painting, theatre, music etc. relative to the Baroque period. “Sister Arts” criticism, based on E.G. Lessing essay “Laocoön…” uses the inter-art analogies to appreciate the importance of literature in the Arts, as well as to comprehend aspects of the modern approach to the synthesis of the arts. The article presents the aesthetic concept of Baroque art and its realization in architecture, sculpture, decorative and applied arts, music and literature on the background of the European and Ukrainian cultural tradition.
Kalpazidou Schmidt, Evanthia; Faber, Stine Thidemann
In this article, we discuss a study of a pilot mentoring program for early career female researchers at a university that addressed the under-representation of female researchers in senior academic positions. Embracing a grounded theory approach, we draw on a design comprising an ex-ante and an ex......-post evaluation. We disclose that development mentoring was at play. Benefits for the mentees consisted of guidance to career planning, competence awareness, establishment of networks, navigating in the research environment, and moral support. In our study we also show that the mentor–mentee relationship...... was reciprocal, as also mentors benefited. Benefits for the mentors comprised professional development, institutional recognition, and personal satisfaction. We conclude with an inventory of benefits, including for the institution in terms of a strengthened research environment....
Colthart, Iain; McBride, Margot; Murray, Maria
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.
Allen, Tammy D.
Participants (n=391) were asked whether they were mentored or willing to mentor. Prosocial personality traits (other-oriented empathy and helpfulness) were related to willingness to mentor. Empathy was related to actual experience as a mentor. Career and life stage variables were also related to mentoring willingness, suggesting that both…
L. P. Gancharik
Full Text Available Investigations related to educational technologies, ensuring the Investigations are related to the educational technologies, ensuring the formation and support of a system of mentoring of managerial staff on the basis of the «cascade» technology training. A new form of cascade training – academic cascade training when the educational institutions create a large-scale information and educational environment on the basis of telecommunication technologies to provide the institute mentoring support in the state bodies and organizations.In comparison with the traditional mentoring (personal experience, students and graduates of the retraining system of educational institutions can transmit the knowledge and skills, acquired by them in the course of training, to the young managers and specialists of their organizations, thereby promoting further innovative educational potential of educational institutions through a system of cascading mentoring. For this purpose, in educational institutions an interactive educational environment is created based on telecommunication technologies, which allows you to create and develop a common information space, to simplify the procedure for communicating the mentors and trainees, to provide a wide access to the content. Telecommunication information technologies are not only a powerful tool, intelligent instrument and means of creating a cascade learning environment, but also an important factor in improving the entire methodical system of mentoring.It is proposed the creation of a large-scale information and educational environment on the basis of telecommunication technologies for cascade training when the educational institutions may become a part of the mentoring institution. On the one hand, they prepare students, including both potential mentors, and on the other hand, using modern telecommunication educational technologies, they participate together with the students-mentors in mentoring activity in
Friedman, Paula K
As the dental profession develops over the next few decades, there will be identifiable changes in the demography of the profession. Enrollment trends reflect a growing number of women in dental schools and in the dental profession. There is an increasing number of dentists--men and women--from countries and cultures outside of the United States. The profession must be prepared to address the question of how to engage women--as well as minorities--in more active and visible roles in organized dentistry. The challenge is clear, and the outcome will provide an indicator to the strength of our professional associations in the future. Mentoring of women dentists is one effective way of creating a pathway to participation.
The Learning Mentor role has been seen as one of the success stories of education policy introduced under New Labour, establishing itself as a key figure in the explosion of new non-teaching roles in the schools workforce. But have they stuck to their original, somewhat narrow brief of "removing barriers to learning" with the primary aim…
DuBois, David L; Holloway, Bruce E; Valentine, Jeffrey C; Cooper, Harris
We used meta-analysis to review 55 evaluations of the effects of mentoring programs on youth. Overall, findings provide evidence of only a modest or small benefit of program participation for the average youth. Program effects are enhanced significantly, however, when greater numbers of both theory-based and empirically based "best practices" are utilized and when strong relationships are formed between mentors and youth. Youth from backgrounds of environmental risk and disadvantage appear most likely to benefit from participation in mentoring programs. Outcomes for youth at-risk due to personal vulnerabilities have varied substantially in relation to program characteristics, with a noteworthy potential evident for poorly implemented programs to actually have an adverse effect on such youth. Recommendations include greater adherence to guidelines for the design and implementation of effective mentoring programs as well as more in-depth assessment of relationship and contextual factors in the evaluation of programs.
