WorldWideScience

Sample records for technology-supported mentoring program

  1. Youth Mentoring: Program and Mentor Best Practices

    Science.gov (United States)

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

    2012-01-01

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

  2. Youth Mentoring: Program and Mentor Best Practices

    Science.gov (United States)

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

    2012-01-01

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

  3. Mentor and protege attitudes towards the science mentoring program

    Science.gov (United States)

    Rios Jimenez, Noemaris

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

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

    Science.gov (United States)

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

    2006-01-01

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

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

    Science.gov (United States)

    Tauler, Sandra

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

  6. A Review of Undergraduate Mentoring Programs

    Science.gov (United States)

    Gershenfeld, Susan

    2014-01-01

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

  7. A Review of Undergraduate Mentoring Programs

    Science.gov (United States)

    Gershenfeld, Susan

    2014-01-01

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

  8. Minority students benefit from mentoring programs.

    Science.gov (United States)

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

    1993-01-01

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

  9. A cross-cultural mentoring program

    Energy Technology Data Exchange (ETDEWEB)

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

    1995-04-01

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

  10. A cross-cultural mentoring program

    Energy Technology Data Exchange (ETDEWEB)

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

    1995-04-01

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

  11. Targeted Mentoring: Evaluation of a Program.

    Science.gov (United States)

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

    2009-01-01

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

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

    Science.gov (United States)

    Edman, Jayne

    2011-01-01

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

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

    Science.gov (United States)

    Edman, Jayne

    2011-01-01

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

  14. A Mentor Program--Possibilities Unlimited.

    Science.gov (United States)

    Sweet, Helaine D.

    1980-01-01

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

  15. Student Peer Mentoring in a Hospitality Management Program

    Science.gov (United States)

    Lynn, Christine

    2010-01-01

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

  16. 48 CFR 1552.219-70 - Mentor-Protege Program.

    Science.gov (United States)

    2010-10-01

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

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

    Science.gov (United States)

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

    2014-10-01

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

  18. 13 CFR 124.520 - Mentor/protege program.

    Science.gov (United States)

    2010-01-01

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

  19. Mentoring for Professional Geropsychology within a Doctoral Program

    Science.gov (United States)

    Knight, Bob G.

    2011-01-01

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

  20. Evaluating a Psychology Graduate Student Peer Mentoring Program

    Science.gov (United States)

    Fleck, Christina; Mullins, Morell E.

    2012-01-01

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

  1. Mentoring for Professional Geropsychology within a Doctoral Program

    Science.gov (United States)

    Knight, Bob G.

    2011-01-01

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

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

    Science.gov (United States)

    2011-01-01

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

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

    Science.gov (United States)

    Jenkinson, Kate A.; Benson, Amanda C.

    2017-01-01

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

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

    Science.gov (United States)

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

    2015-01-01

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

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

    Science.gov (United States)

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

    2015-01-01

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

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

    Science.gov (United States)

    Ziegler, Carol A.; Reiff, Marianne

    2006-01-01

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

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

    Science.gov (United States)

    Beaunae, Cathrine

    2009-01-01

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

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

    Directory of Open Access Journals (Sweden)

    Joanne D. Leck

    2012-12-01

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

  9. Essential Elements for a Pharmacy Practice Mentoring Program

    OpenAIRE

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

    2013-01-01

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

  10. Mentoring program design and implementation in new medical schools

    Directory of Open Access Journals (Sweden)

    Alice Fornari

    2014-06-01

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

  11. Mentoring program design and implementation in new medical schools

    Science.gov (United States)

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

    2014-01-01

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

  12. Essential elements for a pharmacy practice mentoring program.

    Science.gov (United States)

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

    2013-03-12

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

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

    Science.gov (United States)

    Menegat, Gilan M.

    2010-01-01

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

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

    Science.gov (United States)

    Hur, Yera; Kim, Sun; Lee, Keumho

    2013-03-01

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

  15. The Mentor Program of Aalborg University

    DEFF Research Database (Denmark)

    Nielsen, Kirsten Mølgaard; Hansen, S.L.

    1999-01-01

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

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

    Science.gov (United States)

    Hwang, NaYoung

    2015-01-01

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

  17. An aphasia mentoring program: perspectives of speech-language pathology students and of mentors with aphasia.

    Science.gov (United States)

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

    2013-05-01

    In contrast to clinician-as-expert models, social models of clinical practice typically acknowledge people with aphasia as equal partners in intervention. Given this, there may be a place within speech-language pathology education for programs situating people with aphasia as experts. This paper describes an aphasia mentoring program that was implemented as part of a speech-language pathology graduate program. Qualitative research methods with thematic analysis of interviews, focus groups, questionnaires, and participant observation were used to develop a description of the mentoring program, including the experiences and perspectives of the participants-both mentors (people with chronic aphasia) and students. Five themes, including getting better, aphasia advocacy, group as versus for therapy, we're a team, and focus on mentoring, emerged from the mentors' data. Five themes, including shifting the power dynamic, getting to know the person, seeing members as mentors, making classroom learning real, and connecting with a community, emerged from the students' data. There were significant overlaps and intersections between the 2 data sets. Findings revealed how an aphasia mentoring program that positions people with aphasia as experts can make a significant contribution to student education while supporting mentors' own goals, with implications for improved quality of life.

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

    Science.gov (United States)

    Thoresen, Carol

    1997-01-01

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

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

    Science.gov (United States)

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

    2015-01-01

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

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

    Science.gov (United States)

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

    2015-01-01

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

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

    Science.gov (United States)

    Dockter, J L

    1998-10-01

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

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

    Science.gov (United States)

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

    2016-06-01

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

  3. A Mentoring Program Drills down on the Common Core

    Science.gov (United States)

    Davis, Emily; Sinclair, Steve; Gschwend, Laura

    2015-01-01

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

  4. Efficacy of an Interinstitutional Mentoring Program Within Pediatric Rheumatology.

    Science.gov (United States)

    Moorthy, Lakshmi Nandini; Muscal, Eyal; Riebschleger, Meredith; Klein-Gitelman, Marisa; Nigrovic, Lise E; Horon, Jeffrey R; Rouster-Stevens, Kelly; Ferguson, Polly J; Eberhard, B Anne; Brunner, Hermine I; Prahalad, Sampath; Schneider, Rayfel; Nigrovic, Peter A

    2016-05-01

    The small size of many pediatric rheumatology programs translates into limited mentoring options for early career physicians. To address this problem, the American College of Rheumatology (ACR) and the Childhood Arthritis and Rheumatology Research Alliance (CARRA) developed a subspecialty-wide interinstitutional mentoring program, the ACR/CARRA Mentoring Interest Group (AMIGO). We sought to assess the impact of this program on mentoring within pediatric rheumatology. In a longitudinal 3-year study, participant ratings from the AMIGO pilot program were compared with those after the program was opened to general enrollment. Access to mentoring as a function of career stage was assessed by surveys of the US and Canadian pediatric rheumatologists in 2011 and 2014, before and after implementation of AMIGO. Participants in the pilot phase (19 dyads) and the general implementation phase (112 dyads) reported comparable success in establishing mentor contact, suitability of mentor-mentee pairing, and benefit with respect to career development, scholarship, and work-life balance. Community surveys showed that AMIGO participation as mentee was high among fellows (86%) and modest among junior faculty (31%). Implementation correlated with significant gains in breadth of mentorship and in overall satisfaction with mentoring for fellows but not junior faculty. AMIGO is a career mentoring program that serves most fellows and many junior faculty in pediatric rheumatology across the US and Canada. Program evaluation data confirm that a subspecialty-wide interinstitutional mentoring program is feasible and can translate into concrete improvement in mentoring, measurable at the level of the whole professional community. © 2016, American College of Rheumatology.

  5. The women in emergency medicine mentoring program: an innovative approach to mentoring.

    Science.gov (United States)

    Welch, Julie L; Jimenez, Heather L; Walthall, Jennifer; Allen, Sheryl E

    2012-09-01

    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.

  6. Sandia National Laboratories corporate mentor program : program review, May 2004.

    Energy Technology Data Exchange (ETDEWEB)

    Tibbetts, Tiffany; Tarro, Talitha; Dudeck, William; Bristol, Colette; Stephens, Jim

    2005-01-01

    The Sandia National Laboratories Corporate Mentor Program provides a mechanism for the development and retention of Sandia's people and knowledge. The relationships formed among staff members at different stages in their careers offer benefits to all. These relationships can provide experienced employees with new ideas and insight and give less experienced employees knowledge of Sandia's culture, strategies, and programmatic direction. The program volunteer coordinators are dedicated to the satisfaction of the participants, who come from every area of Sandia. Since its inception in 1995, the program has sustained steady growth and excellent customer satisfaction. This report summarizes the accomplishments, activities, enhancements, and evaluation data for the Corporate Mentor Program for the 2003/2004 program year ending May 1, 2004.

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

    Science.gov (United States)

    Campbell-Whatley, Gloria D.

    2001-01-01

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

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

    Science.gov (United States)

    Terry, Tarae; Ghosh, Rajashi

    2015-01-01

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

  9. A Peer Mentor Tutor Program in Physics

    Science.gov (United States)

    Nossal, S. M.; Jacob, A. T.; Buehlman, J. D.; Middlecamp, C. H.

    2001-05-01

    The Peer Mentor Tutor (PMT) program in the University of Wisconsin-Madison's Physics Department matches upper level undergraduate physics majors in small groups with students potentially at-risk for having academic trouble with their gateway introductory non-calculus physics course or for feeling isolated at the University. The program enhances students'learning and confidence by providing an emphasis on problem solving, a supportive environment for asking questions, and opportunities for acquiring missing math skills. The students assisted include, among others, returning adults, students of color,students with English as a second language, and students who have never taken physics in high school. The tutors acquire teaching and leadership experience with ongoing training throughout the year. The Physics PMT program is run in collaboration with a similar program in Chemistry. The peer model is also being applied to other science courses at the University of Wisconsin. We will describe the structure of the Physics PMT program and our current efforts to expand the program into a broader Physics Learning Center that may serve multiple purposes and courses.

  10. Impact of the ATEC Mentor Program on DAWIA Certification

    Science.gov (United States)

    2011-05-01

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

  11. Best Practices in Mentoring in NOAA Scholarship Programs

    Science.gov (United States)

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

    2015-12-01

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

  12. Mentoring program for students newly enrolled in an Engineering Degree

    Directory of Open Access Journals (Sweden)

    Juan Pedro Peña-Martín

    2016-10-01

    Full Text Available This work presents a mentoring program for first year engineering students in the Telecommunications Engineering College (ETSIT at the University of Malaga (UMA. Actors involved in the program are professors from staff, veterans mentoring students and, of course, freshmen. All of them has been organized trough the Moodle based Virtual Learning Environment Platform of the UMA. The program has gone through several phases over three years. This paper shows the main objectives of this mentoring program, the initial design to get them where professors played mentor role, and successive changes made to try to improve the results, including the assumption of the mentor role by senior students (peer mentoring. The tools used for program evaluation are shown too. Despite the low participation, it has been a framework for the development of various educational and socializing activities (for mentors and mentees focused on developing generic competences. Furthermore, it has been a research tool to get a better understanding of problems affecting students newly enrolled.

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

    Science.gov (United States)

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

    2013-01-01

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

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

    Science.gov (United States)

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

    2013-01-01

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

  15. A Qualitative Program Evaluation of a Structured Leadership Mentoring Program at a Large Aerospace Corporation

    Science.gov (United States)

    Teller, Romney P.

    2011-01-01

    The researcher utilized a qualitative approach to conduct a program evaluation of the organization where he is employed. The study intended to serve as a program evaluation for the structured in-house mentoring program at a large aerospace corporation (A-Corp). This program evaluation clarified areas in which the current mentoring program is…

  16. Mentoring in Medicine Program Encourages Careers in Health

    Science.gov (United States)

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

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

    Energy Technology Data Exchange (ETDEWEB)

    Brewer, Soila

    2003-12-01

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

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

    Science.gov (United States)

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

    2014-12-01

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

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

    Science.gov (United States)

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

    2012-12-01

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

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

    Science.gov (United States)

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

    2014-01-01

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

  1. Mentoring

    Directory of Open Access Journals (Sweden)

    Antony Brewerton

    2002-04-01

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

  2. The National Mentoring Program in Israel--Challenges and Achievements

    Science.gov (United States)

    Zorman, Rachel; Rachmel, Shlomit; Bashan, Zipi

    2016-01-01

    The National Mentoring Program was created in 2009 by the Division for Gifted and Outstanding Students in the Ministry of Education and is implemented by the Szold Institute. The program aims to cultivate future leaders in Israel. Highly gifted 10th and 11th graders are matched with top rate professionals in students' areas of interest. They work…

  3. Research-Based Practices in Afterschool Mentoring Programs

    Science.gov (United States)

    McDaniel, Sara C.; Yarbrough, Anna-Margaret; Besnoy, Kevin

    2015-01-01

    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…

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

    Directory of Open Access Journals (Sweden)

    Azman Ismail

    2015-06-01

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

  5. Using Video Cases to Scaffold Mentoring Competencies: A Program Design from the Young Women Leaders Program

    Science.gov (United States)

    Lewis, Bryan Rossiter

    2013-01-01

    This capstone project conducted an intervention using video cases to scaffold traditional methods of concept presentation in a youth mentoring program. Video cases delivered online were chosen as a methodology to strengthen the support and practitioner aspects indicative of mentoring program success rates (D. L. DuBois, Holloway, Valentine, &…

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

    Science.gov (United States)

    Johnson, Mallory O.; Gandhi, Monica

    2015-01-01

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

  7. Mentoring program and its impact on individuals’ advancement in the Malaysian context

    OpenAIRE

    Azman Ismail; Muhammad Madi Abdullah; Francis, Sebastian K.

    2009-01-01

    The literature on workplace training highlights that the mentoring program is an important employee development method practiced in successful organizations. The ability of mentors either informally or formally to implement the mentoring program activities may lead to higher individuals’ psychosocial support and career development. The nature of this relationship is interesting, but the role of the mentoring program as a predicting variable of individuals’ advancement (psychosocial support & ...

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

    Science.gov (United States)

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

    2006-01-01

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

  9. Building an Effective School-Based Mentoring Program

    Science.gov (United States)

    Smith, Cindy Ann; Stormont, Melissa A.

    2011-01-01

    Many youth are at risk for failure in school due to various school, family, and community characteristics. To provide more support for youth at risk, school-based mentoring programs have become increasingly popular. However, this seemingly simple intervention is actually quite complex and must be implemented with integrity and fidelity. Although…

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

    Science.gov (United States)

    Holmes, M. A.

    2015-12-01

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

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

    Science.gov (United States)

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

    2015-12-01

    Research projects in translational science are increasingly complex and require interdisciplinary collaborations. In the context of training translational researchers, this suggests that multiple mentors may be needed in different content areas. This study explored mentoring structure as it relates to perceived mentoring effectiveness and other characteristics of master's-level trainees in clinical-translational research training programs. A cross-sectional online survey of recent graduates of clinical research master's program was conducted. Of 73 surveys distributed, 56.2% (n = 41) complete responses were analyzed. Trainees were overwhelmingly positive about participation in their master's programs and the impact it had on their professional development. Overall the majority (≥75%) of trainees perceived they had effective mentoring in terms of developing skills needed for conducting clinical-translational research. Fewer trainees perceived effective mentoring in career development and work-life balance. In all 15 areas of mentoring effectiveness assessed, higher rates of perceived mentor effectiveness was seen among trainees with ≥2 mentors compared to those with solo mentoring (SM). In addition, trainees with ≥2 mentors perceived having effective mentoring in more mentoring aspects (median: 14.0; IQR: 12.0-15.0) than trainees with SM (median: 10.5; IQR: 8.0-14.5). Results from this survey suggest having ≥2 mentors may be beneficial in fulfilling trainee expectations for mentoring in clinical-translational training.

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

    DEFF Research Database (Denmark)

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

    2006-01-01

    in an electronic mentoring program. This report analyzes the interactivity between pairs of corporate research scientists (mentors) and university biology students (protégés) during two consecutive implementations of an electronic mentoring program. The frequency and structure of the interactions within each pair...

  13. The Importance of Mentoring Programs to Women's Career Advancement in Biotechnology

    Science.gov (United States)

    Anderson, Daun Robin

    2005-01-01

    Mentoring programs provide benefits to mentors, proteges, and organizations, but not all organizations have such programs in place. In those that do, women's exclusion from informal networks limits their visibility and, in turn, their chances of acquiring a mentor. This poses a barrier to women's career advancement, as does the absence of female…

  14. Mentoring in Higher Education Should Be the Norm to Assure Success: Lessons Learned from the Faculty Mentoring Program, West Chester University, 2008-2011

    Science.gov (United States)

    Bean, Nadine M.; Lucas, Lisa; Hyers, Lauri L.

    2014-01-01

    Despite a wealth of qualitative and quantitative data regarding the positive effects of higher education mentoring programs on faculty satisfaction, retention, tenure, and promotion, mentoring programs are not widespread. The authors examine evaluative data from the first four years of the Faculty Mentoring Program at West Chester University. Of…

  15. Learning professional ethics: Student experiences in a health mentor program.

    Science.gov (United States)

    Langlois, Sylvia; Lymer, Erin

    2016-01-01

    The use of patient centred approaches to healthcare education is evolving, yet the effectiveness of these approaches in relation to professional ethics education is not well understood. The aim of this study was to explore the experiences and learning of health profession students engaged in an ethics module as part of a Health Mentor Program at the University of Toronto. Students were assigned to interprofessional groups representing seven professional programs and matched with a health mentor. The health mentors, individuals living with chronic health conditions, shared their experiences of the healthcare system through 90 minute semi-structured interviews with the students. Following the interviews, students completed self-reflective papers and engaged in facilitated asynchronous online discussions. Thematic analysis of reflections and discussions was used to uncover pertaining to student experiences and learning regarding professional ethics. Five major themes emerged from the data: (1) Patient autonomy and expertise in care; (2) ethical complexity and its inevitable reality in the clinical practice setting; (3) patient advocacy as an essential component of day-to-day practice; (4) qualities of remarkable clinicians that informed personal ideals for future practice; (5) patients' perspectives on clinician error and how they enabled suggestions for improving future practice. The findings of a study in one university context suggest that engagement with the health mentor narratives facilitated students' critical reflection related to their understanding of the principles of healthcare ethics.