Sambunjak, Dario; Straus, Sharon E; Marusić, Ana
Mentoring, as a partnership in personal and professional growth and development, is central to academic medicine, but it is challenged by increased clinical, administrative, research, and other educational demands on medical faculty. Therefore, evidence for the value of mentoring needs to be evaluated. To systematically review the evidence about the prevalence of mentorship and its relationship to career development. MEDLINE, Current Contents, Cochrane Database of Systematic Reviews, Database of Abstracts of Reviews of Effects, Cochrane Central Register of Controlled Trials, PsycINFO, and Scopus databases from the earliest available date to May 2006. We identified all studies evaluating the effect of mentoring on career choices and academic advancement among medical students and physicians. Minimum inclusion criteria were a description of the study population and availability of extractable data. No restrictions were placed on study methods or language. The literature search identified 3640 citations. Review of abstracts led to retrieval of 142 full-text articles for assessment; 42 articles describing 39 studies were selected for review. Of these, 34 (87%) were cross-sectional self-report surveys with small sample size and response rates ranging from 5% to 99%. One case-control study nested in a survey used a comparison group that had not received mentoring, and 1 cohort study had a small sample size and a large loss to follow-up. Less than 50% of medical students and in some fields less than 20% of faculty members had a mentor. Women perceived that they had more difficulty finding mentors than their colleagues who are men. Mentorship was reported to have an important influence on personal development, career guidance, career choice, and research productivity, including publication and grant success. Mentoring is perceived as an important part of academic medicine, but the evidence to support this perception is not strong. Practical recommendations on mentoring in
Lansdorp, Peter M.; Falconer, Ester; Tao, Jiang; Brind'Amour, Julie; Naumann, Ulrike; Kanz, L; Fibbe, WE; Lengerke, C; Dick, JE
Semi-conservative replication ensures that the DNA sequence of sister chromatids is identical except for replication errors and variation in the length of telomere repeats resulting from replicative losses and variable end processing. What happens with the various epigenetic marks during DNA
Martin Ginis, Kathleen A; Shaw, Robert B; Stork, Matthew J; Battalova, Alfiya; McBride, Christopher B
Experimental, pragmatic design. (1) To determine the effects of a transformational leadership (TFL) training program on spinal cord injury (SCI) peer mentors and their mentees; (2) To document characteristics of mentorship within a community-based SCI peer mentor program. In total 23 SCI peer mentors (70% male; M age = 47.4 ± 12.1) were randomly allocated to an Experimental or Control condition. Experimental condition mentors received a half-day TFL workshop and bi-weekly emailed information on using TFL in SCI peer mentorship. Sixteen SCI mentees (50% male; M age = 49.1 ± 12.9) enrolled in the study and 9 completed measures of self-efficacy and their mentors' use of TFL and supportiveness at 3 and 6-months. Mentors completed monthly reports of mentorship activities. Community-based peer mentorship program in British Columbia, Canada. There were no between-groups differences in mentee self-efficacy, mentor use of TFL or mentor supportiveness. In the Experimental condition only, total mentorship time and sessions were positively correlated with mentors' use of TFL and supportiveness. Mentorship occurred in-person, by phone, text, and email and mentors discussed an average of 11 topics. The intervention did not increase SCI peer mentors' use of TFL relative to a Control condition. Nevertheless, there may be merit in coaching SCI peer mentors to use TFL given the positive correlations between mentorship time and sessions, TFL use, and perceived supportiveness of the mentor. Although inherently challenging, research involving community-based SCI peer mentorship programs provides opportunities for scientists and community organizations to extend knowledge of peer mentorship beyond the context of hospital-based programs. Research supported by a SSHRC Partnership Development Grant.
Ashburner, Jill K.; Bobir, Natasha I.; van Dooren, Kate
After leaving school, young people with autism spectrum disorder often struggle with social, educational and employment participation. A post-school transition programme underpinned by individualised case management, where mentees are guided to complete self-selected projects by mentors with multimedia skills, was evaluated using a qualitative…
lab.' All undergrads are encouraged to participate in weekly lab meetings, are added to our email list, portrayed on our website, and included in social and professional activities, including meetings with visiting researchers and other campus labs. Beyond receiving research skills training and professional development, students gain a social community beyond their dorms and classes as well as peer and senior mentors in the lab. In a campus with 30,000 students, building a personal relationship with senior researchers and faculty provides an invaluable benefit for students' careers. We have hosted three Puerto Rican students to participate in an intensive summer research program, which provides professional preparation for graduate school. Much of our research is based in Puerto Rico, so we meet our students there and take them to our sites, which provides them with training in field skills as well as a context for their summer lab work at UW. We have learned the importance of setting out clear expectations at the beginning of each project. While getting students excited about our own research field is personally satisfying, we are learning to be more flexible in our measures of student success. Students can enjoy doing research for research sake while others enjoy it as another job. It is important that they all receive mentoring and learn about opportunities appropriate to their own career choices.