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

    Science.gov (United States)

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

    2012-12-01

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

  17. 5 years of experience with a large-scale mentoring program for medical students

    Directory of Open Access Journals (Sweden)

    Pinilla, Severin

    2015-02-01

    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.

  18. A HOSPITAL/SCHOOL SCIENCE FAIR MENTORING PROGRAM FOR MIDDLE SCHOOL STUDENTS

    National Research Council Canada - National Science Library

    Torres, B; Harris, R. F; Lockwood, D; Johnson, J; Mirabal, R; Wells, D. T; Pacheco, M; Soussou, H; Robb, F; Weissman, G. Kuhn; Gwosdow, A. R

    1997-01-01

    .... This article describes one of the Partnership's Science Connection programs, the Science Fair Mentoring Program, designed to enhance middle school science education, inform urban early adolescents...

  19. Virtual Mentoring Program within an Online Doctoral Nursing Education Program: A Phenomenological Study.

    Science.gov (United States)

    Welch, Susan

    2017-02-22

    The purpose of this study was to explore the lived experiences of doctoral nursing education students who participated in a virtual mentoring program. A phenomenological design was used to enable the researchers to gain an understanding of the research phenomenon. The three patterns that emerged during the study were Confirmation of Mentoring, Building Communities, and Learning the Role of Doctoral Student. Under the pattern of Confirmation of Mentoring were the themes of Receiving Academic Support and Receiving Personal Support. Under the pattern of Building Communities were the themes of Getting to Know Mentors and Understanding the Importance of Relationships. Under the pattern of Learning of Role of Doctoral Student were the themes of Balancing Time and Learning Technology. Additional research is needed to more fully explore virtual mentoring within doctoral programs.

  20. Technology-Supported Assessment Systems: A Comparison of Accredited and Unaccredited Programs

    Science.gov (United States)

    Haughton, Noela; Keil, Virginia

    2013-01-01

    The debate surrounding teacher quality often fails to differentiate effectively between teacher-preparation providers. This failure also extends to distinguishing between teachers prepared in traditional campus-based accredited programs from those prepared in unaccredited campus-based programs. This paper compares assessment infrastructure and…

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

    Science.gov (United States)

    Artis, Andrew B.

    2013-01-01

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

  2. A peer mentor tutor program for academic success in nursing.

    Science.gov (United States)

    Robinson, Erin; Niemer, Louise

    2010-01-01

    Due to the difficult and rigorous nature of nursing education, student retention and attrition are major concerns for faculty. This article describes the implementation and outcomes of a peer-based mentor tutor program (PMTP) for at-risk students in a traditional baccalaureate program. Funding was obtained to provide scholarship incentives for student participants and cover costs of training and materials. Criteria were determined for the selection of student mentors-tutors and the identification of at-risk students. Interventions consisted of weekly PMTP sessions offered for the first four semesters of nursing courses. Course grades were used to determine outcome differences between control and intervention groups. Students in the intervention group were found to score significantly higher than the control group on both summative and final grades.

  3. Mentoring program and its impact on individuals’ advancement in the Malaysian context

    Directory of Open Access Journals (Sweden)

    Azman Ismail

    2009-12-01

    Full Text Available The literature on workplace training highlights that the mentoring program is an important employee development method practiced in successful organizations. The ability of mentors either informally or formally to implement the mentoring program activities may lead to higher individuals’ psychosocial support and career development. The nature of this relationship is interesting, but the role of the mentoring program as a predicting variable of individuals’ advancement (psychosocial support & career development has been given less attention in mentoring program models especially in the Malaysian organizational context. Therefore, this study was conducted to examine the direct effect of a mentoring program on individuals’ advancement using a 153 usable questionnaire gathered from employees who have worked in a public university in East Malaysia. The outcomes of regression analysis showed four important findings: Firstly, formal mentoring positively and significantly correlated with individuals’ psychosocial support. Secondly, informal mentoring positively and significantly correlated with individuals’ career development. Thirdly, formal mentoring positively and significantly correlated with individuals’ career development. Fourthly, informal mentoring positively and significantly correlated with individuals’ psychosocial support. The results have empirically confirmed that properly implemented mentoring programs can lead to increased individuals’ advancement in the studied organization. In addition, implications and discussions are also elaborated.

  4. DRDC Mentoring Program: An Examination of Program Design and Program Outcomes

    Science.gov (United States)

    2010-10-01

    partie par la sélection de mentors aptes à transmettre leurs connaissances à des gens en début de carrière. Recommandations En somme, il est on ne peut...their partners. A couple of general comments about the program were provided as well. Meetings that occurred in a social setting worked best for one

  5. AstroPAL: A Mentoring Program for Grad Students

    Science.gov (United States)

    Cabrera, Nicole

    2016-01-01

    The Astronomy Peer Advising Leaders program (AstroPAL) provides guidance for incoming grad students from a team of student volunteers who have passed their 2nd year Qualifier Exam. The purpose is to pair first years with a mentor who can help them through some of the stresses or difficulties that come with being a new grad student. AstroPALs and mentees meet privately about once a month in a casual setting to talk about how they're adjusting to the new surroundings, how they're handling the workload, etc. New students can join AstroPAL at any time during their first two years, and can stop receiving guidance once they feel comfortable in the program. Mentees will be assigned an AstroPAL based on preference and availability, and an AstroPAL Liason will always be in place to facilitate mentor reassignments or other issues if necessary. After passing the 2nd year Qualifier Exam, mentees are eligible to serve as mentors to incoming students.

  6. Making a Difference with At-Risk Students: The Benefits of a Mentoring Program in Middle School

    Science.gov (United States)

    Lindt, Suzanne F.; Blair, Cody

    2017-01-01

    Middle level students classified as at-risk may benefit from a mentoring relationship to help them during this transitionary period of adolescence. Prior research findings highlight the benefits of mentoring programs for both mentors and mentees. This article provides a review of literature in mentoring programs and discusses a specific example of…

  7. Making a Difference with At-Risk Students: The Benefits of a Mentoring Program in Middle School

    Science.gov (United States)

    Lindt, Suzanne F.; Blair, Cody

    2017-01-01

    Middle level students classified as at-risk may benefit from a mentoring relationship to help them during this transitionary period of adolescence. Prior research findings highlight the benefits of mentoring programs for both mentors and mentees. This article provides a review of literature in mentoring programs and discusses a specific example of…

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

    Science.gov (United States)

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

    2015-01-01

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

  9. Crusader Automated Docking System: Technology support for the Crusader Resupply Team. Interim report, Ammunition Logistics Program

    Energy Technology Data Exchange (ETDEWEB)

    Kring, C.T.; Varma, V.K.; Jatko, W.B.

    1995-11-01

    The US Army and Team Crusader (United Defense, Lockheed Martin Armament Systems, etc.) are developing the next generation howitzer, the Crusader. The development program includes an advanced, self-propelled liquid propellant howitzer and a companion resupply vehicle. The resupply vehicle is intended to rendezvous with the howitzer near the battlefront and replenish ammunition, fuel, and other material. The Army has recommended that Crusader incorporate new and innovative technologies to improve performance and safety. One conceptual design proposes a robotic resupply boom on the resupply vehicle to upload supplies to the howitzer. The resupply boom would normally be retracted inside the resupply vehicle during transit. When the two vehicles are within range of the resupply boom, the boom would be extended to a receiving port on the howitzer. In order to reduce exposure to small arms fire or nuclear, biological, and chemical hazards, the crew would remain inside the resupply vehicle during the resupply operation. The process of extending the boom and linking with the receiving port is called docking. A boom operator would be designated to maneuver the boom into contact with the receiving port using a mechanical joystick. The docking operation depends greatly upon the skill of the boom operator to manipulate the boom into docking position. Computer simulations at the National Aeronautics and Space Administration have shown that computer-assisted or autonomous docking can improve the ability of the operator to dock safely and quickly. This document describes the present status of the Crusader Autonomous Docking System (CADS) implemented at Oak Ridge National laboratory (ORNL). The purpose of the CADS project is to determine the feasibility and performance limitations of vision systems to satisfy the autonomous docking requirements for Crusader and conduct a demonstration under controlled conditions.

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

    Energy Technology Data Exchange (ETDEWEB)

    Bryan D. Maughan

    2006-11-01

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

  11. A Mentoring Program in Environmental Science for Underrepresented Groups

    Science.gov (United States)

    Stevens, L.; Rizzo, D. M.

    2009-12-01

    We developed a four-year program, combining educational and career support and research activities, to recruit and retain students from underrepresented groups in environmental sciences. Specifically, the program: ○ Assigns each student a faculty or graduate student mentor with whom the student conducts research activities. ○ Includes a weekly group meeting for team building and to review professional development and academic topics, such as time management and research ethics. ○ Requires students to make multiple formal presentations of their research proposals and results. ○ Provides scholarships and stipends for both the academic year and to engage students in summer research. The program seeks to achieve several goals including: ● Enhance academic performance. ● Encourage continued study in environmental science. ● Facilitate students completing their studies at UVM. ● Increase students’ interest in pursuing science careers. ● Create a more welcoming academic environment. To assess progress toward achievement of these goals, we conducted individual structured interviews with participating undergraduate students, graduate students, and faculty members at two points in time. First, interviews were conducted in the fall of 2007 after two years, and again in spring 2009, after four years. An independent research consultant, Dr. Livingston, conducted the interviews. In 2009, over the course of three days, the interviews included three graduate student and two faculty mentors, and six of the seven undergraduate students. Of the six students, three were juniors and three were graduating seniors. Results of the 2009 interviews echoed those of 2007. Both students and their mentors are quite satisfied with the program. The student presentations, weekly meetings, mentoring relationships, and summer research experiences all get high ratings from program participants. Students give high praise to their mentors and the program directors for providing

  12. Using a Geriatric Mentoring Narrative Program to Improve Medical Student Attitudes towards the Elderly

    Science.gov (United States)

    Duke, Pamela; Cohen, Diane; Novack, Dennis

    2009-01-01

    This study examined first-year medical student attitudes concerning the elderly before and after instituting a geriatric mentoring program. The program began and ended with a survey designed to assess students' attitudes toward the elderly. During the mentoring program, students visited the same senior for four visits throughout the academic year.…

  13. 48 CFR 952.219-70 - DOE Mentor-Protege program.

    Science.gov (United States)

    2010-10-01

    ... 48 Federal Acquisition Regulations System 5 2010-10-01 2010-10-01 false DOE Mentor-Protege program...-Protege program. In accordance with 919.7014 insert the following provision in applicable solicitations. DOE Mentor-Protege Program (MAY 2000) The Department of Energy has established a...

  14. The Effects of Structural Attributes and Demographic Characteristics on Protege Satisfaction in Mentoring Programs

    Science.gov (United States)

    Lyons, Brian D.; Oppler, Edward S.

    2004-01-01

    This study examined whether the structural attributes of a formal mentoring program and/or certain demographic characteristics of participants in the program influence protege satisfaction. Proteges, employed in a traditionally male occupation, were sampled from a federal agency's mentoring program. According to policy, the agency attempted to…

  15. Surviving the Crossfire: Walla Walla's Mentoring Program Helps Neophytes Triumph over the Challenges of Teaching.

    Science.gov (United States)

    Linik, Joyce Riha

    2001-01-01

    In Walla Walla (Washington), an award-winning teacher mentoring program has boosted the new-teacher retention rate to 93 percent. With state funding, the program assigns each new teacher a "peer coach" and a "peer mentor," then provides training and support for all concerned. The program has become a good recruitment and…

  16. Expanding Horizons: A Pilot Mentoring Program Linking College/Graduate Students and Teens With ASD.

    Science.gov (United States)

    Curtin, Carol; Humphrey, Kristin; Vronsky, Kaela; Mattern, Kathryn; Nicastro, Susan; Perrin, Ellen C

    2016-02-01

    A small pilot program of 9 youth 13 to 18 years old with high-functioning autism spectrum disorder (ASD) or Asperger's syndrome assessed the feasibility, acceptability, and potential efficacy of an individualized mentoring program. Youth met weekly for 6 months with trained young adult mentors at a local boys and girls club. Participants reported improvements in self-esteem, social anxiety, and quality of life. Participants, parents, mentors, and staff reported that the program improved participants' social connectedness. Although the pilot study was small, it provides preliminary data that mentoring for youth with ASD has promise for increasing self-esteem, social skills, and quality of life.

  17. Creating More Effective Mentors: Mentoring the Mentor.

    Science.gov (United States)

    Gandhi, Monica; Johnson, Mallory

    2016-09-01

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

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

    Science.gov (United States)

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

    2015-01-01

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

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

    Directory of Open Access Journals (Sweden)

    Chia-Der Lin

    2015-09-01

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

  20. Islamic Education Mentoring Program and the Religiousity of Prospective Accountant

    Directory of Open Access Journals (Sweden)

    Hafiez Sofyani

    2016-08-01

    Full Text Available This study aims to examine differences in the level of ethical sensitivity and commitment of religiosity among prospective accountants pursuing Islamic Education Mentoring Program and those who are not. Samples were accounting students at the University of Muhammadiyah Yogyakarta. To test the hypothesis, this study had carefully applied non-parametric test different techniques, namely the Mann Whitney and Kruskal Wallace. The study states that there are differences in the level of ethical sensitivity of students who take the program and who are not. Commitment religiosity of students who take the program and those who are not has found no statistical difference. Gender differences also take effect on the sentivity level of ethical and commitment of religiousity. Keywords: religiousity, accountant, ethical sensitivity, commitment

  1. Developing an Organizational Understanding of Faculty Mentoring Programs in Academic Medicine in Major American Research Universities

    Science.gov (United States)

    Fischer Zellers, Darlene

    2013-01-01

    This study examines the organizational and contextual factors associated with faculty mentoring programs in academic medicine within major research institutions in the United States, and explores the usefulness of organizational behavior theory in understanding these relationships. To date, many formal faculty mentoring programs are in operation…

  2. A Conceptual Framework for the Development, Implementation, and Evaluation of Formal Mentoring Programs.

    Science.gov (United States)

    Gaskill, LuAnn Ricketts

    1993-01-01

    Data from a survey of executive development directors were the basis for this mentoring program framework, consisting of (1) program development (protege and mentor selection, training, and linkage); (2) implementation (career and psychosocial functions); and (3) evaluation (formal and informal outcomes assessment). (SK)

  3. Developing an Organizational Understanding of Faculty Mentoring Programs in Academic Medicine in Major American Research Universities

    Science.gov (United States)

    Fischer Zellers, Darlene

    2013-01-01

    This study examines the organizational and contextual factors associated with faculty mentoring programs in academic medicine within major research institutions in the United States, and explores the usefulness of organizational behavior theory in understanding these relationships. To date, many formal faculty mentoring programs are in operation…

  4. A Survey of Faculty Mentoring Programs in AACSB Schools of Business

    Science.gov (United States)

    Raymond, Bruce C.; Kannan, Vijay R.

    2014-01-01

    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…

  5. A Survey of Faculty Mentoring Programs in AACSB Schools of Business

    Science.gov (United States)

    Raymond, Bruce C.; Kannan, Vijay R.

    2014-01-01

    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…

  6. Peer-Mentoring Program "Pop-Up" Model for Regional Nursing Students

    Science.gov (United States)

    Penman, Joy; White, Frances

    2006-01-01

    In late 2003, the regional campus of the University of South Australia initiated a peer-mentoring program aimed at assisting the smooth transition of new students to university life. In particular, the Nursing and Rural Health unit envisaged a program that would be effective and rewarding for both student mentees and mentors. This paper presents…

  7. Mentoring For Success: REU Program That Help Every Student Succeed

    Science.gov (United States)

    Bingham, B. L.

    2015-12-01

    NSF REU site programs provide remarkable opportunities for students to experience first-hand the challenges and rewards of science research. Because REU positions are relatively scarce, applicant pools are large, and it is easy to fill available positions with students who already have well-developed research skills and proven abilities to excel academically. Advisors bringing REU participants into their labs may see this as the ideal situation. However, using experience and academic record as the primary selection criteria ignores an enormous pool of talented students who have simply never been in a position to show, or discover themselves, what they can do. Reaching this audience requires a shift in strategy: recruiting in ways that reach students who are unaware of REU opportunities; adjusting our selection criteria to look beyond academics and experience, putting as much emphasis on future potential as we do on past performance; finding, or developing, mentors who share this broader vision of working with students; and providing an institutional culture that ensure every student has the kind of multi-node support network that maximizes his or her success. REU programs should be primary tools to developing a deeper and broader science workforce. Achieving that goal will require innovative approaches to finding, recruiting, and mentoring participants.

  8. Building a peer mentor home health aide program: implications for home health aide retention.

    Science.gov (United States)

    Kreiser, Athena Lu; Adamski, Tom; Gallagher, Bridget

    2010-09-01

    The Home Health Aide (HHA) industry is challenged with low wages, little possibility of career advancement, and high turnover rates. Jewish Home Lifecare, Home Assistance Personnel Inc. (HAPI) is a home care aide agency that has developed a Peer Mentor HHA program. Peer Mentor HHAs mentor newly hired/trained HHAs within our agency. This career path leads to higher paying work that allows for growth of our workforce for the identified growing care need and positively impacts HHA retention.

  9. 48 CFR 252.232-7005 - Reimbursement of subcontractor advance payments-DoD pilot mentor-protege program.

    Science.gov (United States)

    2010-10-01

    ... subcontractor advance payments-DoD pilot mentor-protege program. 252.232-7005 Section 252.232-7005 Federal... subcontractor advance payments—DoD pilot mentor-protege program. As prescribed in 232.412-70(c), use the following clause: Reimbursement of Subcontractor Advance Payments—DoD Pilot Mentor-Protege Program (SEP...

  10. Mentoring programs for medical students - a review of the PubMed literature 2000 - 2008

    Science.gov (United States)

    2010-01-01

    Background Although mentoring is acknowledged as a key to successful and satisfying careers in medicine, formal mentoring programs for medical students are lacking in most countries. Within the framework of planning a mentoring program for medical students at Zurich University, an investigation was carried out into what types of programs exist, what the objectives pursued by such programs are, and what effects are reported. Methods A PubMed literature search was conducted for 2000 - 2008 using the following keywords or their combinations: mentoring, mentoring program, medical student, mentor, mentee, protégé, mentorship. Although a total of 438 publications were identified, only 25 papers met the selection criteria for structured programs and student mentoring surveys. Results The mentoring programs reported in 14 papers aim to provide career counseling, develop professionalism, increase students' interest in research, and support them in their personal growth. There are both one-to-one and group mentorships, established in the first two years of medical school and continuing through graduation. The personal student-faculty relationship is important in that it helps students to feel that they are benefiting from individual advice and encourages them to give more thought to their career choices. Other benefits are an increase in research productivity and improved medical school performance in general. Mentored students also rate their overall well-being as higher. - The 11 surveys address the requirements for being an effective mentor as well as a successful mentee. A mentor should empower and encourage the mentee, be a role model, build a professional network, and assist in the mentee's personal development. A mentee should set agendas, follow through, accept criticism, and be able to assess performance and the benefits derived from the mentoring relationship. Conclusion Mentoring is obviously an important career advancement tool for medical students. In Europe

  11. Mentoring programs for medical students - a review of the PubMed literature 2000 - 2008

    Directory of Open Access Journals (Sweden)

    Buddeberg-Fischer Barbara

    2010-04-01

    Full Text Available Abstract Background Although mentoring is acknowledged as a key to successful and satisfying careers in medicine, formal mentoring programs for medical students are lacking in most countries. Within the framework of planning a mentoring program for medical students at Zurich University, an investigation was carried out into what types of programs exist, what the objectives pursued by such programs are, and what effects are reported. Methods A PubMed literature search was conducted for 2000 - 2008 using the following keywords or their combinations: mentoring, mentoring program, medical student, mentor, mentee, protégé, mentorship. Although a total of 438 publications were identified, only 25 papers met the selection criteria for structured programs and student mentoring surveys. Results The mentoring programs reported in 14 papers aim to provide career counseling, develop professionalism, increase students' interest in research, and support them in their personal growth. There are both one-to-one and group mentorships, established in the first two years of medical school and continuing through graduation. The personal student-faculty relationship is important in that it helps students to feel that they are benefiting from individual advice and encourages them to give more thought to their career choices. Other benefits are an increase in research productivity and improved medical school performance in general. Mentored students also rate their overall well-being as higher. - The 11 surveys address the requirements for being an effective mentor as well as a successful mentee. A mentor should empower and encourage the mentee, be a role model, build a professional network, and assist in the mentee's personal development. A mentee should set agendas, follow through, accept criticism, and be able to assess performance and the benefits derived from the mentoring relationship. Conclusion Mentoring is obviously an important career advancement tool for

  12. Meeting the Academic Needs of Minority Students through a Non-academic Mentoring Program

    Directory of Open Access Journals (Sweden)

    Luz Mary Rincón

    2007-12-01

    Full Text Available This article presents the preliminary results of a mentoring program developed by the Mount Pleasant Independent School District (MPISD in the State of Texas with the goal of improving low-achieving students’ results on the math and reading state mandated tests, Texas Academic Knowledge and Skills (TAKS. The article describes the level of development of the program at the end of the first year of implementation and shows what may be the positive impact of youth participation in mentoring relationships. The apparent impact of the mentoring program is shown through improved scores of TAKS tests of fifth grade and is illustrated in the experience of a mentor teacher and her group of students. Although it does not specifically target ethnic and language minorities, their improved academic performance may have been the result of the mentoring experience.

  13. Health Information Management Education: A Comparison of Faculty Mentoring in Traditional vs. Distance Education Programs

    Science.gov (United States)

    Davidian, Marilyn R.

    2010-01-01

    Fifty years of research has demonstrated the value of faculty mentoring for students. The purpose of this research was to explore the faculty mentoring experiences among graduates of traditional and distance education programs in health information management professional education. The sample (n = 1039) was drawn from baccalaureate and masters…

  14. Fostering Sustainability: A Case Study of a Pilot Mentoring Program at a Private University

    Science.gov (United States)

    Marcellino, Patricia Ann

    2011-01-01

    The purpose of this paper is to provide documentation of a one year Pilot Mentoring Program (PMP) that was implemented within a department at a school of education within a private university. PMP was tied to the culture and specific needs of the department. It included seven newly hired faculty members and their mentor who were from various…

  15. GirlPOWER! Strengthening Mentoring Relationships through a Structured, Gender-Specific Program

    Science.gov (United States)

    Pryce, Julia M.; Silverthorn, Naida; Sanchez, Bernadette; DuBois, David L.

    2010-01-01

    The authors examine GirlPOWER! an innovative program that uses structure and group-based activities to enhance one-to-one mentoring relationships for young adolescent girls from the perspective of the focus, purpose, and authorship dimensions of mentoring relationships that Karcher and Nakkula described. The discussion draws on several sources of…

  16. Using Methodological Triangulation to Examine the Effectiveness of a Mentoring Program for Online Instructors

    Science.gov (United States)

    Drouin, Michelle; Stewart, Jennifer; Van Gorder, Karen

    2015-01-01

    In this quasi-experimental mixed methods study, we examined the effectiveness of a faculty-to-faculty mentoring program to increase student success rates in online courses at an American university. Over one semester, 24 faculty mentees worked with 6 faculty mentors on improving course organization and implementing student engagement techniques.…

  17. An Evaluation of the Individualized Learning Intervention: A Mentoring Program for Early Childhood Teachers

    Science.gov (United States)

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

    2011-01-01

    This study describes the results of an evaluation of the Individualized Learning Intervention (ILI), a mentoring program for early childhood educators that is built upon adult self-directed learning experiences and the collaborative support of others. Sixteen Mentor and 16 Protege teachers in Head Start classrooms were selected for participation…

  18. The Roles of Site-Based Mentors in Educational Leadership Programs

    Science.gov (United States)

    Bowser, Audrey; Hux, Annette; McBride, Jackie; Nichols, Cindy; Nichols, Joe

    2014-01-01

    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…

  19. Using Methodological Triangulation to Examine the Effectiveness of a Mentoring Program for Online Instructors

    Science.gov (United States)

    Drouin, Michelle; Stewart, Jennifer; Van Gorder, Karen

    2015-01-01

    In this quasi-experimental mixed methods study, we examined the effectiveness of a faculty-to-faculty mentoring program to increase student success rates in online courses at an American university. Over one semester, 24 faculty mentees worked with 6 faculty mentors on improving course organization and implementing student engagement techniques.…

  20. Health Information Management Education: A Comparison of Faculty Mentoring in Traditional vs. Distance Education Programs

    Science.gov (United States)

    Davidian, Marilyn R.

    2010-01-01

    Fifty years of research has demonstrated the value of faculty mentoring for students. The purpose of this research was to explore the faculty mentoring experiences among graduates of traditional and distance education programs in health information management professional education. The sample (n = 1039) was drawn from baccalaureate and masters…

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

    Science.gov (United States)

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

    2015-12-01

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

  2. "A Circular Council of People with Equal Ideas": The Mentoring Mosaic in a Preservice Teacher Education Program

    Science.gov (United States)

    Davis, Susan A.

    2017-01-01

    Mentoring in music education programs is such a ubiquitous part of the process; it is sometimes overlooked or subsumed under other categories. The purpose of this article is to highlight mentoring relationships within an undergraduate music teacher education program. Formal, informal, vertical, and horizontal mentoring are examined from the…

  3. The Longitudinal Elderly Person Shadowing Program: Outcomes from an Interprofessional Senior Partner Mentoring Program

    Science.gov (United States)

    Basran, Jenny F. S.; Dal Bello-Haas, Vanina; Walker, Doreen; MacLeod, Peggy; Allen, Bev; D'Eon, Marcel; McKague, Meredith; Chopin, Nicola S.; Trinder, Krista

    2012-01-01

    The University of Saskatchewan's Longitudinal Elderly Person Shadowing (LEPS) is an interprofessional senior mentors program (SMP) where teams of undergraduate students in their first year of medicine, pharmacy, and physiotherapy; 2nd year of nutrition; 3rd year nursing; and 4th year social work partner with community-dwelling older adults.…

  4. [An extensive mentoring program for undergraduate medical students: goals, design and realization].

    Science.gov (United States)

    Hofhansl, Angelika; Körmöczi, Günther F

    2014-06-01

    In this paper, the design and implementation of an institutional mentoring program for undergraduate medical students at the Medical University of Vienna are presented. Faculty members act as senior mentors in a small group setting enabling also peer mentoring (73.6% of mentees reporting a direct benefit from their co-mentees). Program acceptance by mentees and mentors is very high (71.7% of the mentees and 77.1% of the mentors giving the highest out of four rating categories). The adequacy of this program was studied by analyzing the topics discussed in the mentoring groups: the most frequently covered aspects are diploma thesis, clinical clerkship, studying abroad and career planning. Additionally, sex-specific distributions of mentor recruitment and selection as well as participation by students were documented (e.g., female proportion of 29.9% and 53.2% of mentors and mentees, respectively). Both feedback and content analysis demonstrate the success of this large-scale project.

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

    Science.gov (United States)

    Pololi, Linda H; Evans, Arthur T

    2015-01-01

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

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

    Science.gov (United States)

    Beane-Katner, Linda

    2014-01-01

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

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

    Science.gov (United States)

    Beane-Katner, Linda

    2014-01-01

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

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

    Science.gov (United States)

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

    2015-12-01

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

  9. EFFECTS OF A UBIQUITOUS MENTORING PROGRAM ON SELF-ESTEEM, SCHOOL ADAPTATION, AND PERCEIVED PARENTAL ATTITUDE

    National Research Council Canada - National Science Library

    Kyunghee Lee; Mi Jung Kim; Tae Hee Park; Ivy Lynne Alcazar-Bejerano

    2015-01-01

      We examined the impact of a ubiquitous mentoring program on self-esteem, school adaptation flexibility, and perception of parental attitude toward child rearing of elementary students from low socio...

  10. 49 CFR 26.35 - What role do business development and mentor-protégé programs have in the DBE program?

    Science.gov (United States)

    2010-10-01

    ... participate in the mentor-protégé program. (2) During the course of the mentor-protégé relationship, you must... 49 Transportation 1 2010-10-01 2010-10-01 false What role do business development and mentor-protÃ... What role do business development and mentor-protégé programs have in the DBE program? (a) You may...

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

    Science.gov (United States)

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

    2017-07-01

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

  12. A Literature Review of Afterschool Mentoring Programs for Children at Risk

    Science.gov (United States)

    McDaniel, Sara; Yarbrough, Anna-Margaret

    2016-01-01

    Afterschool programs such as tutoring and school-based or community-based programs have effectively functioned as prevention and intervention programs for children at risk. This literature review focuses on afterschool mentoring programs for children at risk. The purpose of reviewing the literature was to (a) determine the breadth and scope of the…

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

    Directory of Open Access Journals (Sweden)

    Azman Ismail

    2014-02-01

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

  14. Developing built environment programs in local health departments: lessons learned from a nationwide mentoring program.

    Science.gov (United States)

    Rube, Kate; Veatch, Maggie; Huang, Katy; Sacks, Rachel; Lent, Megan; Goldstein, Gail P; Lee, Karen K

    2014-05-01

    Local health departments (LHDs) have a key role to play in developing built environment policies and programs to encourage physical activity and combat obesity and related chronic diseases. However, information to guide LHDs' effective engagement in this arena is lacking. During 2011-2012, the New York City Department of Health and Mental Hygiene (DOHMH) facilitated a built environment peer mentoring program for 14 LHDs nationwide. Program objectives included supporting LHDs in their efforts to achieve built environment goals, offering examples from DOHMH's built environment work to guide LHDs, and building a healthy built environment learning network. We share lessons learned that can guide LHDs in developing successful healthy built environment agendas.

  15. Mentor Commitment in Formal Mentoring Relationships

    Science.gov (United States)

    Allen, Tammy D.; Eby, Lillian T.

    2008-01-01

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

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

    OpenAIRE

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

    2006-01-01

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

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

    Directory of Open Access Journals (Sweden)

    Selim Gunuc

    2015-06-01

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

  18. Recycling Mentors: an intergenerational, service-learning program to promote recycling and environmental awareness.

    Science.gov (United States)

    D'abundo, Michelle L; Fugate-Whitlock, Elizabeth I; Fiala, Kelly A

    2011-01-01

    The purpose of Recycling Mentors was to implement an intergenerational, service-learning program focused on promoting recycling and environmental awareness among students enrolled in Community Health (HEA 301) and Current Issues in Gerontology (GRN 440/540) and adults older than 60 years. Recycling Mentors was conducted in New Hanover County (NHC), North Carolina, where a moderate climate and coastal location attracts many tourists, retirees, and college students. A community like NHC is a good place to implement service-learning that educates both students and older adults about the benefits of recycling to individual health and the environment. During the Fall 2009 semester, undergraduate and graduate students completed institutional review board training and then conducted the program with older adults. The education component of Recycling Mentors included a pre/post survey, brochure, and scheduled visits. Overall, Recycling Mentors was positive service-learning experience with students identifying salient outcomes such as learning about recycling and the environment and working with older adults. In addition, teaching the education component of Recycling Mentors was good practice for students who will be the future health professionals. While service-learning and environmentally themed projects are common, a program that combines the 2 like Recycling Mentors is unique and has the potential to motivate individual change while positively impacting the local community and the environment.

  19. Increasing Self-Esteem and School Connectedness through a Multidimensional Mentoring Program.

    Science.gov (United States)

    King, Keith A.; Vidourek, Rebecca; Davis, Beth; McClellan, Warren

    2002-01-01

    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.…

  20. 48 CFR 1019.202-70 - The Treasury Mentor-Protégé Program.

    Science.gov (United States)

    2010-10-01

    ... 48 Federal Acquisition Regulations System 5 2010-10-01 2010-10-01 false The Treasury Mentor-Protégé Program. 1019.202-70 Section 1019.202-70 Federal Acquisition Regulations System DEPARTMENT OF THE TREASURY SOCIOECONOMIC PROGRAMS SMALL BUSINESS PROGRAMS Policies 1019.202-70 The Treasury...

  1. The SEEK Mentoring Program: An Application of the Goal-Setting Theory

    Science.gov (United States)

    Sorrentino, Diane M.

    2007-01-01

    This article describes a pilot academic mentoring program carried out over 1 semester in the SEEK Program at the College of Staten Island, CUNY. The program was utilized to provide a resource for students whose overall grade point average was below 2.5, placing them at risk for academic dismissal. A goal-setting approach was used to aid the…

  2. Building a novel inpatient diabetes management mentor program: a blueprint for success.

    Science.gov (United States)

    Modic, Mary Beth; Sauvey, Rebecca; Canfield, Christina; Kukla, Aniko; Kaser, Nancy; Modic, Joselyn; Yager, Christina

    2013-01-01

    The intent of this project was to create a formalized educational program for bedside nurses responsible for inpatient diabetes management. Bedside nurses are recruited to serve as diabetes management mentors. The mentors receive advanced education concerning teaching and learning principles, the AADE7™ Self-Care Behaviors, and diabetes management strategies. They teach their peers, advocate for patients, and facilitate referrals for outpatient Diabetes Self-Management Education (DSME) programs. The focus of these ongoing educational activities is to foster the development of diabetes management mentors and to create teaching tools that mentors can use with peers to address practice gaps or skill deficiencies. The diabetes management mentor is integral in enhancing the care of patients with diabetes in the hospital. The empowerment of bedside nurses as mentors for their peers and their patients is an invaluable asset that helps nurses take ownership of their practice. This role could be applied to other complex disease entities, helping nurses to develop specific management skills to improve patient outcomes and enhance patient satisfaction.

  3. Implementing a mentoring program : an application to the production platforms offshore Campeche

    Energy Technology Data Exchange (ETDEWEB)

    Hernandez-Garcia, G.; Cataneda-Roldan, M.A. [Pemex Exploration and Production, Mexico City (Mexico)

    2001-06-01

    A mentoring program was implemented at the Pemex Exploration and Production facilities offshore Campeche to focus on the higher level in a core group of engineers in charge of offshore oil production facilities. This mentoring program consisted of a well organized plan to enroll people into learning courses to broaden their scope of knowledge and to improve their performances. The scope of the mentoring program included seven main managerial areas including planning, exploration, industrial safety, finance, administration, production and maintenance. This effort has resulted in the implementation of business-oriented behaviour between the professionals and has improved the safety of the working environment. All participants expressed satisfaction with the program. 4 refs., 1 fig.