Akhigbe, Taiwo; Zolnourian, Ardalan; Bulters, Diederik
Effective mentoring is an invaluable element in the development of next generation of neurosurgeons. A mentor helps to develop professional core values, technical and non-technical skills, attitudes and disposition required to be qualified and competent neurosurgeon. Giving the invaluable significance of mentoring in neurosurgery, we undertook this literature review to identify mentoring models evaluating its success and relative benefit. Literature search identified using MeSH word 'mentor', mentoring, mentorship, mentoring model, neurosurgery' in MEDLINE, EMBASE and Scopus databases from 1990 to 2016. Literature reviewed to identify status of mentoring in neurosurgery, potential barriers, pitfalls and future framework for mentoring in neurosurgery. Additional articles identified through manual search of reference lists. A total of 247 studies were obtained from electronic databases, after removing duplicates, abstracts, letters to the editor and non-neurosurgery papers. Sixteen full text articles retrieved out of which five met the inclusion criteria. Generally, there is paucity of articles regarding mentoring in neurosurgery, all included papers were written in English Language, all of them described mentoring model used including simulation, distance, collaborative, facilitative tele-mentoring and peer mentoring. Mentoring in Neurosurgery is an important aspect of personal and professional development of neurosurgical trainees, currently there is decline in traditional apprenticeship due to increase demand for modern use of specialised technology, simulation and tele-medicine in neurosurgery practice. Effective and efficient mentoring will be an interplay of six mentoring models (collaborative, facilitative, distance, simulation, tele mentoring and peer mentoring) identified. Crown Copyright © 2017. Published by Elsevier Ltd. All rights reserved.
Gordon, Stephen P.; Brobeck, Sonja R.
The purpose of this study is to explore the process of coaching a mentor of experienced teachers. In particular, we sought to determine if coaching would help a mentor to compare her espoused beliefs about mentoring to her mentoring behaviors and possibly resolve any dissonance. The mentor and coach (the co-researchers) participated in a platform…
The purpose of the study was to describe music teachers' perceptions of the benefits and challenges they experienced as virtual mentors of preservice music teachers. Each mentor was assigned a cohort of preservice teachers who were enrolled in an elementary general music methods course. Cohorts observed their mentor's teaching via Skype. Mentors…
Sorkness, Christine A; Pfund, Christine; Ofili, Elizabeth O; Okuyemi, Kolawole S; Vishwanatha, Jamboor K; Zavala, Maria Elena; Pesavento, Theresa; Fernandez, Mary; Tissera, Anthony; Deveci, Alp; Javier, Damaris; Short, Alexis; Cooper, Paige; Jones, Harlan; Manson, Spero; Buchwald, Dedra; Eide, Kristin; Gouldy, Andrea; Kelly, Erin; Langford, Nicole; McGee, Richard; Steer, Clifford; Unold, Thad; Weber-Main, Anne Marie; Báez, Adriana; Stiles, Jonathan; Pemu, Priscilla; Thompson, Winston; Gwathmey, Judith; Lawson, Kimberly; Johnson, Japera; Hall, Meldra; Paulsen, Douglas; Fouad, Mona; Smith, Ann; Luna, Rafael; Wilson, Donald; Adelsberger, Greg; Simenson, Drew; Cook, Abby; Feliu-Mojer, Monica; Harwood, Eileen; Jones, Amy; Branchaw, Janet; Thomas, Stephen; Butz, Amanda; Byars-Winston, Angela; House, Stephanie; McDaniels, Melissa; Quinn, Sandra; Rogers, Jenna; Spencer, Kim; Utzerath, Emily; Duplicate Of Weber-Main; Womack, Veronica
Effective mentorship is critical to the success of early stage investigators, and has been linked to enhanced mentee productivity, self-efficacy, and career satisfaction. The mission of the National Research Mentoring Network (NRMN) is to provide all trainees across the biomedical, behavioral, clinical, and social sciences with evidence-based mentorship and professional development programming that emphasizes the benefits and challenges of diversity, inclusivity, and culture within mentoring relationships, and more broadly the research workforce. The purpose of this paper is to describe the structure and activities of NRMN. NRMN serves as a national training hub for mentors and mentees striving to improve their relationships by better aligning expectations, promoting professional development, maintaining effective communication, addressing equity and inclusion, assessing understanding, fostering independence, and cultivating ethical behavior. Training is offered in-person at institutions, regional training, or national meetings, as well as via synchronous and asynchronous platforms; the growing training demand is being met by a cadre of NRMN Master Facilitators. NRMN offers career stage-focused coaching models for grant writing, and other professional development programs. NRMN partners with diverse stakeholders from the NIH-sponsored Diversity Program Consortium (DPC), as well as organizations outside the DPC to work synergistically towards common diversity goals. NRMN offers a virtual portal to the Network and all NRMN program offerings for mentees and mentors across career development stages. NRMNet provides access to a wide array of mentoring experiences and resources including MyNRMN, Guided Virtual Mentorship Program, news, training calendar, videos, and workshops. National scale and sustainability are being addressed by NRMN "Coaches-in-Training" offerings for more senior researchers to implement coaching models across the nation. "Shark Tanks" provide
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.