  4. Decreasing the Stigma of Mental Illness Through a Student-Nurse Mentoring Program: A Qualitative Study.

    Science.gov (United States)

    Fokuo, J Konadu; Goldrick, Virginia; Rossetti, Jeanette; Wahlstrom, Carol; Kocurek, Carla; Larson, Jonathon; Corrigan, Patrick

    2017-04-01

    Stigma is defined as endorsing prejudicial attitudes about mental illness leading to discriminatory behaviors. It undermines the quality of medical care received by people with mental illness. Research suggests contact based interventions are effective in reducing stigma and increasing positive attitudes towards people with mental illness. This paper describes the development of a consumer led student-nurse mentoring program as part of nursing student education. People with lived mental health experience would mentor student nurses regarding the harmful effects of stigma and the beneficial outcomes of affirming attitudes. Seventy members of stakeholder groups (people with lived mental health experience and student nurses) participated in focus groups. Qualitative analyses revealed themes across stakeholder groups regarding: perceived mental health stigma from nurses, ways to reduce stigma, target message for the mentorship program, characteristics of mentors and logistics in developing such a program within the student nurse curricula.

  5. Intensive English Programs in the United States: An Overview of Structure and Mentoring

    Science.gov (United States)

    Thompson, Amy S.

    2013-01-01

    Although English as a second language (ESL) programs are common in the United States, there is surprisingly little research documenting the existing structures and mentoring strategies they use. This lack of research could be partly due to ESL programs' widely varying internal structures (Larson, 1990) and the fact that they are often marginalized…

  6. Interprofessional Dialogues within a Senior Mentoring Program: Incorporating Gerontology Students as Facilitation Leaders

    Science.gov (United States)

    Kropf, Nancy P.; Idler, Ellen; Flacker, Jonathan; Clevenger, Carolyn; Rothschild, Elizabeth

    2015-01-01

    Effective health care with older adults requires that clinicians and practitioners are knowledgeable about aging issues and have the skills to work within an interdisciplinary team context. This article describes a Senior Mentoring Program that paired clinical students in medicine, nursing, and a physician assistant program with community-dwelling…

  7. Interprofessional Dialogues within a Senior Mentoring Program: Incorporating Gerontology Students as Facilitation Leaders

    Science.gov (United States)

    Kropf, Nancy P.; Idler, Ellen; Flacker, Jonathan; Clevenger, Carolyn; Rothschild, Elizabeth

    2015-01-01

    Effective health care with older adults requires that clinicians and practitioners are knowledgeable about aging issues and have the skills to work within an interdisciplinary team context. This article describes a Senior Mentoring Program that paired clinical students in medicine, nursing, and a physician assistant program with community-dwelling…

  8. Nurturing a Generation of Leaders: The College Library Directors' Mentor Program

    Science.gov (United States)

    Hardesty, Larry

    2017-01-01

    The College Library Directors' Mentor Program has operated for more than 20 years, during which a substantial portion of the target audience of first-year library directors of small colleges has participated. Through this article, the authors identify the purpose of the program, describe its evolution and current status, and examine the nature of…

  9. Nurturing a Generation of Leaders: The College Library Directors' Mentor Program

    Science.gov (United States)

    Hardesty, Larry

    2017-01-01

    The College Library Directors' Mentor Program has operated for more than 20 years, during which a substantial portion of the target audience of first-year library directors of small colleges has participated. Through this article, the authors identify the purpose of the program, describe its evolution and current status, and examine the nature of…

  10. Kinesiology Career Club: Undergraduate Student Mentors' Perspectives on a Physical Activity-Based Teaching Personal and Social Responsibility Program

    Science.gov (United States)

    Walsh, David S.; Veri, Maria J.; Willard, Jason J.

    2015-01-01

    The purpose of this article is to present university student mentors' perspectives on the impact of a teaching personal and social responsibility (TPSR) model youth program called the Kinesiology Career Club. Data sources in this qualitative case study included program observations, mentoring reflections, and semistructured interviews. Data…

  11. Inspired Learning: Creating Engaged Teaching and Learning Environments for University and School Students through University to School Mentor Programs

    Science.gov (United States)

    Koerner, Catherine; Harris, John

    2007-01-01

    The Inspire Peer Mentor Program (Inspire) operates of Flinders University in the southern suburbs of Adelaide, and has received funding from the Department of Family and Community Services and Indigenous Affairs (FaCSIA). The experience gained during the past three years has indicated that a mentoring program between the University and schools…

  12. The Effect of iMentor's College Ready Program on High School Students' College Aspirations and Non-Cognitive Skills

    Science.gov (United States)

    Merrill, Lisa; Siman, Nina; Kang, David; Soltani, Jasmine; Wulach, Suzanne

    2015-01-01

    A growing body of research shows that school-based mentoring programs can be a flexible and cost-effective way to improve student outcomes. Effective mentoring programs create close bonds between students and caring adults, providing students with an important source of emotional support. This study tests the effects of a new model--whole…

  13. Kinesiology Career Club: Undergraduate Student Mentors' Perspectives on a Physical Activity-Based Teaching Personal and Social Responsibility Program

    Science.gov (United States)

    Walsh, David S.; Veri, Maria J.; Willard, Jason J.

    2015-01-01

    The purpose of this article is to present university student mentors' perspectives on the impact of a teaching personal and social responsibility (TPSR) model youth program called the Kinesiology Career Club. Data sources in this qualitative case study included program observations, mentoring reflections, and semistructured interviews. Data…

  14. An Empirical Study of the Relationship between Mentoring program and Mentees’ psychosocial Development

    Directory of Open Access Journals (Sweden)

    Azman Ismail

    2013-07-01

    Full Text Available The study was undertaken to investigate the correlation between mentoring program and mentees’ psychosocial development using self-report questionnaires collected from undergraduate students in teaching based higher learning institutions in Sarawak, Malaysia. The outcomes of SmartPLS path model analysis showed two important findings: firstly, communication positively and significantly correlated with psychosocial. Secondly, support positively and significantly correlated with psychosocial. In sum, the result demonstrates that mentoring program does act as an important determinant of mentees’ psychosocial development in the organizational sample. In addition, this study provides discussion, implications and conclusion.

  15. Promising and Established Investigators' Experiences Participating in the National Athletic Trainers' Association Foundation Research Mentor Program.

    Science.gov (United States)

    Nottingham, Sara L; Mazerolle, Stephanie M; Barrett, Jessica L

    2017-04-01

      Mentorship is a helpful resource for individuals who transition from doctoral student to tenure-track faculty member. The National Athletic Trainers' Association (NATA) Research & Education Foundation offers a Research Mentor Program to provide mentorship to promising investigators, particularly as they work to establish independent lines of research.   To gain the perspectives of promising and established investigators on their participation in the NATA Foundation Research Mentor Program.   Qualitative, phenomenological research.   Higher education institutions.   Seven promising investigators (5 women, 2 men) and 7 established investigators (2 women, 5 men), all of whom had completed the NATA Foundation Research Mentor Program. Data Collection and Analysis We developed and piloted intervi: ew guides designed to gain participants' perspectives on their experiences participating in the NATA Foundation Research Mentor Program. Semistructured telephone interviews were completed with each individual and transcribed verbatim. Data were analyzed using a phenomenological approach, and saturation was obtained. Trustworthiness was established with the use of member checking, multiple-analyst triangulation, and data-source triangulation.   Three themes emerged from the interviews: (1) motivation, (2) collaboration, and (3) resources. Participants were motivated to become involved because they saw the value of mentorship, and mentees desired guidance in their research. Participants believed that collaboration on a project contributed to a positive relationship, and they also desired additional program and professional resources to support novice faculty.   Promising and established investigators should be encouraged to engage in mentoring relationships to facilitate mentees' research agendas and professional development. The NATA Foundation and athletic training profession may consider providing additional resources for novice faculty, such as training on

  16. Planning for the next generation of public health advocates: evaluation of an online advocacy mentoring program.

    Science.gov (United States)

    O'Connell, Emily; Stoneham, Melissa; Saunders, Julie

    2016-04-01

    Issue addressed Despite being viewed as a core competency for public health professionals, public health advocacy lacks a prominent place in the public health literature and receives minimal coverage in university curricula. The Public Health Advocacy Institute of Western Australia (PHAIWA) sought to fill this gap by establishing an online e-mentoring program for public health professionals to gain knowledge through skill-based activities and engaging in a mentoring relationship with an experienced public health advocate. This study is a qualitative evaluation of the online e-mentoring program. Methods Semi-structured interviews were conducted with program participants at the conclusion of the 12-month program to examine program benefits and determine the perceived contribution of individual program components to overall advocacy outcomes. Results Increased mentee knowledge, skills, level of confidence and experience, and expanded public health networks were reported. Outcomes were dependent on participants' level of commitment, time and location barriers, mentoring relationship quality, adaptability to the online format and the relevance of activities for application to participants' workplace context. Program facilitators had an important role through the provision of timely feedback and maintaining contact with participants. Conclusion An online program that combines public health advocacy content via skill-based activities with mentoring from an experienced public health advocate is a potential strategy to build advocacy capacity in the public health workforce. So what? Integrating advocacy as a core component of professional development programs will help counteract current issues surrounding hesitancy by public health professionals to proactively engage in advocacy, and ensure that high quality, innovative and effective advocacy leadership continues in the Australian public health workforce.

  17. A mentor-based portfolio program to evaluate pharmacy students' self-assessment skills.

    Science.gov (United States)

    Kalata, Lindsay R; Abate, Marie A

    2013-05-13

    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.

  18. Developing Built Environment Programs in Local Health Departments: Lessons Learned From a Nationwide Mentoring Program

    Science.gov (United States)

    Rube, Kate; Veatch, Maggie; Huang, Katy; Lent, Megan; Goldstein, Gail P.; Lee, Karen K.

    2014-01-01

    Local health departments (LHDs) have a key role to play in developing built environment policies and programs to encourage physical activity and combat obesity and related chronic diseases. However, information to guide LHDs’ effective engagement in this arena is lacking. During 2011–2012, the New York City Department of Health and Mental Hygiene (DOHMH) facilitated a built environment peer mentoring program for 14 LHDs nationwide. Program objectives included supporting LHDs in their efforts to achieve built environment goals, offering examples from DOHMH’s built environment work to guide LHDs, and building a healthy built environment learning network. We share lessons learned that can guide LHDs in developing successful healthy built environment agendas. PMID:24625166

  19. Mentoring programs for medical students--a review of the PubMed literature 2000-2008.

    Science.gov (United States)

    Frei, Esther; Stamm, Martina; Buddeberg-Fischer, Barbara

    2010-04-30

    Although mentoring is acknowledged as a key to successful and satisfying careers in medicine, formal mentoring programs for medical students are lacking in most countries. Within the framework of planning a mentoring program for medical students at Zurich University, an investigation was carried out into what types of programs exist, what the objectives pursued by such programs are, and what effects are reported. A PubMed literature search was conducted for 2000 - 2008 using the following keywords or their combinations: mentoring, mentoring program, medical student, mentor, mentee, protégé, mentorship. Although a total of 438 publications were identified, only 25 papers met the selection criteria for structured programs and student mentoring surveys. The mentoring programs reported in 14 papers aim to provide career counseling, develop professionalism, increase students' interest in research, and support them in their personal growth. There are both one-to-one and group mentorships, established in the first two years of medical school and continuing through graduation. The personal student-faculty relationship is important in that it helps students to feel that they are benefiting from individual advice and encourages them to give more thought to their career choices. Other benefits are an increase in research productivity and improved medical school performance in general. Mentored students also rate their overall well-being as higher. - The 11 surveys address the requirements for being an effective mentor as well as a successful mentee. A mentor should empower and encourage the mentee, be a role model, build a professional network, and assist in the mentee's personal development. A mentee should set agendas, follow through, accept criticism, and be able to assess performance and the benefits derived from the mentoring relationship. Mentoring is obviously an important career advancement tool for medical students. In Europe, more mentoring programs should be

  20. Evaluation of a National E-Mentoring Program for Ethnically Diverse Student Nurse-Midwives and Student Midwives.

    Science.gov (United States)

    Valentin-Welch, Maria

    2016-11-01

    The US racial profile is changing rapidly, yet the nursing and midwifery professions are not evolving accordingly. The lack of racial and ethnic diversity within these health professions negatively affects efforts to eliminate persistent health disparities. To address this issue, the Midwives of Color Committee (MOCC) of the American College of Nurse-Midwives (ACNM) created a national online mentoring program in 2011 to support midwifery students of color. An evaluation of the program is reported here. This was a descriptive study conducted via online surveys mailed to 44 mentors and 42 mentees who participated in the program during 2012. Categorical survey responses were compared between groups, and open-ended responses were evaluated for common themes. Response rates differed across groups. Half of the mentors responded (50%), while only 38.1% of the mentees responded. The majority of mentors and mentees rated the program as either excellent or good and felt the program should continue. Both mentors and mentees shared similar positive ratings about the effectiveness of the application, speed with which matching occurred, and satisfaction with mentee-mentor match; they also share less favorable ratings regarding frequency of communication, impact of geographic proximity, and academic support need and response. Both groups desired to live closer to one another and communicate more. This study suggests that the online mentoring program for student midwives of color currently being offered should continue but with enhancements to improve the face-to-face mentoring experience, including the use of computer-based technology. Other program improvements are also recommended. To be truly effective, mentoring programs must meet the needs of mentors and mentees; future evaluations should clarify their potential as an important tool for increasing diversity. © 2016 by the American College of Nurse-Midwives.

  1. Mentoring for Talent Development, Creativity, Social Skills, and Insider Knowledge: The APA Catalyst Program

    Science.gov (United States)

    Subotnik, Rena F.; Edmiston, Ashley M.; Cook, Lucas; Ross, Michael D.

    2010-01-01

    The mentoring component of the American Psychological Association Catalyst Program, and the Pinnacle Model upon which it was built, was derived from Bloom's (1985) model of talent development. According to Bloom and his associates, optimal instruction for talent development takes place in three stages. During the first stage, young people are…

  2. A Program Evaluation of the Special Education Mentor Training in South Carolina

    Science.gov (United States)

    Taylor, Ann Marie H.

    2013-01-01

    Retaining effective teachers is a challenge in every classroom, but nowhere more than in special education classrooms. The purpose of the study was to conduct a program evaluation using archival data that were collected as a part of the Special Education Advanced Mentor Training (SEAMT) in South Carolina. Drawing on Erikson's Intimacy vs.…

  3. Florida Public Health Training Center: Evidence-Based Online Mentor Program

    Science.gov (United States)

    Frahm, Kathryn A.; Alsac-Seitz, Biray; Mescia, Nadine; Brown, Lisa M.; Hyer, Kathy; Liburd, Desiree; Rogoff, David P.; Troutman, Adewale

    2013-01-01

    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…

  4. Medical Student and Senior Participants' Perceptions of a Mentoring Program Designed to Enhance Geriatric Medical Education

    Science.gov (United States)

    Corwin, Sara J.; Frahm, Kathryn; Ochs, Leslie A.; Rheaume, Carol E.; Roberts, Ellen; Eleazer, G. Paul

    2006-01-01

    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…

  5. Multigenerational and Virtual: How Do We Build a Mentoring Program for Today's Workforce?

    Science.gov (United States)

    Houck, Christiana

    2011-01-01

    This article looks at virtual mentoring programs through a lens of generational differences, technological preferences, and communication styles. Best practices are framed to address the need to prepare the incoming millennials to lead the workforce as baby boomers exit. After a review of the literature, ideas are culled to apply the theory to a…

  6. Structuring Serendipity: Mentoring as a Component of Leadership Development Programs in Higher Education

    Science.gov (United States)

    Bonebright, Denise A.

    2014-01-01

    The need to develop a pool of well-qualified future leaders is a key concern for human resource development scholars and practitioners in higher education. Research indicates that formal leadership development programs are most effective when they are based on experiential models. Mentoring is one experiential component that can enhance such…

  7. High Retention of Minority and International Faculty through a Formal Mentoring Program

    Science.gov (United States)

    Phillips, Susan L.; Dennison, Susan T.; Davenport, Mark A.

    2016-01-01

    In these economic times, retention of new faculty, particularly minority and international faculty, is a high priority. In this study, retention of new faculty from 2006 to 2013 was compared for participants and nonparticipants in a formal mentoring program. Retention was 92% for participating faculty and 58% for nonparticipating new faculty. For…

  8. The Impact of Mentoring Programs on Teachers in Urban Middle Schools

    Science.gov (United States)

    Wider, Beyonka Shantel

    2012-01-01

    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…

  9. The Impact of Mentoring Programs on Teachers in Urban Middle Schools

    Science.gov (United States)

    Wider, Beyonka Shantel

    2012-01-01

    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…

  10. Mentored Discussions of Teaching: An Introductory Teaching Development Program for Future STEM Faculty

    Science.gov (United States)

    Baiduc, Rachael R.; Linsenmeier, Robert A.; Ruggeri, Nancy

    2016-01-01

    Today's science, technology, engineering, and mathematics (STEM) graduate students and postdoctoral fellows are tomorrow's new faculty members; but these junior academicians often receive limited pedagogical training. We describe four iterations of an entry-level program with a low time commitment, Mentored Discussions of Teaching (MDT). The…

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

    Science.gov (United States)

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

    2007-01-01

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

  12. The Bakari© Mentoring Program: A Framework for Intervening with At-Risk Youth

    Directory of Open Access Journals (Sweden)

    2015-10-01

    Full Text Available The current conceptual paper describes the purpose and foundation of the Bakari© Mentoring Program, a culturally sensitive and gender specific prevention and intervention program for 14-17 year old, at-risk, male and female adolescents. Given the program’s mission, it aims to serve high school youth throughout San Luis Obispo County, California with the aim of assisting them in becoming socially conscious, responsible, and productive young men and women who successfully transition into adulthood while confronting life challenges in prosocial ways. Held on a college campus and supported by university departments and community partners, the Bakari© Mentoring Program focuses on psycho-educational concepts and mastery of life skills and development. Discussion is focused on the history, foundation, structure, and outcomes of the program. In addition, preliminary outcome data is provided along with future directions for the program.

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

    Science.gov (United States)

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

    2016-01-01

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

  14. Building a Unit-Level Mentored Program to Sustain a Culture of Inquiry for Evidence-Based Practice

    Science.gov (United States)

    2015-03-24

    experiencing significant change . It also demonstrates that a unit-level mentored EBP program is sustainable despite changes in organizational structure...culture, readiness, beliefs, and implementation. 15. SUBJECT TERMS Evidence-based practice, culture, mentor, organizational change 16. SECURITY...Medical Command; her areas of interest include staffing, acuity, nursing workload, change management, organizational culture and empowering junior

  15. Toward an Effective Mentoring Program Planning by Using Needs Assessment: For New Elementary Teachers in Seoul, Korea.

    Science.gov (United States)

    Cho, DaeYeon; Kwon, Dae-Bong

    This study investigated what new Korean elementary teachers wanted to learn and what experienced teachers, regarded as potential mentors, expected to teach to beginning teachers. The study was conducted to help determine the contents of a mentoring program being developed for new elementary teachers by using needs assessment. Separate…

  16. A Case Study of the Perceptions of Faculty in a Formalized Mentoring Program at a Private 4-Year College

    Science.gov (United States)

    Kelleher, Sheri E.

    2016-01-01

    This qualitative case study was designed to investigate mentors and mentees and their relationships in a formal group-mentoring program. Results and findings were expected to contribute to the literature on how to best support future new faculty and senior faculty careers by providing data on the opinions of those who participated in the mentoring…

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

    Science.gov (United States)

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

    2016-01-01

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

  18. Recruiting Mentors in Out-of-School Time Programs: What's Involved? Research-to-Results Brief Practitioner Insights. Publication #2007-05

    Science.gov (United States)

    Bowie, Lillian; Bronte-Tinkew, Jacinta

    2007-01-01

    Many young people would benefit from having a mentor, but some out-of-school time programs face the challenge of recruiting mentors to meet the needs of these young people. This brief summarizes steps that programs can use to recruit mentors and recommends resources that can be used in this process. (Contains 38 endnotes.)

  19. Mentor Policy and the Quality of Mentoring

    Science.gov (United States)

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

    2015-01-01

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

  20. Early career mentoring through the American Society of Pediatric Hematology/Oncology: Lessons learned from a pilot program.

    Science.gov (United States)

    Badawy, Sherif M; Black, Vandy; Meier, Emily R; Myers, Kasiani C; Pinkney, Kerice; Hastings, Caroline; Hilden, Joanne M; Zweidler-McKay, Patrick; Stork, Linda C; Johnson, Theodore S; Vaiselbuh, Sarah R

    2017-03-01

    Effective networking and mentorship are critical determinants of career satisfaction and success in academic medicine. The American Society of Pediatric Hematology/Oncology (ASPHO) mentoring program was developed to support Early Career (EC) members. Herein, the authors report on the initial 2-year outcomes of this novel program. Mentees selected mentors with expertise in different subspecialties within the field from mentor profiles at the ASPHO Web site. Of 23 enrolled pairs, 19 mentors and 16 mentees completed electronic program feedback evaluations. The authors analyzed data collected between February 2013 and December 2014. The authors used descriptive statistics for categorical data and thematic analysis for qualitative data. The overall response rate was 76% (35/46). At the initiation of the relationship, career development and research planning were the most commonly identified goals for both mentors and mentees. Participants communicated by phone, e-mail, or met in-person at ASPHO annual meetings. Most mentor-mentee pairs were satisfied with the mentoring relationship, considered it a rewarding experience that justified their time and effort, achieved their goals in a timely manner with objective work products, and planned to continue the relationship. However, time constraints and infrequent communications remained a challenge. Participation in the ASPHO mentoring program suggests a clear benefit to a broad spectrum of ASPHO EC members with diverse personal and professional development needs. Efforts to expand the mentoring program are ongoing and focused on increasing enrollment of mentors to cover a wider diversity of career tracks/subspecialties and evaluating career and academic outcomes more objectively. © 2016 Wiley Periodicals, Inc.

  1. A mentoring program to help junior faculty members achieve scholarship success.

    Science.gov (United States)

    Kohn, Harold

    2014-03-12

    The University of North Carolina Eshelman School of Pharmacy launched the Bill and Karen Campbell Faculty Mentoring Program (CMP) in 2006 to support scholarship-intensive junior faculty members. This report describes the origin, expectations, principles, and best practices that led to the introduction of the program, reviews the operational methods chosen for its implementation, provides information about its successes, and analyzes its strengths and limitations.

  2. A Mentoring Program to Help Junior Faculty Members Achieve Scholarship Success

    Science.gov (United States)

    2014-01-01

    The University of North Carolina Eshelman School of Pharmacy launched the Bill and Karen Campbell Faculty Mentoring Program (CMP) in 2006 to support scholarship-intensive junior faculty members. This report describes the origin, expectations, principles, and best practices that led to the introduction of the program, reviews the operational methods chosen for its implementation, provides information about its successes, and analyzes its strengths and limitations. PMID:24672062

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

    Science.gov (United States)

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

    2011-01-01

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

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

    Science.gov (United States)

    Scipio, Deana Aeolani

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

  5. Developing Mentors: An Analysis of Shared Mentoring Practices

    Science.gov (United States)

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

    2016-01-01

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

  6. A novel simulation-based training program to improve clinical teaching and mentoring skills.

    Science.gov (United States)

    Unterman, Avraham; Achiron, Anat; Gat, Itai; Tavor, Oren; Ziv, Amitai

    2014-03-01

    Physicians are often insufficiently trained in bedside teaching and mentoring skills. To develop, implement and assess a simulation-based training program designed to improve clinical teaching among physicians. We developed a one-day tutor training program based on six simulated scenarios with video-based debriefing. The program's efficacy was assessed using questionnaires completed by the participating physicians and their students. Main outcome measures were self-perceived teaching skills at baseline, after participation in the program, and following completion of the tutor role. Secondary outcome measures were the students' perceptions regarding their tutor skills. Thirty-two physicians (mean age 35.5 years, 56% females) participated in the program. Self-assessment questionnaires indicated statistically significant improvement following the program in 13 of 20 measures of teaching skills. Additional improvement was observed upon completion of the tutor role, leading to significant improvement in 19 of the .20 measures. Questionnaires completed by their students indicated higher scores in all parameters as compared to a matched control group of tutors who did not participate in the program, though not statistically significant. Most participants stated that the program enhanced their teaching skills (88%), they implement program-acquired skills when teaching students (79%), and they would recommend it to their peers (100%). Satisfaction was similar among participants with and without previous teaching experience. A novel one-day simulation-based tutor training program was developed and implemented with encouraging results regarding its potential to improve clinical teaching and mentoring skills.

  7. Connecting Families: A Pediatric IBD Center's Development and Implementation of a Volunteer Parent Mentor Program.

    Science.gov (United States)

    Donegan, Amy; Boyle, Brendan; Crandall, Wallace; Dotson, Jennifer L; Lemont, Cinda; Moon, Tania; Kim, Sandra C

    2016-05-01

    It is estimated that over one million people are living with inflammatory bowel disease (IBD) in the United States and that 20-25% of those are children. Pediatric IBD presents with more severe and extensive disease when compared to adults. As with all pediatric chronic illnesses, the patient as well as their parents and siblings are impacted by this diagnosis. Parents often feel afraid, isolated, stressed, angry, guilty, and overwhelmed when their child is diagnosed. Often, there is lack of structured support systems within the healthcare system to meet the complex needs of these families and they are often looking for support outside of the medical setting. Utilization of trained parent mentors as a source of support to newly diagnosed families is one method of addressing these needs. With minimal additional resources, we describe the feasibility of the development and implementation of a volunteer, parent mentoring program that went from an IBD-patient focused program to one that rapidly expanded to a hospital-wide program involving more than 200 mentors matched to over 300 mentees within a 2-year period.

  8. Students’ knowledge of, and attitudes toward, mentoring: a case study at the Master’s Program in Health and Hospital Administration

    Directory of Open Access Journals (Sweden)

    Al Qahtani S

    2015-02-01

    Full Text Available Saad Al QahtaniKing Saud bin Abdulaziz University for Health Sciences, Riyadh, Saudi ArabiaIntroduction: Mentoring has been defined as a process whereby the mentor guides the mentee in personal or professional development. Few mentoring programs are available to prepare the qualified and scientifically trained administrators required to manage the rapidly expanding national health services in the Kingdom of Saudi Arabia. We wanted to measure the attitude and knowledge of the students of the Master’s Program in Health and Hospital Administration toward mentoring.Materials and methods: This is a cross-sectional survey, design study, conducted at King Saud bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia. The participants were students enrolled in the master’s program. The dimensions of the questionnaire were demographics, knowledge about mentoring, understanding of mentoring, perception toward mentoring, attitude toward mentoring, experience with mentoring, and the need of mentoring. A Likert scale was used to measure responses.Results: Among 120 students, the response rate was 85%. In the domain of attitude toward mentoring, 92% of the respondents stated that mentoring is an effective method of developing their potential. The mean age was 30±4 years, 75.5% were female, 36% had finished at least two semesters, and 92% expressed a strong need for mentoring in the master program.Conclusion: Mentorship is considered an important underutilized educational tool, which has great potential if implemented properly. Our university masters’ students demonstrated a need for mentoring that we believe is a good platform to plan future development of mentorship programs.Keywords: mentor, student knowledge, higher education

  9. Building a mentoring network.

    Science.gov (United States)

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

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

  10. 48 CFR 719.273 - The U.S. Agency for International Development (USAID) Mentor-Protégé Program.

    Science.gov (United States)

    2010-10-01

    ... International Development (USAID) Mentor-Protégé Program. 719.273 Section 719.273 Federal Acquisition Regulations System AGENCY FOR INTERNATIONAL DEVELOPMENT SOCIOECONOMIC PROGRAMS SMALL BUSINESS PROGRAMS The U.S. Agency for International Development (USAID) Mentor-Protégé Program 719.273 The U.S. Agency...

  11. Nurse Mentors to Advance Quality Improvement in Primary Health Centers: Lessons From a Pilot Program in Northern Karnataka, India.

    Science.gov (United States)

    Fischer, Elizabeth A; Jayana, Krishnamurthy; Cunningham, Troy; Washington, Maryann; Mony, Prem; Bradley, Janet; Moses, Stephen

    2015-12-01

    High-quality care during labor, delivery, and the postpartum period is critically important since maternal and child morbidity and mortality are linked to complications that arise during these stages. A nurse mentoring program was implemented in northern Karnataka, India, to improve quality of services at primary health centers (PHCs), the lowest level in the public health system that offers basic obstetric care. The intervention, conducted between August 2012 and July 2014, employed 53 full-time nurse mentors and was scaled-up in 385 PHCs in 8 poor rural districts. Each mentor was responsible for 6 to 8 PHCs and conducted roughly 6 mentoring visits per PHC in the first year. This paper reports the results of a qualitative inquiry, conducted between September 2012 and April 2014, assessing the program's successes and challenges from the perspective of mentors and PHC teams. Data were gathered through 13 observations, 9 focus group discussions with mentors, and 25 individual and group interviews with PHC nurses, medical officers, and district health officers. Mentors and PHC staff and leaders reported a number of successes, including development of rapport and trust between mentors and PHC staff, introduction of team-based quality improvement processes, correct and consistent use of a new case sheet to ensure adherence to clinical guidelines, and increases in staff nurses' knowledge and skills. Overall, nurses in many PHCs reported an increased ability to provide care according to guidelines and to handle maternal and newborn complications, along with improvements in equipment and supplies and referral management. Challenges included high service delivery volumes and/or understaffing at some PHCs, unsupportive or absent PHC leadership, and cultural practices that impacted quality. Comprehensive mentoring can build competence and improve performance by combining on-the-job clinical and technical support, applying quality improvement principles, and promoting team

  12. Exploring the Written Dialogues of Two First-Year Secondary Science Teachers in an Online Mentoring Program

    Science.gov (United States)

    Bang, EunJin; Luft, Julie A.

    2014-02-01

    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.

  13. Reflective Peer Mentoring: Evolution of a Professional Development Program for Academic Librarians

    Directory of Open Access Journals (Sweden)

    Janet L. Goosney

    2014-06-01

    Full Text Available For librarians engaged in teaching and learning, reflection has the potential to create opportunities to examine one’s instructional practice, identify and address challenges, and find new instructional pathways. It can also lead to a deeper understanding of one’s teaching. As valuable as it is, it can be challenging for librarians to find time to deeply contemplate instruction experiences. In the fast-paced environment of academic libraries, reflection is too often passed over as we rush from one teaching experience to the next. Recognizing the value of reflective practice, a team of academic librarians at Memorial University created a peer mentoring program for librarians involved in information literacy and other forms of teaching. The goal was to create an inviting and collaborative environment for exploring and developing instructional self-awareness by working with librarian colleagues. The resulting Reflective Peer Mentoring (RPM program requires minimal librarian time yet offers satisfying opportunities for brainstorming, problem solving, and reflection by bringing colleagues together into small co-mentored learning communities. This paper explores the successful evolution of this peer-based, collegial approach to reflection. It describes the inspiration and experimentation that led to the eventual creation of the RPM model, including Reflective Teaching & Observation (RTO, an earlier program founded on peer observation and collaborative exploration. It also describes the foundational principles that form the basis for the RPM program as well as the three-step framework on which it is structured. Finally, the article examines the information gathered and lessons learned from assessment of the program during the first year of implementation.

  14. Implementing a Peer Mentoring Model in the Clemson Eportfolio Program

    Science.gov (United States)

    Ring, Gail L.

    2015-01-01

    Since the implementation of the ePortfolio Program in 2006, Clemson University has incorporated peer review for the formative feedback process. One of the challenges with this large-scale implementation has been ensuring that all work is reviewed and constructive feedback is provided in a timely manner. In this article, I discuss the strategies…

  15. The Tzu Chi Silent Mentor Program: Application of Buddhist Ethics to Teach Student Physicians Empathy, Compassion, and Self-Sacrifice.

    Science.gov (United States)

    Santibañez, Scott; Boudreaux, Debra; Tseng, Guo-Fang; Konkel, Kimberly

    2016-10-01

    The Buddhist Tzu Chi Silent Mentor Program promotes the donation of one's body to science as a selfless act by appealing to the Buddhist ethics of compassion and self-sacrifice. Together, faculty, families, and donors help medical students to learn the technical, spiritual, emotional, and psychological aspects of medicine. Students assigned to each "Silent Mentor" visit the family to learn about the donor's life. They see photos and hear family members' stories. Afterwards, students write a brief biography of the donor which is posted on the program website, in the medical school, and on the dissection table. In this paper, we: (1) summarize the Silent Mentor Program; (2) describe findings from an assessment of medical students who recently completed a new version of the program in Malaysia; and (3) explore how healthcare settings could benefit from this innovative program.

  16. Research Methodology and Youth Mentoring

    Science.gov (United States)

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

    2006-01-01

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

  17. Experiences in the New York Academy of Sciences STEM Mentoring Program (Invited)

    Science.gov (United States)

    Pomposi, C.; Thompson, K. J.

    2013-12-01

    In the Fall of 2010, The New York Academy of Sciences (NYAS) established an after school STEM Mentoring Program. The program recruits both current graduate students and postdocs to teach an after school curriculum to 4th-8th graders in any of the following areas: genetics, human body systems, space science, earth science, robotics, or math. Since its inception, the program has grown and now has branches in New York City, Newark (NJ), and other locations. My talk will focus on my experiences within the NYAS STEM Mentoring program during both the Fall of 2012 and the Fall of 2013 (expected teaching fellow). As a teaching fellow, I not only developed a unique curriculum in Earth Science Education, along with my teaching partner, but also delivered the lectures and executed various laboratory exercises to maintain a hands-on learning environment for the students. I will discuss the development of a coherent earth science curriculum, focused around the theme of ';Natural Disasters' and culminating in our semester-end project in which the students completed an AGU-style presentation for community members. I plan to describe how the students' perception of earth science changed from the program's beginning to its end 10 weeks later. Best practices of the inquiry-based, student-centered curriculum will be discussed, with the hope that they can be applied across similar educational and outreach opportunities.