Edwards-Groves, Christine; Grootenboer, Peter; Ronnerman, Karin
Practices such as formal focused professional dialogue groups, coaching conversations, mentoring conversations and professional learning staff meetings have been taken up in schools and pre-schools as part of long-term action research and development activities to improve the learning and teaching practices. The development of relational trust has…
Colomo-Palacios, Ricardo; Casado-Lumbreras, Cristina; Soto-Acosta, Pedro; Misra, Sanjay
The use of Web 2.0 technologies for knowledge management is invading the corporate sphere. The Web 2.0 is the most adopted knowledge transfer tool within knowledge intensive firms and is starting to be used for mentoring. This paper presents IM-TAG, a Web 2.0 tool, based on semantic technologies, for informal mentoring. The tool offers…
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....
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…
Donald, L.; Clark, M.
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.``
Elliott, Naomi; Farnum, Karen; Beauchesne, Michelle
Although graduates of doctor of nursing practice (DNP) programs are expected to demonstrate competence in advanced clinical scholarship, mentoring, and leadership, little is published about how team debate on a global health care topic supports DNP student learning and skill development. This article reports on an illuminative evaluation of DNP student learning experiences of team debate in the context of a 2-week international school program in Ireland. A focused illuminative evaluation approach involving a cohort of seven DNP students, who had participated in an international school team debate, was used. Data were collected using a Web-based qualitative questionnaire designed to elicit in-depth reflective accounts of DNP students' learning experiences. Content analysis revealed that team debate on a global health care topic enhanced learning in relation to fostering critical thinking and critical appraisal skills; encouraging teamwork; providing opportunities for mentoring, relationship building, and socialization into profession; and, from the DNP student perspective, increasing knowledge and global understanding of health care. This evaluation provides insights for nurse educators into the benefits of introducing team debate as a group activity to enhancing scholarly inquiry and mentoring skills of DNP students. Further research to evaluate team debate in other nurse education programs is needed. Copyright © 2016 Elsevier Inc. All rights reserved.
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
Félix Angel Grande Torraleja
understanding of this practice, its conditions of effectiveness and benefits of the company.Practical implications: Mentoring begins with the incorporation of the protégé (an employee with capacity for promotion and improvement and his career plan includes the use of this technique. From this moment, the next step is to choose a mentor, usually someone more experienced and knowledgeable about the organization. Much of the success of mentoring is based on the proper choice of the mentor, must be analyzed so thoroughly, so that the mentor-mentee pair has affinity, trust and develop in a climate. On the other hand, helps to provide mentoring and socializing new employees, as the mentor acts as a transmitter of knowledge and information about the company culture, values, norms, strategies, prepares professionals coming or for other countries, improving adaptation and knowledge of the country's pupil involved in the mentoring process, get ready to rise to positions of increasing responsibility in the company, according to their career plans and strategy of the organization. Originality/value: This work enables the advancement in knowledge of mentoring in business and provides empirical evidence of its usefulness to staff of human resources.Purpose: Mentoring is a practice to encourage the development of human resources increasingly used by companies. However, research on the subject still presents many aspects that have not been sufficiently addressed. Thus, the aim of this study is analyze the effects of this practice and its benefits in individuals and businesses, exposing a series of practical guidelines for its use to be effective. Then, we proceed to contrast the previous approaches, analyzing the impact of mentoring on performance, both organizational and individual levels in a sample of Spanish companies. The results show that there is a direct causal relationship between the use of mentoring programs and growth of the company and its human capital
McMahon, Samantha; Dyer, Mary; Barker, Catherine
This chapter considers the purpose of coaching, mentoring and supervision in early childhood eduaction and care. It examines a number of different approaches and considers the key skills required for effective coaching, mentoring and supervision.
Nicholls, Gordon Michael Mike; Lawrey, Emma; Jones, Peter
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.
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.
Lau, Chloe; Ford, Jennifer; Van Lieshout, Ryan J; Saperson, Karen; McConnell, Meghan; McCabe, Randi
Mentorship remains vital to the career development, research productivity, and professional advancement of healthcare professionals in all disciplines of academic medicine. Recent studies describe mentor training initiatives aimed at increasing mentoring competency through multisession training curricula. Although the published results of these programs are promising, they require the following: (1) substantial financial resources from the institution, and (2) continuous participation and time commitment from faculty, which may reduce participation and effectiveness. A single, half-day of evidence-based mentor training would represent a more cost-effective and accessible option for educating mentors. The present study investigates the impact of a half-day interactive mentor training workshop on mentoring competency in faculty, staff, and trainees of the Department of Psychiatry and Behavioural Neurosciences at McMaster University. Overall, participants' self-reported mentoring competency mean scores were significantly higher post-workshop compared to pre-workshop ratings [mean = 4.48 vs. 5.02 pre- and post-workshop, respectively; F(1, 31) = 18.386, P < 0.001, η p2 = 0.37]. Survey respondents gave positive feedback and reported greater understanding of mentorship and specific mentoring changes they planned to apply after attending the workshop. Academic and healthcare institutions may use this framework to guide the development of a half-day mentoring workshop into their education programs.