  18. Institution-wide peer mentoring: Benefits for mentors

    Directory of Open Access Journals (Sweden)

    Susan Beltman

    2012-08-01

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

  19. Building capacity for HIV/AIDS program leadership and management in Uganda through mentored Fellowships.

    Science.gov (United States)

    Matovu, Joseph K B; Wanyenze, Rhoda K; Mawemuko, Susan; Wamuyu-Maina, Gakenia; Bazeyo, William; Olico-Okui; Serwadda, David

    2011-02-24

    Around the world, health professionals and program managers are leading and managing public and private health organizations with little or no formal management and leadership training and experience. To describe an innovative 2-year, long-term apprenticeship Fellowship training program implemented by Makerere University School of Public Health (MakSPH) to strengthen capacity for leadership and management of HIV/AIDS programs in Uganda. IMPLEMENTATION PROCESS: The program, which began in 2002, is a 2-year, full-time, non-degree Fellowship. It is open to Ugandan nationals with postgraduate training in health-related disciplines. Enrolled Fellows are attached to host institutions implementing HIV/AIDS programs and placed under the supervision of host institution and academic mentors. Fellows spend 75% of their apprenticeship at the host institutions while the remaining 25% is dedicated to didactic short courses conducted at MakSPH to enhance their knowledge base. Overall, 77 Fellows have been enrolled since 2002. Of the 57 Fellows who were admitted between 2002 and 2008, 94.7% (54) completed the Fellowship successfully and 50 (92.3%) are employed in senior leadership and management positions in Uganda and internationally. Eighty-eight percent of those employed (44/54) work in institutions registered in Uganda, indicating a high level of in-country retention. Nineteen of the 20 Fellows who were admitted between 2009 and 2010 are still undergoing training. A total of 67 institutions have hosted Fellows since 2002. The host institutions have benefited through staff training and technical expertise from the Fellows as well as through grant support to Fellows to develop and implement innovative pilot projects. The success of the program hinges on support from mentors, stakeholder involvement, and the hands-on approach employed in training. The Fellowship Program offers a unique opportunity for hands-on training in HIV/AIDS program leadership and management for both

  20. Building capacity for HIV/AIDS program leadership and management in Uganda through mentored Fellowships

    Directory of Open Access Journals (Sweden)

    Joseph K.B. Matovu

    2011-02-01

    Full Text Available Background: Around the world, health professionals and program managers are leading and managing public and private health organizations with little or no formal management and leadership training and experience. Objective: To describe an innovative 2-year, long-term apprenticeship Fellowship training program implemented by Makerere University School of Public Health (MakSPH to strengthen capacity for leadership and management of HIV/AIDS programs in Uganda. Implementation process: The program, which began in 2002, is a 2-year, full-time, non-degree Fellowship. It is open to Ugandan nationals with postgraduate training in health-related disciplines. Enrolled Fellows are attached to host institutions implementing HIV/AIDS programs and placed under the supervision of host institution and academic mentors. Fellows spend 75% of their apprenticeship at the host institutions while the remaining 25% is dedicated to didactic short courses conducted at MakSPH to enhance their knowledge base. Achievements: Overall, 77 Fellows have been enrolled since 2002. Of the 57 Fellows who were admitted between 2002 and 2008, 94.7% (54 completed the Fellowship successfully and 50 (92.3% are employed in senior leadership and management positions in Uganda and internationally. Eighty-eight percent of those employed (44/54 work in institutions registered in Uganda, indicating a high level of in-country retention. Nineteen of the 20 Fellows who were admitted between 2009 and 2010 are still undergoing training. A total of 67 institutions have hosted Fellows since 2002. The host institutions have benefited through staff training and technical expertise from the Fellows as well as through grant support to Fellows to develop and implement innovative pilot projects. The success of the program hinges on support from mentors, stakeholder involvement, and the hands-on approach employed in training. Conclusion: The Fellowship Program offers a unique opportunity for hands

  1. From Nothing to Something: The Nuts and Bolts of Building a Mentoring Program in a Health Sciences College

    Science.gov (United States)

    Franko, Debra L.

    2016-01-01

    In this paper, I report the development of a mentoring program in a College of Health Sciences comprised of schools of nursing, pharmacy, and health professions (which include physical therapy, speech pathology and audiology, applied psychology, and physician assistant programs) at a large private university. Although university-wide mentoring…

  2. Wabanaki Youth in Science (WaYS): A Tribal Mentoring and Educational Program Integrating Traditional Ecological Knowledge and Western Science

    Science.gov (United States)

    tish carr; Laura S. Kenefic; Darren J. Ranco

    2017-01-01

    The Wabanaki Youth in Science (WaYS) program provides mentoring and training opportunities in the life sciences for Native American youth in Maine. This program, which was motivated by a shortage of young natural resource professionals to manage tribal lands, uses a multifaceted approach (i.e., camps, community outreach, and internships with cultural resource and...

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

    Science.gov (United States)

    Naseem, Samina

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

  4. Prediction of junior faculty success in biomedical research: comparison of metrics and effects of mentoring programs.

    Science.gov (United States)

    von Bartheld, Christopher S; Houmanfar, Ramona; Candido, Amber

    2015-01-01

    Measuring and predicting the success of junior faculty is of considerable interest to faculty, academic institutions, funding agencies and faculty development and mentoring programs. Various metrics have been proposed to evaluate and predict research success and impact, such as the h-index, and modifications of this index, but they have not been evaluated and validated side-by-side in a rigorous empirical study. Our study provides a retrospective analysis of how well bibliographic metrics and formulas (numbers of total, first- and co-authored papers in the PubMed database, numbers of papers in high-impact journals) would have predicted the success of biomedical investigators (n = 40) affiliated with the University of Nevada, Reno, prior to, and after completion of significant mentoring and research support (through funded Centers of Biomedical Research Excellence, COBREs), or lack thereof (unfunded COBREs), in 2000-2014. The h-index and similar indices had little prognostic value. Publishing as mid- or even first author in only one high-impact journal was poorly correlated with future success. Remarkably, junior investigators with >6 first-author papers within 10 years were significantly (p COBRE-support increased the success rate of junior faculty approximately 3-fold, from 15% to 47%. Our work defines a previously neglected set of metrics that predicted the success of junior faculty with high fidelity-thus defining the pool of faculty that will benefit the most from faculty development programs such as COBREs.

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

    Science.gov (United States)

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

    2013-03-01

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

  6. Stacking The Deck - Can We Better Develop Future Homeland Security Leaders With Formal Mentoring Programs?

    Science.gov (United States)

    2014-09-01

    generation is coming into the workforce— Millennials . In November 2011, MTV conducted an on-line survey of Millennials (ages 19 to 28) that found 75...percent of respondents want a mentor.8 While studies show Millennials want to have a mentor, they may not be receptive to traditional informal...mentoring methods in the workplace. A study of 1,000 college educated Millennials by Bently University found that just 2 percent claimed a mentor

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

    Science.gov (United States)

    Lyons, Vincent; Pastore, Donna

    2016-01-01

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

  8. An Investigation of Volunteer-Student Relationship Trajectories within School-Based Youth Mentoring Programs

    Science.gov (United States)

    Pryce, Julia; Keller, Thomas E.

    2012-01-01

    This prospective, mixed-method study investigates the development of school-based mentoring relationships using direct observations, in-depth interviews, and questionnaires from the perspective of mentors and students. A pattern-oriented analysis of qualitative data explores the diversity observed in the life-course of mentor-student…

  9. School-Based Mentoring Programs: Using Volunteers to Improve the Academic Outcomes of Underserved Students

    Science.gov (United States)

    Bayer, Amanda; Grossman, Jean; DuBois, David

    2015-01-01

    Prior research on mentoring relationships outside of school does point toward relationship closeness and related indicators of the emotional quality of the mentor-protégé tie as important influences on youth outcomes. There is preliminary evidence that this may also be the case for School Based Mentoring (SBM), or at least that closeness promotes…

  10. Helping medical school faculty realize their dreams: an innovative, collaborative mentoring program.

    Science.gov (United States)

    Pololi, Linda H; Knight, Sharon M; Dennis, Kay; Frankel, Richard M

    2002-05-01

    Junior faculty wishing to achieve successful careers in academic medicine face many challenges. To facilitate faculty in their career development, the authors implemented and evaluated an innovative collaborative, or peer-group, mentoring program at their medical school. Based on Rogerian and adult learning principles, the program incorporated development of skills in key areas for career development, a structured values-based approach to career planning, and instruction in scholarly writing. The 80-hour program has so far been conducted twice over two academic years (1999-2001) with 18 faculty (50% women). Quantitative and qualitative methods were used in the evaluation. Program attendance was 89%. All participants completed a written academic development plan, an exercise they rated as valuable. They also completed an average of one to three manuscripts for publication. Evaluation data highlighted the critical nature of a supportive learning environment and the reasons participants chose to attend the program consistently. Key meaningful outcomes for most participants were: (1) identification of their core values; (2) a structured process of short- and long-term career planning based on these core values; (3) the development of close, collaborative relationships; (4) development of skills in such areas as gender and power issues, negotiation and conflict management, scholarly writing, and oral presentation, and (5) improved satisfaction linked to participants' decisions to remain in academic medicine. Participants developed a sense of personal transformation and empowerment. The authors conclude that collaborative mentoring offers a new approach to faculty development that addresses limitations of traditional approaches in a satisfying and cost-effective way.

  11. A Model for Mentoring University Faculty

    Science.gov (United States)

    Lumpkin, Angela

    2011-01-01

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

  12. Technology support for participatory budgeting

    DEFF Research Database (Denmark)

    Rose, Jeremy; Rios, Jesus; Lippa, Barbara

    2010-01-01

    Participatory budgeting is a reasonably well-established governance practice, particularly in South America. It is information and communication rich - making it well suited for modern technology support; in addition, the widespread participation of many citizens is difficult to achieve without...

  13. The survive and thrive program: encouraging coaching, mentoring, and peer learning among new local health officials.

    Science.gov (United States)

    Henry, Vonna; Sarpy, Sue Ann; Green, Rachel; Kaplan, Seth; Bonzon, Ramon

    2010-01-01

    There is a need for programs tailored to train the approximately 300 new local health officials (LHOs) who emerge each year with the knowledge and skills needed to build, maintain, and enhance public health capacity and infrastructure. The Survive and Thrive program incorporates a curriculum that is designed to address the challenges faced by a new LHO. The Survive and Thrive program seeks to address these issues by leveraging the expertise of the current generation of local public health leadership by incorporating experienced LHOs as coaches. Coaching, mentoring, and peer assistance by seasoned LHOs is critical to these new learning opportunities. This article highlights aspects of the coaching component of Survive and Thrive program. Actual examples of its relevance to the professional growth and development of new LHOs and the coaches themselves are presented. The article also describes the novel approach of including coaches in evaluating program effectiveness. The Survive and Thrive program's coaching component can serve as a template for other public health leadership programs and related workforce development initiatives as well as a model to help facilitate lifelong learning of LHOs.

  14. Mentoring, Mentors and Proteges.

    Science.gov (United States)

    Peper, John B.

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

  15. High School Teen Mentoring Handbook

    Science.gov (United States)

    Alberta Advanced Education and Technology, 2009

    2009-01-01

    Big Brothers Big Sisters Edmonton & Area, in partnership with Alberta Advanced Education and Technology, are providing the High School Teen Mentoring Program, a school-based mentoring program where mentor-mentee matches meet for one hour per week to engage in relationship-building activities at an elementary school. This initiative aims to…

  16. Leveraging Learning Through Mentoring Relationships.

    Science.gov (United States)

    Heuer, Bronwen; And Others

    1997-01-01

    To facilitate the integration of technology into the learning environment, the Office of Instructional Computing at the State University of New York at Stony Brook engages students as peer mentors and as technology mentors to faculty. Examines the two mentoring relationships, the design of the programs, and the pros and cons of such programs. (PEN)

  17. Improving Undergraduate Research Experiences With An Intentional Mentoring Program: Lessons Learned Through Assessment of Keck Geology Consortium Programs

    Science.gov (United States)

    Wirth, K. R.; Garver, J. I.; Greer, L.; Pollock, M.; Varga, R. J.; Davidson, C. M.; Frey, H. M.; Hubbard, D. K.; Peck, W. H.; Wobus, R. A.

    2015-12-01

    The Keck Geology Consortium, with support from the National Science Foundation (REU Program) and ExxonMobil, is a collaborative effort by 18 colleges to improve geoscience education through high-quality research experiences. Since its inception in 1987 more than 1350 undergraduate students and 145 faculty have been involved in 189 yearlong research projects. This non-traditional REU model offers exceptional opportunities for students to address research questions at a deep level, to learn and utilize sophisticated analytical methods, and to engage in authentic collaborative research that culminates in an undergraduate research symposium and published abstracts volume. The large numbers of student and faculty participants in Keck projects also affords a unique opportunity to study the impacts of program design on undergraduate research experiences in the geosciences. Students who participate in Keck projects generally report significant gains in personal and professional dimensions, as well as in clarification of educational and career goals. Survey data from student participants, project directors, and campus advisors identify mentoring as one of the most critical and challenging elements of successful undergraduate research experiences. Additional challenges arise from the distributed nature of Keck projects (i.e., participants, project directors, advisors, and other collaborators are at different institutions) and across the span of yearlong projects. In an endeavor to improve student learning about the nature and process of science, and to make mentoring practices more intentional, the Consortium has developed workshops and materials to support both project directors and campus research advisors (e.g., best practices for mentoring, teaching ethical professional conduct, benchmarks for progress, activities to support students during research process). The Consortium continues to evolve its practices to better support students from underrepresented groups.

  18. Mentoring for Miracles in Organizations.

    Science.gov (United States)

    Wareing, Imogen

    2001-01-01

    Research on mentoring programs in organizations in New Zealand and Australia revealed the range of mentoring process and outcomes. Outcomes included improvements in retention, morale, motivation, equity, customer service, and the development of talent and leadership. (JOW)

  19. 48 CFR 1052.219-73 - Department of the Treasury Mentor-Protégé Program.

    Science.gov (United States)

    2010-10-01

    ... 48 Federal Acquisition Regulations System 5 2010-10-01 2010-10-01 false Department of the Treasury... DEPARTMENT OF THE TREASURY CLAUSES AND FORMS SOLICITATION PROVISIONS AND CONTRACT CLAUSES Texts of Provisions and Clauses 1052.219-73 Department of the Treasury Mentor-Protégé Program. As described in DTAR...

  20. Factors Affecting Student Teachers' Perceptions on Mentor Roles: A Study at Distance English Language Teacher Training Program

    Science.gov (United States)

    Koc, Ebru Melek

    2011-01-01

    The present study aims to investigate whether perceptions of 4th year student teachers enrolled in a distance English language teacher training program about mentor roles differ significantly according to some factors such as gender, the type of graduation school, the type of the cooperating school they are experiencing teaching practice at, and…

  1. Implementing a Cross-District Principal Mentoring Program: A Human Resources Approach to Developing Midcareer Principals' Leadership Capacities

    Science.gov (United States)

    Della Sala, Matthew R.; Klar, Hans W.; Lindle, Jane Clark; Reese, Kenyae L.; Knoeppel, Robert C.; Campbell, Michael; Buskey, Frederick C.

    2013-01-01

    Despite the key role that principals play in leading schoolwide change, districts' efforts to support principals are often limited, particularly in rural settings. In this article, we report the preliminary findings of a cross-district mentoring program for nine midcareer rural school principals. The collaboratively developed human resource…

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

    Science.gov (United States)

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

    2014-01-01

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

  3. Implementing a Cross-District Principal Mentoring Program: A Human Resources Approach to Developing Midcareer Principals' Leadership Capacities

    Science.gov (United States)

    Della Sala, Matthew R.; Klar, Hans W.; Lindle, Jane Clark; Reese, Kenyae L.; Knoeppel, Robert C.; Campbell, Michael; Buskey, Frederick C.

    2013-01-01

    Despite the key role that principals play in leading schoolwide change, districts' efforts to support principals are often limited, particularly in rural settings. In this article, we report the preliminary findings of a cross-district mentoring program for nine midcareer rural school principals. The collaboratively developed human resource…

  4. Health Mentor-Reported Outcomes and Perceptions of Student Team Performance in a Longitudinal Interprofessional Education Program.

    Science.gov (United States)

    Umland, Elena; Collins, Lauren; Baronner, Ashley; Lim, Edwin; Giordano, Carolyn

    2016-01-01

    The need to evaluate the impact of interprofessional education (IPE) on learner outcomes is clear, but assessment of IPE's impact on patient health and well-being is lacking. This mixed-methods study evaluated perspectives of community volunteers, health mentors (HMs) who have at least one chronic condition, who participated in an IPE curriculum. In May 2014, 93 HMs concluding the Health Mentors Program completed a survey evaluating their student teams according to the Interprofessional Education Collaborative core competencies' four domains and program impact on health/wellbeing using a 4-point Likert scale (1=strongly disagree; 4=strongly agree). The average response to statements regarding the four domains of values/ethics, roles/responsibilities, communication, and teamwork statements were all >3.0. HMs rated program satisfaction on a 10-point scale (1=least satisfied, 10=most satisfied) and answered open-ended outcome questions. The average program satisfaction score was 9.13±1.43; increased motivation to make and maintain healthy behaviors was reported. In a follow-up focus group with 10 mentors, high satisfaction levels from working with interprofessional student teams were reported, and substantial improvements in managing health conditions and improving overall health status were relayed. Further studies will determine if the patient-reported outcomes of the mentors correlate with objective health measures.

  5. Using Transcendental Phenomenology to Explore the “Ripple Effect” in a Leadership Mentoring Program

    Directory of Open Access Journals (Sweden)

    Tammy Moerer-Urdahl

    2004-06-01

    Full Text Available Several approaches exist for organizing and analyzing data in a phenomenological qualitative study. Transcendental phenomenology, based on principles identified by Husserl (1931 and translated into a qualitative method by Moustakas (1994, holds promise as a viable procedure for phenomenological research. However, to best understand the approach to transcendental phenomenology, the procedures need to be illustrated by a qualitative study that employs this approach. This article first discusses the procedures for organizing and analyzing data according to Moustakas (1994. Then it illustrates each step in the data analysis procedure of transcendental phenomenology using a study of reinvestment or the “ripple effect” for nine individuals who have participated in a youth leadership mentoring program from the 1970s to the present. Transcendental phenomenology works well for this study as this methodology provides logical, systematic, and coherent design elements that lead to an essential description of the experience.

  6. Influences on Faculty Willingness to Mentor Undergraduate Students from Another University as Part of an Interinstitutional Research Training Program.

    Science.gov (United States)

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

    2016-01-01

    In 2014, the National Institutes of Health invested $31 million in 10 primary institutions across the United States through the Building Undergraduate Infrastructure Leading to Diversity (BUILD) program; one requirement of BUILD is sending undergraduate trainees from those primary institutions to partner institutions for research experiences. Mechanisms like BUILD are designed to broaden research opportunities for students, especially those from underrepresented backgrounds. However, to our knowledge, no studies have examined faculty willingness to mentor undergraduates from other institutions through structured training programs. Survey data from 536 faculty members at 13 institutions were collected in Fall 2013 and analyzed using multiple statistical techniques. Results show that faculty who valued the opportunity to increase diversity in the academy and those who believed that mentoring undergraduates benefited their own research expressed greater willingness to serve as research mentors to visiting undergraduates, and faculty who perceived that they did not have the ability to accommodate additional students expressed less willingness to do so. Most respondents viewed student and faculty incentives as motivating factors in their willingness to mentor, but their perspectives on different types of incentives varied based on faculty career stage, discipline, and research funding status. Results have important implications for designing multi-institutional undergraduate research training programs.

  7. Multicultural Mentoring.

    Science.gov (United States)

    Allen-Sommerville, Lenola

    1994-01-01

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

  8. Prediction of junior faculty success in biomedical research: comparison of metrics and effects of mentoring programs

    Directory of Open Access Journals (Sweden)

    Christopher S. von Bartheld

    2015-09-01

    Full Text Available Measuring and predicting the success of junior faculty is of considerable interest to faculty, academic institutions, funding agencies and faculty development and mentoring programs. Various metrics have been proposed to evaluate and predict research success and impact, such as the h-index, and modifications of this index, but they have not been evaluated and validated side-by-side in a rigorous empirical study. Our study provides a retrospective analysis of how well bibliographic metrics and formulas (numbers of total, first- and co-authored papers in the PubMed database, numbers of papers in high-impact journals would have predicted the success of biomedical investigators (n = 40 affiliated with the University of Nevada, Reno, prior to, and after completion of significant mentoring and research support (through funded Centers of Biomedical Research Excellence, COBREs, or lack thereof (unfunded COBREs, in 2000–2014. The h-index and similar indices had little prognostic value. Publishing as mid- or even first author in only one high-impact journal was poorly correlated with future success. Remarkably, junior investigators with >6 first-author papers within 10 years were significantly (p < 0.0001 more likely (93% to succeed than those with ≤6 first-author papers (4%, regardless of the journal’s impact factor. The benefit of COBRE-support increased the success rate of junior faculty approximately 3-fold, from 15% to 47%. Our work defines a previously neglected set of metrics that predicted the success of junior faculty with high fidelity—thus defining the pool of faculty that will benefit the most from faculty development programs such as COBREs.

  9. Clinical Psychology Ph.D. Program Admissions: Differential Values as a Function of Program Characteristics and the Implications of the Mentor-Model Approach

    Science.gov (United States)

    Metzger, Jesse A.

    2010-01-01

    The aims of this research were to 1) examine the qualities for which applicants are selected for entrance into clinical psychology Ph.D. programs, and 2) investigate the prevalence and impact of the mentor-model approach to admissions on multiple domains of programs and the field at large. Fifty Directors of Clinical Training (DCTs) provided data…

  10. Clinical Psychology Ph.D. Program Admissions: Differential Values as a Function of Program Characteristics and the Implications of the Mentor-Model Approach

    Science.gov (United States)

    Metzger, Jesse A.

    2010-01-01

    The aims of this research were to 1) examine the qualities for which applicants are selected for entrance into clinical psychology Ph.D. programs, and 2) investigate the prevalence and impact of the mentor-model approach to admissions on multiple domains of programs and the field at large. Fifty Directors of Clinical Training (DCTs) provided data…

  11. How to set-up a long-distance mentoring program: a framework and case description of mentorship in HIV clinical trials

    Directory of Open Access Journals (Sweden)

    Mbuagbaw L

    2013-01-01

    Full Text Available Lawrence Mbuagbaw,1,2 Lehana Thabane2,31Centre for the Development of Best Practices in Health (CDBPH, Yaoundé Central Hospital, Henri Dunant Avenue, Messa, Yaoundé, Cameroon; 2Department of Clinical Epidemiology and Biostatistics, McMaster University, Hamilton, ON, Canada; 3Biostatistics Unit, Father Sean O’Sullivan Research Centre, St Joseph's Healthcare, Hamilton, ON, CanadaAbstract: Mentoring plays an important role in learning and career development. Mentored researchers are more productive and more likely to publish their work. However, mentorship programs are not universally used in most settings or disciplines. Furthermore, successful and mutually beneficial mentoring relationships are not always easy to arrange. Long-distance mentoring relationships are even more difficult to handle and may break down for a wide variety of reasons. Drawing from our experiences with the first Canadian Institutes of Health Research – Canadian HIV Trials Network international postdoctoral fellowship program, we describe the roles of the context, the key mentor and the mentee attributes; goals and expectations; environments, local support, a communication plan, funding, face-to-face contact, multidisciplinary collaboration, co-mentoring, and evaluation as they apply to the successful implementation of a long-distance mentoring program.Keywords: long distance, mentoring, framework, Canada, Cameroon

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

    Science.gov (United States)

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

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

  13. The CTSA mentored career development program: supporting the careers of child health investigators.

    Science.gov (United States)

    Byington, Carrie L; Higgins, Sarah; Kaskel, Fredrick J; Purucker, Mary; Davis, Jonathan M; Smoyer, William E

    2014-02-01

    Training translational scientists is a priority of the Clinical and Translational Science Award (CTSA) consortium. 1) Describe the landscape of CTSA Mentored Research Career Development Awards (CDA) and 2) evaluate participation and outcomes of child health investigators in these programs. Survey of the CTSA Child Health Oversight Committee (CC-CHOC) and review of nonresponders' CTSA Websites. Thirty-two of 53 CC-CHOC members (60%) responded and all nonresponder Websites were reviewed. Institutions supported 1,166 CDA positions from 2006 to 2011, with 134 awarded to child health investigators (11.5%). Respondents reported a mean of 29.8 KL2 positions (95% CI 17.5-42.2) during their award period, with a mean of 2.8 (95% CI 1.8-3.8) awarded to child health investigators. The proportion of child health awardees varied from 0% to 50% across institutions. We identified 45 subsequent National Institutes of Health (NIH) awards to the 134 child health investigators (34%). The CTSA program contributes substantially to training the next generation of translational investigators. One-third of child health investigators obtained subsequent NIH awards in the short follow-up period demonstrating success of the CTSA CDA programs. Child health investigators are represented variably across the consortium. Pediatric institutions can partner with the CTSA program to further support training child health investigators. © 2013 Wiley Periodicals, Inc.

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

    Science.gov (United States)

    Son, SuJin; Kim, Do-Yeong

    2013-01-01

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

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

    Science.gov (United States)

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

    2013-01-01

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

  16. A survey of program directors: trends, challenges, and mentoring in prosthodontics. Part 1.

    Science.gov (United States)

    Wright, Robert F; Dunlop, Ryan A; Kim, Frances M; Douglass, Chester W

    2008-01-01

    This study consisted of two parts. Part 1, a survey of program directors, was conducted to examine current trends in advanced education in prosthodontics in the United States. Part 2 will report on the survey results distributed to the deans of US dental schools to evaluate their observations of trends in prosthodontics. A national e-mail survey of 45 program directors was used to collect enrollment data for years 1 to 3 of prosthodontics training for US and international dental school graduates, the total number of applicants and applications considered, and the trends over time of applicants to prosthodontic programs for US dental school graduates and for international graduates. In addition, the program directors were asked to rank 13 key factors that may have contributed to any changes in the prosthodontic applicant pool. Comments were accepted on why more or less US- or internationally trained applicants have applied. Program directors were also asked for information on student financial incentives, whether their programs were state or federally funded, and whether their sponsoring institution was a dental school. Of the 45 program directors, 39 responded, for an 86.7% response rate. Respondents reported that 64% of their enrollments were graduates of US dental schools. Between 2000 and 2004 the applicant pool in prosthodontics increased by 23%, with 41% of program directors reporting an increase in US-trained applicants, 46.2% reporting no change, and only 12.8% reporting a decrease. Using the Spearman correlation, there was a moderate, positive statistically significant correlation that the following factors contributed to an increase in the number of US dental graduates applying to prosthodontic programs: (1) mentoring by prosthodontists at the predoctoral level, (2) interest in prosthodontics among US dental students, and (3) society's demand for a higher level of training and credentialing, (4) data depicting current and projected income for dental

  17. An Innovative University-Based Mentoring Program: Affecting College Students' Attitudes and Engagement

    Science.gov (United States)

    Hughes, Carolyn; Welsh, Megan; Mayer, Allison; Bolay, Jennifer; Southard, Kathryn

    2009-01-01

    Students who had enrolled in an innovative university-based service-learning class were asked to reflect on their expectations prior to mentoring youth attending high-poverty high schools, and whether they believed they had met these expectations post-mentoring. Findings indicated that students primarily were motivated by learning about the…

  18. Understanding Context: A Key to the Design of Formalized Mentor Programs To Induct Beginning Teachers.

    Science.gov (United States)

    Schnieder, Ann M.

    This paper describes an ethnographic study of four intern pairs in a specific local setting to explore the effects of specific mandates of the New York State Mentor Teacher Internship Project (MTIP). Guidelines and regulations designed to be supportive of both mentors and beginning teachers were in conflict with local cultural norms and resources.…

  19. A Study of the Mentoring Program for First Year School Superintendents in Missouri

    Science.gov (United States)

    Woolsey, Tina

    2013-01-01

    Mentoring first-year superintendents in Missouri began as an informal process with the pairing of a veteran superintendent (mentor) with a first-year superintendent (protege) by the Missouri Association of School Administrators (MASA). The adoption of the Career Continuous Professional Certification by the Missouri State Board of Education…

  20. Mentoring Programs to Affect Delinquency and Associated Outcomes of Youth At-Risk: A Comprehensive Meta-Analytic Reviewi

    Science.gov (United States)

    Tolan, Patrick H.; Henry, David B.; Schoeny, Michael S.; Lovegrove, Peter; Nichols, Emily

    2013-01-01

    Objectives To conduct a meta-analytic review of selective and indicated mentoring interventions for effects for youth at risk on delinquency and key associated outcomes (aggression, drug use, academic functioning). We also undertook the first systematic evaluation of intervention implementation features and organization and tested for effects of theorized key processes of mentor program effects. Methods Campbell Collaboration review inclusion criteria and procedures were used to search and evaluate the literature. Criteria included a sample defined as at-risk for delinquency due to individual behavior such as aggression or conduct problems or environmental characteristics such as residence in high-crime community. Studies were required to be random assignment or strong quasi-experimental design. Of 163 identified studies published 1970 - 2011, 46 met criteria for inclusion. Results Mean effects sizes were significant and positive for each outcome category (ranging form d =.11 for Academic Achievement to d = .29 for Aggression). Heterogeneity in effect sizes was noted for all four outcomes. Stronger effects resulted when mentor motivation was professional development but not by other implementation features. Significant improvements in effects were found when advocacy and emotional support mentoring processes were emphasized. Conclusions This popular approach has significant impact on delinquency and associated outcomes for youth at-risk for delinquency. While evidencing some features may relate to effects, the body of literature is remarkably lacking in details about specific program features and procedures. This persistent state of limited reporting seriously impedes understanding about how mentoring is beneficial and ability to maximize its utility. PMID:25386111

  1. Mentoring Programmes

    DEFF Research Database (Denmark)

    Poulsen, Kirsten M.

    2013-01-01

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

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

    Science.gov (United States)

    Cavell, Timothy A.; Henrie, Joye L.

    2010-01-01

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

  3. Improving the Human Condition through Mentoring

    Science.gov (United States)

    Smith, Clayton

    2017-01-01

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

  4. A Developmental Model of Research Mentoring

    Science.gov (United States)

    Revelo, Renata A.; Loui, Michael C.

    2016-01-01

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

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

    DEFF Research Database (Denmark)

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

    2006-01-01

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

  6. PROGRESS (PROmoting Geoscience Research Education and SuccesS): a novel mentoring program for retaining undergraduate women in the geosciences

    Science.gov (United States)

    Clinton, Sandra; Adams, Amanda; Barnes, Rebecca; Bloodhart, Brittany; Bowker, Cheryl; Burt, Melissa; Godfrey, Elaine; Henderson, Heather; Hernandez, Paul; Pollack, Ilana; Sample McMeeking, Laura Beth; Sayers, Jennifer; Fischer, Emily

    2017-04-01

    Women still remain underrepresented in many areas of the geosciences, and this underrepresentation often begins early in their university career. In 2015, an interdisciplinary team including expertise in the geosciences (multiple sub-disciplines), psychology, education and STEM persistence began a project focused on understanding whether mentoring can increase the interest, persistence, and achievement of undergraduate women in geoscience fields. The developed program (PROGRESS) focuses on mentoring undergraduate female students, starting in their 1st and 2nd year, from two geographically disparate areas of the United States: the Carolinas in the southeastern part of the United States and the Front Range of the Rocky Mountains in the western part of the United States. The two regions were chosen due to their different student demographics, as well as the differences in the number of working female geoscientists in the region. The mentoring program includes a weekend workshop, access to professional women across geoscience fields, and both in-person and virtual peer networks. Four cohorts of students were recruited and participated in our professional development workshops (88 participants in Fall 2015 and 94 participants in Fall 2016). Components of the workshops included perceptions of the geosciences, women in STEM misconceptions, identifying personal strengths, coping strategies, and skills on building their own personal network. The web-platform (http://geosciencewomen.org/), designed to enable peer-mentoring and provide resources, was launched in the fall of 2015 and is used by both cohorts in conjunction with social media platforms. We will present an overview of the major components of the program, discuss lessons learned during 2015 that were applied to 2016, and share preliminary analyses of surveys and interviews with study participants from the first two years of a five-year longitudinal study that follows PROGRESS participants and a control group.

  7. Utilizing Peer Mentor Roles in Learning Communities

    Science.gov (United States)

    Rieske, Laura Jo; Benjamin, Mimi

    2015-01-01

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

  8. Utilizing Peer Mentor Roles in Learning Communities

    Science.gov (United States)

    Rieske, Laura Jo; Benjamin, Mimi

    2015-01-01

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

  9. Undergraduate nursing student mentors' experiences of peer mentoring in Korea: A qualitative analysis.

    Science.gov (United States)

    Won, Mi-Ra; Choi, Yun-Jung

    2017-04-01

    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.

  10. Teacher Mentoring as a Community Effort

    Science.gov (United States)

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

    2016-01-01

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

  11. Developmental Relationship Programs: An Empirical Study of the Impact of Peer-Mentoring Programs

    Science.gov (United States)

    Shojai, Siamack; Davis, William J.; Root, Patricia S.

    2014-01-01

    This paper provides an empirical analysis of the impact and effectiveness of developmental relationships provided through academic intervention programs at a medium-size master's level public university in the Northeastern United States. The programs' curriculum follows the Model of Strategic Learning's four pillars of learning and is administered…

  12. Mentor Connections

    Science.gov (United States)

    Sciarappa, Kathleen

    2010-01-01

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

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

    Science.gov (United States)

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

    2016-01-01

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

  14. "It Gave Me Ways to Solve Problems and Ways to Talk to People": Outcomes From a Combined Group and One-on-One Mentoring Program for Early Adolescent Girls

    Science.gov (United States)

    Deutsch, Nancy L.; Reitz-Krueger, Cristina L.; Henneberger, Angela K.; Futch Ehrlich, Valerie A.; Lawrence, Edith C.

    2017-01-01

    Group mentoring is an increasingly popular intervention, but is still under-studied. This article reports findings from a qualitative study of the Young Women Leaders Program (YWLP), a combined group and one-on-one mentoring program for early adolescent girls. Protégés (n = 113) were interviewed post-program about changes they made as a result of…

  15. How we developed the GIM clinician-educator mentoring and scholarship program to assist faculty with promotion and scholarly work.

    Science.gov (United States)

    Bertram, Amanda; Yeh, Hsin Chieh; Bass, Eric B; Brancati, Frederick; Levine, David; Cofrancesco, Joseph

    2015-02-01

    Clinician Educators' (CEs) focus on patient care and teaching, yet many academic institutions require dissemination of scholarly work for advancement. This can be difficult for CEs. Our division developed the Clinician-Educator Mentoring and Scholarship Program (CEMSP) in an effort to assist CEs with scholarship, national reputation, recognition, promotion and job satisfaction. The key components are salary-supported director and co-director who coordinate the program and serve as overall mentors and link CEs and senior faculty, and a full-time Senior Research Coordinator to assist with all aspects of scholarship, a close relationship with the General Internal Medicine (GIM) Methods Core provides advanced statistical support. Funding for the program comes from GIM divisional resources. Perceived value was evaluated by assessing the number of manuscripts published, survey of faculty regarding usage and opinion of CEMSP, and a review of faculty promotions. Although impossible to attribute the contributions of an individual component, a program specifically aimed at helping GIM CE faculty publish scholarly projects, increase participation in national organizations and focus on career progression can have a positive impact.

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

    Science.gov (United States)

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

    2011-06-01

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

  17. Mentoring in epidemiology and public health training.

    Science.gov (United States)

    Davis, Faith G

    2013-08-01

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

  18. A Selected Study of Mentors and Role Models: Implications for Health Occupations Programs.

    Science.gov (United States)

    Pittman, M.

    1985-01-01

    This article examines the influence of mentors and role models, beginning at the period of occupational choice and continuing through preparatory and practice entry phases. The author reports on an attrition study of 298 practical nursing students at an Indiana postsecondary institution that examined the influence of others in completing or not…

  19. Mentoring Beginning Teachers and Goal Setting

    Science.gov (United States)

    Hudson, Peter; Hudson, Sue

    2016-01-01

    Australia has delineated a new direction for teacher education by embedding mentoring programs for teachers who support early-careers teachers as a system approach. This case study investigated how mentors after involvement in a mentoring professional learning program focused on goal setting with beginning teachers in their schools. Data were…

  20. Positive and negative features of a computer assisted drug treatment program delivered by mentors to homeless drug users living in hostels.

    Science.gov (United States)

    Neale, Joanne; Stevenson, Caral

    2014-10-01

    This paper explores positive and negative features of computer assisted therapy (CAT) delivered by mentors to homeless drug users (HDUs) living in hostels. Qualitative interviews were conducted with 30 HDUs and 15 mentors (all hostel staff) at the beginning and end of a 12-week CAT program. Findings indicate that successful delivery of the CAT relates to: 'program features' (e.g. its accessibility, flexibility, user-friendly interface); 'delivery context' (e.g. privacy, having appropriate computing equipment), 'client characteristics' (HDUs being recovery-focused and committed to using the program), and 'mentor support' (clients having personalized attention from an encouraging and sympathetic other). It is concluded that CATs can be used with HDUs but are unlikely to replace addiction therapists. Rather, they are more likely to be effective when combined with a strong therapeutic relationship. Services using CATs with HDUs need to provide staff training, support, and time to maximize the potential benefits.