Sisterson, D. L. [Argonne National Lab. (ANL), Argonne, IL (United States)
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.
Riebenbauer, Elisabeth; Dreisiebner, Gernot; Stock, Michaela
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…
Murphy, Karen L.; Mahoney, Sue E.; Chen, Chun-Ying; Mendoza-Diaz, Noemi V.; Yang, Xiaobing
This case study of an online graduate course determines the message characteristics of the instructor, volunteer teaching assistants, and students in online discussions, and proposes a mentoring, coaching, and facilitating model for online discussions. The researchers developed a coding system based on the literature of mentoring, coaching, and…
Smith, Cindy Ann; Willox, Lara; Olds, Courtney
The field of mentoring includes a broad base of stakeholders, such as researchers and practitioners who implement mentoring programs. The research-to-practice gap is an ongoing area of concern in many fields of social science including mentoring. One reason for this is that researchers and practitioners often operate in isolation. Technology is…
Cullen, D L; Rodak, B; Fitzgerald, N; Baker, S
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.
This paper tells the story of Sister Mary Theresa Brentano, O.S.B's (1902-1987) innovative use of magnetic audiotapes to provide instruction for students in grades K-12. From 1952 to approximately 1968, Brentano implemented, refined, and tested her tape teaching methods with special emphasis on individualizing instruction in the elementary school.…
Purificación Sánchez Delgado
Full Text Available This article presents the experience of the University of Valencia (UV in the training of new faculty members, beginning in the year 2000 with the course Introduction to University Teaching (CIDU—acronym in Spanish and continuing with the current certification program Diploma in Research, Management and University Teaching (DIGEU—acronym in Catalan. In particular, it posits mentoring, integrated into a broader training proposal, as a strategy for new faculty training; consequently, the mentor training program as well as the theoretical bases for its operation in the case of the University of Valencia, is presented. In addition, we include a report on the program’s evaluation plan, the aim of which is to provide quality information for the improvement of the program. Finally, we provide the results of two editions of said evaluation as evidence of the quality and dynamics of the reflection and the continuous improvement of the mentoring program.
Carson, R. W.; Gupta, R. C.
A safety surveillance program for all hydraulic structures in Manitoba was first implemented in 1979, and updated in 1988. This contribution describes the current status of the program, and the nature of the issues that the program was designed to address. The Seven Sisters Station's dam on the Winnipeg River, about 90 km northeast of the City of Winnipeg, was used as an example. Extensive reviews of flood risks and downstream inundation potential at Seven Sisters' revealed a number of deficiencies; these findings will be incorporated into a corporate plan of overall remediation. Updating the program will also include efforts to ensure adherence to national dam safety guidelines. 5 figs
Hildreth, Wes; Fierstein, Judy; Calvert, Andrew T.
The cluster of glaciated stratovolcanoes called the Three Sisters—South Sister, Middle Sister, and North Sister—forms a spectacular 20-km-long reach along the crest of the Cascade Range in Oregon. The three eponymous stratocones, though contiguous and conventionally lumped sororally, could hardly display less family resemblance. North Sister (10,085 ft), a monotonously mafic edifice at least as old as 120 ka, is a glacially ravaged stratocone that consists of hundreds of thin rubbly lava flows and intercalated falls that dip radially and steeply; remnants of two thick lava flows cap its summit. Middle Sister (10,047 ft), an andesite-basalt-dacite cone built between 48 and 14 ka, is capped by a thick stack of radially dipping, dark-gray, thin mafic lava flows; asymmetrically glaciated, its nearly intact west flank contrasts sharply with its steep east face. Snow and ice-filled South Sister is a bimodal rhyolitic-intermediate edifice that was constructed between 50 ka and 2 ka; its crater (rim at 10,358 ft) was created between 30 and 22 ka, during the most recent of several explosive summit eruptions; the thin oxidized agglutinate that mantles its current crater rim protects a 150-m-thick pyroclastic sequence that helped fill a much larger crater. For each of the three, the eruptive volume is likely to have been in the range of 15 to 25 km³, but such estimates are fairly uncertain, owing to glacial erosion. The map area consists exclusively of Quaternary volcanic rocks and derivative surficial deposits. Although most of the area has been modified by glaciation, the volcanoes are young enough that the landforms remain largely constructional. Furthermore, twelve of the 145 eruptive units on the map are postglacial, younger than the deglaciation that was underway by about 17 ka. The most recent eruptions were of rhyolite near South Sister, about 2,000 years ago, and of mafic magma near McKenzie Pass, about 1,500 years ago. As observed by trailblazing volcanologist
Johnson, Kimberly S; Hastings, S Nicole; Purser, Jama L; Whitson, Heather E
Mentoring in academic medicine has been shown to contribute to the success of junior faculty, resulting in increased productivity, career satisfaction, and opportunities for networking. Although traditional dyadic mentoring, involving one senior faculty member and one junior protégé, is the dominant model for mentoring in the academic environment, there is increasing recognition that the sharing of knowledge, skills, and experiences among peers may also contribute to the career development of junior faculty. The authors describe the structure, activities, and outcomes of the Junior Faculty Laboratory (JFL), a self-organized, flexible, and dynamic peer-mentoring model within the Duke University Center for the Study of Aging and Human Development. As an innovative mentoring model, JFL is entirely peer driven, and its activities are determined by the real-time needs of members. In contrast to some other peer-mentoring models, JFL lacks senior faculty input or a structured curriculum, members are multidisciplinary, meeting times are project driven rather than preset, and participation in collaborative projects is optional based on the interests and needs of group members. Additionally, JFL was not formed as a substitute for, but as a complement to, the dyadic mentoring relationships enjoyed by its members. The model, now in its fifth year, has demonstrated success and sustainability. The authors present the JFL as an innovative, mentoring model that can be reproduced by other junior faculty seeking to foster collegial relationships with peers while simultaneously enhancing their career development.
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.
Hamilton, Josette; Stevens, Gillian; Girdler, Sonya
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.
Ghosh, Rajashi; Haynes, Ray K.
This paper addresses gender specific issues in mentoring through a focused review of mentoring literature. It highlights the relevance of cross gender mentoring in the context of women's career growth in Indian business organizations. The paper concludes by recommending relationship constellations as an innovative solution to the problems…
Asanok, Manit; Chookhampaeng, Chowwalit
The study aims to develop coaching and mentoring model, study the usage findings in the model and to evaluate the activity management in the model by surveying 100 participant teachers' opinion, under jurisdiction of the office of Mah Sarakham Primary Educational Service Area 1, Thailand. The model consisted of 3 steps and 4 phases including…
Kirkby, Jane; Moss, Julianne; Godinho, Sally
This paper reveals how the art device of trompe l'oeil provided a way of thinking about the induction and mentoring experiences of seven beginning teachers in secondary school settings in the state of Victoria, Australia. The research study--a phenomenological, narrative inquiry--drew on Bourdieu's theorising of "misrecognition" and…
... 13 Business Credit and Assistance 1 2010-01-01 2010-01-01 false Mentor/protege program. 124.520... § 124.520 Mentor/protege program. (a) General. The mentor/protege program is designed to encourage approved mentors to provide various forms of assistance to eligible Participants. This assistance may...
Lamm, Kevan W.; Sapp, Rochelle; Lamm, Alexa J.
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…
Martina, Camille Anne; Mutrie, Andria; Ward, Denham; Lewis, Vivian
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.
... 48 Federal Acquisition Regulations System 6 2010-10-01 2010-10-01 true Mentor approval process... ADMINISTRATION SOCIOECONOMIC PROGRAMS SMALL BUSINESS PROGRAMS NASA Mentor-ProtÃ©gÃ© Program 1819.7203 Mentor approval process. (a) An entity seeking to participate as a mentor must apply to the NASA Headquarters...
Asher, P. M.; Marasco, L.; Hurtado, C.; Hanlon, S. M.; Ambrogio, O.
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.
Beck, Joni K; Traficano, Sheryl E
The purpose of this article is to describe the Diabetes Educator Mentorship Program, communicate mentors' experiences and perceptions during the first 3 years following implementation, and provide strategies to encourage mentoring. Creation of this collaborative program has fostered successful attainment of additional certified diabetes educators who obtained diabetes self-management education and support (DSMES) practice requirement hours through a voluntary Diabetes Educator Mentorship Program. There is a significant need for additional mentors to meet the growing need for mentoring partnerships. Increasing the number of mentors will provide more opportunities to those seeking to gain DSMES experience and will ultimately expand the number of health professionals available to educate those with diabetes or prediabetes. © 2014 The Author(s).
Toklu, Hale Z; Fuller, Jacklyn C
Scholarly activities (i.e., the discovery of new knowledge; development of new technologies, methods, materials, or uses; integration of knowledge leading to new understanding) are intended to measure the quality and quantity of dissemination of knowledge. A successful mentorship program is necessary during residency to help residents achieve the six core competencies (patient care, medical knowledge, practice-based learning and improvement, systems-based practice, professionalism, interpersonal and communication skills) required by the Accreditation Council for Graduate Medical Education (ACGME). The role of the mentor in this process is pivotal in the advancement of the residents' knowledge about evidence-based medicine. With this process, while mentees become more self-regulated, exhibit confidence in their performance, and demonstrate more insight and aptitude in their jobs, mentors also achieve elevated higher self-esteem, enhanced leadership skills, and personal gratification. As such, we may conclude that mentoring is a two-sided relationship; i.e., a 'win-win' style of commitment between the mentor and mentee. Hence, both parties will eventually advance academically, as well as professionally.
peer-reviewed This chapter integrates existing literature and developments on electronic mentoring to build a constructive view of this modality of mentoring as a qualitatively different concept from its traditional face-to-face version. The concept of e-mentoring is introduced by looking first into the evasive notion of mentoring. Next, some salient e-mentoring experiences are identified. The chapter goes on to note the differences between electronic and face-to-face mentoring...
Janssen, Suzanne; van Vuuren, Hubrecht A.; de Jong, Menno D.T.
This paper reviews the literature on informal mentoring at work. Based on two basic premises of interpersonal relationships, it discusses four promising areas in current mentoring research that could be cultivated further by future research. The first premise that we hold is that relationships never
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.
Hessenauer, Sarah L.; Law, Kristi
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…
Melnyk and Eileen Fineout-Overholt, who graciously and consistently support military nursing science. Building a Unit-Level Mentored Program...Rosenberg W, Gray JA, Haynes RB, Richardson WS. Evidence based medicine: What it is and what it isn’t. BMJ. 1996;312(7023):71-72.doi: http
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...
Bear, Stephen E.; Hwang, Alvin
Purpose: This paper aims to examine how employee perceptions of organizational context relate to willingness to mentor. This research will help organizations to understand the relationship between organizational context and willingness to mentor to encourage mentoring. Design/methodology/approach: This study used a survey approach. Employees who…
... 20 Employees' Benefits 3 2010-04-01 2010-04-01 false Determination of dependency; parent, brother, or sister. 725.225 Section 725.225 Employees' Benefits EMPLOYMENT STANDARDS ADMINISTRATION... Benefits) § 725.225 Determination of dependency; parent, brother, or sister. An individual who is the miner...
... 48 Federal Acquisition Regulations System 6 2010-10-01 2010-10-01 true Mentor-protege. 1519.203... PROGRAMS SMALL BUSINESS PROGRAMS Policies 1519.203 Mentor-protege. (a) The Contracting officer shall insert the clause at 1552.219-70, Mentor-Protege Program, in all contracts under which the Contractor has...
The goal of this article is to give an overview of mentoring for nuclear medicine technologists (NMT). Mentoring is an integral part of the training and practice in the field of nuclear medicine technology. There is a great need for NMTs to continue involvement in mentorship so that we can develop and maintain the talent and leadership that the field needs. In this article, definitions of mentorship will be provided. Then, how mentoring can work; including different methods and techniques will be covered. Next, the benefits of mentoring will be discussed. Finally, advice for improved application will be presented. Throughout, this article will discuss how mentoring applies to the NMT. Copyright © 2018 by the Society of Nuclear Medicine and Molecular Imaging, Inc.
Yilmaz, Bulent; Vellanki, Priyathama; Ata, Baris; Yildiz, Bulent Okan
To provide an evidence-based assessment of metabolic syndrome, hypertension, and hyperlipidemia in first-degree relatives of women with polycystic ovary syndrome (PCOS). Systematic review and meta-analysis. Not applicable. Mothers, fathers, sisters, and brothers of women with and without PCOS. An electronic-based search with the use of PubMed from 1960 to June 2015 and cross-checked references of relevant articles. Metabolic syndrome, hypertension and dyslipidemia, and surrogate markers, including systolic blood pressure (BP), diastolic BP, total cholesterol, low-density lipoprotein cholesterol, high-density lipoprotein cholesterol, and triglycerides. Fourteen of 3,346 studies were included in the meta-analysis. Prevalence of the following was significantly increased in relatives of women with PCOS: metabolic syndrome (risk ratio [RR] 1.78 [95% confidence interval 1.37, 2.30] in mothers, 1.43 [1.12, 1.81] in fathers, and 1.50 [1.12, 2.00] in sisters), hypertension (RR 1.93 [1.58, 2.35] in fathers, 2.92 [1.92, 4.45] in sisters), and dyslipidemia (RR 3.86 [2.54, 5.85] in brothers and 1.29 [1.11, 1.50] in fathers). Moreover, systolic BP (mothers, sisters, and brothers), total cholesterol (mothers and sisters), low-density lipoprotein cholesterol (sisters), and triglycerides (mothers and sisters) were significantly higher in first-degree relatives of PCOS probands than in controls. Our results show evidence of clustering for metabolic syndrome, hypertension, and dyslipidemia in mothers, fathers, sisters, and brothers of women with PCOS. PROSPERO 2016 CRD42016048557. Copyright © 2017 American Society for Reproductive Medicine. Published by Elsevier Inc. All rights reserved.
Harmer, Bonnie McKay; Huffman, Jaime; Johnson, Barbara
The authors describe a clinical peer mentoring (CPM) program that partnered 16 pairs of senior (mentors) and sophomore (novices) BSN students to provide patient care on a dedicated education unit at a VA Medical Center. Situated learning theory and Tanner's Clinical Judgment Model provided frameworks for CPM implementation. Survey findings suggested novices and mentors perceived improvements in self-confidence, prioritization, time management, clinical judgment, and evidence-based practice use. Many mentors spontaneously expressed an interest in becoming a preceptor or nurse educator. Copyright © 2011 Wolters Kluwer Health | Lippincott Williams & Wilkins
Lehna, Carlee; Hermanns, Melinda; Monsivais, Diane B; Engebretson, Joan
The dissertation provides an excellent source of scholarly productivity for new doctoral faculty, yet is often neglected because of the demands inherent in the faculty role. The purpose of this paper is to present a case study of a scholar mentor group composed of three graduates of a PhD nursing program and their shared dissertation chair, who acted as a senior scholar mentor to the group. By working together, we have been able to enhance our scholarly productivity by disseminating our dissertations through presentations and publications. The paper will present the evolving process of this working group, summarize outcomes, analyze the challenges, and provide suggestions for future doctoral students and faculty who are working with them. Our experience and scholar mentor model captures the best of both worlds-the benefits of interaction with academic peers and the benefits of having a senior scholar mentor. This was accomplished while all members were at different schools in different cities and states. Although other literatures that document successful collaborations using a peer-mentorship model are available, we were unable to locate any that documents a post-doctoral group with a senior scholar mentor who continued working together after graduation. © 2015 Wiley Periodicals, Inc.
Washington, Rhianon; Cox, Elaine
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…
Bradley-Levine, Jill; Lee, Jean Sangmin; Mosier, Gina
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…
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.
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.
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"
This paper draws on a 3-year evaluation of induction and mentoring in New Zealand early childhood education settings and schools conducted by the New Zealand Council for Educational Research (NZCER) for the New Zealand Teachers Council (the Council), now called the Education Council of Aotearoa New Zealand. The study sought to establish the impact…
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...
Providing preservice teachers in urban settings with authentic educational experiences may be an effective approach in preparing them to teach diverse students. Therefore, this investigation examined preservice teachers' perceptions of mentoring at-risk high school students. Data analysis reflected preservice teachers' positive experiences and…
Padilha, Maria Itayra Coelho de Souza; Mancia, Joel Rolim
This study presents an historical analysis on the links between the nursing practice and the influence received from various religious orders/associations along the times, especially from Saint Vincent Paul's charity sisters. The professional nursing which was pioneered by Florence Nightingale in the XlXth century, was directly influenced by the teachings of love and fraternity. In addition, other contributions from the religious orders/associations were the concepts of altruism, valorization of an adequate environment for the care of patients, and the division of work in nursing. The study shows the influence of Charity Sisters on Florence Nightingale.
Asgari, Shaki; Carter, Frederick, Jr.
The present study examined the relationship between peer mentoring and academic performance. Students from two introductory psychology classes either received (n = 37) or did not receive (n = 36) peer mentoring. The data indicated a consistent improvement in the performance (i.e., grades on scheduled exams) of the mentored group. A similar pattern…
Schwartz, Ariel E; Kramer, Jessica M
Peer mentoring may be an effective approach for fostering skill development for mentors and mentees with developmental disabilities. However, little is known about how mentors with developmental disabilities perceive and enact their roles. (1) How do young adults with developmental disabilities describe their role as a peer mentor in the context of instrumental peer mentoring? (2) How do they enact their perceived roles? Thematic analysis of semi-structured reflections completed by six mentors with developmental disabilities (ages 17-35) with multiple mentoring experiences. Mentors perceived themselves as professionals with a primary role of teaching, and for some mentoring relationships, a secondary role of developing an interpersonal relationship. To enact these roles, mentors used a supportive interactional approach characterized by actions such as encouragement and sharing examples and dispositions, such as flexibility and patience. Mentors monitored mentee learning and engagement within the mentoring session and, as needed, adjusted their approach to optimize mentee learning and engagement. To successfully manage their interactional approach, mentors used supports such as peer mentoring scripts, tip sheets, and supervisors. While mentors reported several actions for teaching, they may benefit from training to learn approaches to facilitate more consistent development of interpersonal relationships. Implications for Rehabilitation Peer mentoring may be an effective approach for fostering skill development for young adult mentors and mentees with developmental disabilities. In this study, young adult peer mentors with developmental disabilities perceived themselves as professionals with a primary role of teaching and a secondary role of developing an interpersonal relationship. Peer mentors used actions and dispositions that matched their perceived roles and supported mentees with developmental disabilities to engage in instrumental mentoring. With supports and
Pennanen, Matti; Bristol, Laurette; Wilkinson, Jane; Heikkinen, Hannu L. T.
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…
Full Text Available In a family of four children, all females, three sisters presented with Clouston′s disease or hidrotic ectodermal dysplasia. The case is reported for the rarity of presentation in a single generation with no history of other family members affected.