  1. Supporting Non-School Leaver Students in Their First Year of University Study: Results of a Transition Focused Peer-to-Peer Intensive Mentoring Program Trial

    Science.gov (United States)

    Larkin, Ashleigh; Dwyer, Angela

    2016-01-01

    This paper discusses the results of an intensive mentoring program trial designed to address retention issues with first year students in Justice degrees. The purpose of the program was to reduce student attrition, specifically for non-school leaver Justice students, by creating a culture of student cooperation and support. In line with previous…

  2. Virtual Mentor Cataract Surgery Trainer

    Science.gov (United States)

    2010-09-01

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

  3. Institutional Incentives for Mentoring at the U.S. Department of Veterans Affairs and Universities: Associations With Mentors' Perceptions and Time Spent Mentoring.

    Science.gov (United States)

    Maisel, Natalya C; Halvorson, Max A; Finney, John W; Bi, Xiaoyu; Hayashi, Ko P; Blonigen, Daniel M; Weitlauf, Julie C; Timko, Christine; Cronkite, Ruth C

    2017-04-01

    Limited empirical attention to date has focused on best practices in advanced research mentoring in the health services research domain. The authors investigated whether institutional incentives for mentoring (e.g., consideration of mentoring in promotion criteria) were associated with mentors' perceptions of mentoring benefits and costs and with time spent mentoring. The authors conducted an online survey in 2014 of a national sample of mentors of U.S. Department of Veterans Affairs (VA) Health Services Research and Development Service (HSR&D) mentored career development award recipients who received an award during 2000-2012. Regression analyses were used to examine institutional incentives as predictors of perceptions of benefits and costs of mentoring and time spent mentoring. Of the 145 mentors invited, 119 (82%) responded and 110 (76%) provided complete data for the study items. Overall, mentors who reported more institutional incentives also reported greater perceived benefits of mentoring (P = .03); however, more incentives were not significantly associated with perceived costs of mentoring. Mentors who reported more institutional incentives also reported spending a greater percentage of time mentoring (P = .02). University incentives were associated with perceived benefits of mentoring (P = .02), whereas VA incentives were associated with time spent mentoring (P = .003). Institutional policies that promote and support mentorship of junior investigators, specifically by recognizing and rewarding the efforts of mentors, are integral to fostering mentorship programs that contribute to the development of early-career health services researchers into independent investigators.

  4. 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

    Science.gov (United States)

    Danch, J. M.

    2015-12-01

    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.

  5. Mentoring surgeons.

    Science.gov (United States)

    Toledo-Pereyra, Luis H

    2009-01-01

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

  6. Mentoring Human Performance - 12480

    Energy Technology Data Exchange (ETDEWEB)

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

    2012-07-01

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

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

    Science.gov (United States)

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

    2017-01-01

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

  8. Enhancing Mentoring Practices as a Framework for Effective Mentoring

    Science.gov (United States)

    Smith, Marye Mathis

    2013-01-01

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

  9. Examining Mathematics Mentor Teachers' Practices in Professional Development Courses on Teaching Data Analysis: Implications for Mentor Teachers' Programs

    Science.gov (United States)

    Kuzle, Ana; Biehler, Rolf

    2015-01-01

    In this paper, we report on the training practices of 12 mathematics mentor teachers who developed and implemented five short professional development courses after participating in a 5-month continuous professional development course "Competence-oriented teaching and learning of data analysis." The intention of this course was to deepen…

  10. The Multiple Roles of Mentors

    Science.gov (United States)

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

    2016-01-01

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

  11. PUENTE Project: The Mentor's Guide.

    Science.gov (United States)

    Maestas-Flores, Margarita; Chavez, Mauro

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

  12. 75 FR 81083 - National Mentoring Month, 2011

    Science.gov (United States)

    2010-12-27

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

  13. Mentoring Strategies and Outcomes of Two Federally Funded Cancer Research Training Programs for Underrepresented Students in the Biomedical Sciences.

    Science.gov (United States)

    Ford, Marvella E; Abraham, Latecia M; Harrison, Anita L; Jefferson, Melanie S; Hazelton, Tonya R; Varner, Heidi; Cannady, Kimberly; Frichtel, Carla S; Bagasra, Omar; Davis, Leroy; Rivers, David E; Slaughter, Sabra C; Salley, Judith D

    2016-06-01

    The US is experiencing a severe shortage of underrepresented biomedical researchers. The purpose of this paper is to present two case examples of cancer research mentoring programs for underrepresented biomedical sciences students. The first case example is a National Institutes of Health/National Cancer Institute (NIH/NCI) P20 grant titled "South Carolina Cancer Disparities Research Center (SC CaDRe)" Training Program, contributing to an increase in the number of underrepresented students applying to graduate school by employing a triple-level mentoring strategy. Since 2011, three undergraduate and four graduate students have participated in the P20 SC CaDRe program. One graduate student published a peer-reviewed scientific paper. Two graduate students (50 %) have completed their master's degrees, and the other two graduate students will receive their degrees in spring 2015. Two undergraduate students (67 %) are enrolled in graduate or professional school (grad./prof. school), and the other graduate student is completing her final year of college. The second case example is a prostate cancer-focused Department of Defense grant titled "The SC Collaborative Undergraduate HBCU Student Summer Training Program," providing 24 students training since 2009. Additionally, 47 students made scientific presentations, and two students have published peer-reviewed scientific papers. All 24 students took a GRE test preparation course; 15 (63 %) have applied to graduate school, and 11 of them (73 %) are enrolled in grad./prof. school. Thirteen remaining students (54 %) are applying to grad./prof. school. Leveraged funding provided research-training opportunities to an additional 201 National Conference on Health Disparities Student Forum participants and to 937 Ernest E. Just Research Symposium participants at the Medical University of South Carolina.

  14. Knowledge, Attitudes and Behaviors of Older Adults and College Students Participating in Recycling Mentors, a Service-Learning, Environmental Health Education Program

    Science.gov (United States)

    D'Abundo, Michelle Lee; Fugate-Whitlock, Elizabeth; Fiala, Kelly Ann; Covan, Eleanor Krassen

    2013-01-01

    Purpose: The purpose of this research was to assess the knowledge, attitudes and practices of both students and older adults that participated in a service-learning, environmental health education program called Recycling Mentors (RM). Methods: Surveys were conducted before and after participation in RM. Quantitative data were analyzed using SPSS.…

  15. 48 CFR 653.219-71 - DOS form DS-4053, Department of State Mentor-Protégé Program Application.

    Science.gov (United States)

    2010-10-01

    ... 48 Federal Acquisition Regulations System 4 2010-10-01 2010-10-01 false DOS form DS-4053... Regulations System DEPARTMENT OF STATE CLAUSES AND FORMS FORMS Prescription of Forms 653.219-71 DOS form DS-4053, Department of State Mentor-Protégé Program Application. As prescribed in 619.102-70(i), DS-4053...

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

    Science.gov (United States)

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

    2011-01-01

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

  17. An Examination of Cultural Values and Employees' Perceptions of Support on Affective Reaction and the Desire to Participate in a Formal Mentoring Program in an Oilfield Services Corporation

    Science.gov (United States)

    Hayes, Hanna Bea

    2012-01-01

    Many researchers have examined the effect of formal mentoring on job satisfaction and organizational commitment. However, there has been little or no focus on an employee's intent to participate in a formal mentoring program based upon an employee's perceived organizational support, and/or affective reaction (job satisfaction and…

  18. Guide to Mentoring Boys and Young Men of Color

    Science.gov (United States)

    MENTOR: National Mentoring Partnership, 2017

    2017-01-01

    For more than 25 years, MENTOR: The National Mentoring Partnership has provided the youth mentoring field with a set of researched-informed and practitioner-approved practices for creating and sustaining positive and impactful mentoring relationships and strong program services. The fourth edition of "The Elements of Effective Practice for…

  19. Development of a student-mentored research program between a complementary and alternative medicine university and a traditional, research-intensive university.

    Science.gov (United States)

    Sullivan, Barbara M; Furner, Sylvia E; Cramer, Gregory D

    2014-09-01

    The global need to develop clinician-scientists capable of using research in clinical practice, translating research knowledge into practice, and carrying out research that affects the quality, efficacy, and efficiency of health care is well documented. The complementary and alternative medicine (CAM) professions embrace the call to develop physician-researchers to carry out translational and applied research for CAM modalities. CAM universities face unique challenges when implementing research training compared with traditional, research-intensive (TRI) universities and medical centers where the majority of medical research is carried out.The authors present the development and outcomes of a mentored research program (MRP) between a CAM and a TRI institution, the National University of Health Sciences and the University of Illinois at Chicago School of Public Health, between 2006 and 2012. CAM predoctoral students engaged in a full-immersion semester at the TRI, including didactic courses and active research with a TRI faculty research mentor. Half of the participating doctor of chiropractic (DC) students continued on to PhD programs, and half established integrative medicine, primary care clinical careers.Establishing rigorous criteria for mentors and mentees, communicating expectations, developing solid relationships between the mentor, mentee, and home school advisor, responding quickly to impediments, and providing adequate support from CAM and TRI investigators were key to the MRP's success. To sustain research opportunities, coordinated degree programs for the DC and master of public health and master of clinical and translational research were established.

  20. Hospital-based, Multidisciplinary, youth mentoring and medical exposure program positively influences and reinforces health care career choice: "The Reach One Each One Program early Experience".

    Science.gov (United States)

    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

    2017-04-01

    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

  1. The Implementation of an Innovative High School Mentoring Program Designed to Enhance Diversity and Provide a Pathway for Future Careers in Healthcare Related Fields.

    Science.gov (United States)

    Patel, Salma I; Rodríguez, Patricia; Gonzales, Rayna J

    2015-09-01

    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

  2. The personal and contextual variables affecting the relationships between mentors and proteges in a regional program for the preparation of principals

    OpenAIRE

    Keller, Fred W.

    1994-01-01

    The resurgence of public concern about the effectiveness of schools has brought with it a renewed appreciation of the importance of the principal in the educational process. Most preparation programs for school administrators now require some type of internship or field experience. The purpose of this study was to gain a better understanding about mentor-protege relationships and the personal and contextual factors affecting those relationships in a regional program for the ...

  3. O programa de formação dos mentores: conceção e planeamento El programa de formación de los mentores: concepción y planificación The program's training for mentors: conception and planning

    Directory of Open Access Journals (Sweden)

    Teresa Leite

    2012-09-01

    Full Text Available Este texto define e enquadra teoricamente as principais finalidades e orientações metodológicas do programa de formação dos mentores que acompanharam os professores em período probatório. O referencial de formação dos mentores construiu-se em torno das diferentes dimensões do ato de ensinar. A metodologia de formação organizou-se a partir do conceito de desenvolvimento profissional, considerando o mentor como objeto e sujeito da formação e procurando articular o processo formativo e o trabalho de supervisão desenvolvido pelos mentores, no terreno. As sessões de formação foram planeadas estrategicamente a partir de questões orientadoras às quais se procurou dar resposta através de um conjunto de atividades e materiais. Durante a implementação do período probatório foi produzido pelos intervenientes um conjunto considerável de documentos que foram trabalhados durante a formação.Este texto define y enfoca teóricamente las principales finalidades y orientaciones metodológicas del programa de formación de los mentores que acompañaron a los profesores en el periodo probatorio. La referencia formativa de los mentores se construyó en torno de las distintas dimensiones del hecho de enseñar. La metodología formativa se organizó a partir del concepto de desarrollo profesional, considerando al mentor como objeto y sujeto de la formación y buscando articular el proceso formativo y el trabajo de supervisión desarrollado por los mentores, en el terreno. Las sesiones de formación se proyectaron estratégicamente a partir de planteos orientadores, a los cuales se les dio respuesta a través de un conjunto de actividades y materiales. Durante la implementación del periodo probatorio, los participantes produjeron un considerable conjunto de documentos que se elaboraron durante la formación.This article defines and frames theoretically the main purposes and the methodological guidelines of the training program of mentors who

  4. 48 CFR Appendix I to Chapter 2 - Policy and Procedures for the DOD Pilot Mentor-Protege Program

    Science.gov (United States)

    2010-10-01

    ... application is available at: http://www.acq.osd.mil/osbp/mentor_protege/. (d) Companies that apply for... limitation on credit appears to be warranted to prevent abuse of this incentive for the mentor firm's... recommended reporting format and guidance for its submission are available at: http://www.acq.osd.mil/sadbu...

  5. Effectiveness of Contracted Services in Individualizing and Tailoring Mentor Programming for Children with Severe Emotional Disturbance in a Public System.

    Science.gov (United States)

    Owley, Gordon T.; Sternweis, Joan

    This conference paper discusses the results of a study that investigated the effects of a mentor service on 30 children with severe emotional disturbances and considered to be at extreme risk for out-of-home placement. The mentors provided regular, consistent, face-to-face and telephone contact with each child for five hours per week. The mentors…

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

    Science.gov (United States)

    Banks, Kira Hudson

    2010-01-01

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

  7. 48 CFR 719.273-9 - Obligations under the Mentor-Protégé Program.

    Science.gov (United States)

    2010-10-01

    ... INTERNATIONAL DEVELOPMENT SOCIOECONOMIC PROGRAMS SMALL BUSINESS PROGRAMS The U.S. Agency for International... submit to the USAID Office of Small and Disadvantaged Business Utilization (OSDBU) annual reports...

  8. 48 CFR 1519.203 - Mentor-protege.

    Science.gov (United States)

    2010-10-01

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

  9. Anesthesiology mentoring.

    Science.gov (United States)

    Wenzel, Volker; Gravenstein, Nikolaus

    2016-12-01

    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.

  10. A Prototype Two-tier Mentoring Program for Undergraduate Summer Interns from Minority-Serving Institutions at the University of Alaska Fairbanks

    Science.gov (United States)

    Gens, R.; Prakash, A.; Ozbay, G.; Sriharan, S.; Balazs, M. S.; Chittambakkam, A.; Starkenburg, D. P.; Waigl, C.; Cook, S.; Ferguson, A.; Foster, K.; Jones, E.; Kluge, A.; Stilson, K.

    2013-12-01

    The University of Alaska Fairbanks (UAF) is partnering with Delaware State University, Virginia State University, Elizabeth City State University, Bethune-Cookman University, and Morgan State University on a U.S. Department of Agriculture - National Institute for Food and Agriculture funded grant for ';Enhancing Geographic Information System Education and Delivery through Collaboration: Curricula Design, Faculty, Staff, and Student Training and Development, and Extension Services'. As a part of this grant, in summer 2013, UAF hosted a week long workshop followed by an intense two week undergraduate internship program. Six undergraduate students from partnering Universities worked with UAF graduate students as their direct mentors. This cohort of undergraduate mentees and graduate student mentors were in-turn counseled by the two UAF principal investigators who served as ';super-mentors'. The role of each person in the two-tier mentoring system was well defined. The super-mentors ensured that there was consistency in the way the internship was setup and resources were allocated. They also ensured that there were no technical glitches in the research projects and that there was healthy communication and interaction among participants. Mentors worked with the mentees ahead of time in outlining a project that aligned with the mentees research interest, provided basic reading material to the interns to get oriented, prepared the datasets required to start the project, and guided the undergraduates throughout the internship. Undergraduates gained hands-on experience in geospatial data collection and application of tools in their projects related to mapping geomorphology, landcover, geothermal sites, fires, and meteorological conditions. Further, they shared their research results and experiences with a broad university-wide audience at the end of the internship period. All participants met at lunch-time for a daily science talk from external speakers. The program offered

  11. Strengthening Self-efficacy through Supportive Mentoring

    Science.gov (United States)

    Haacker, R.

    2015-12-01

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

  12. Faculty Mentoring Practices in Academic Emergency Medicine.

    Science.gov (United States)

    Welch, Julie; Sawtelle, Stacy; Cheng, David; Perkins, Tony; Ownbey, Misha; MacNeill, Emily; Hockberger, Robert; Rusyniak, Daniel

    2017-03-01

    Mentoring is considered a fundamental component of career success and satisfaction in academic medicine. However, there is no national standard for faculty mentoring in academic emergency medicine (EM) and a paucity of literature on the subject. The objective was to conduct a descriptive study of faculty mentoring programs and practices in academic departments of EM. An electronic survey instrument was sent to 135 department chairs of EM in the United States. The survey queried faculty demographics, mentoring practices, structure, training, expectations, and outcome measures. Chi-square and Wilcoxon rank-sum tests were used to compare metrics of mentoring effectiveness (i.e., number of publications and National Institutes of Health [NIH] funding) across mentoring variables of interest. Thirty-nine of 135 departments completed the survey, with a heterogeneous mix of faculty classifications. While only 43.6% of departments had formal mentoring programs, many augmented faculty mentoring with project or skills-based mentoring (66.7%), peer mentoring (53.8%), and mentoring committees (18%). Although the majority of departments expected faculty to participate in mentoring relationships, only half offered some form of mentoring training. The mean number of faculty publications per department per year was 52.8, and 11 departments fell within the top 35 NIH-funded EM departments. There was an association between higher levels of perceived mentoring success and both higher NIH funding (p = 0.022) and higher departmental publications rates (p = 0.022). In addition, higher NIH funding was associated with mentoring relationships that were assigned (80%), self-identified (20%), or mixed (22%; p = 0.026). Our findings help to characterize the variability of faculty mentoring in EM, identify opportunities for improvement, and underscore the need to learn from other successful mentoring programs. This study can serve as a basis to share mentoring practices and stimulate

  13. Corporate Mentors and Undergraduate Students: A Qualitative Study of the Advancing Women in Construction Mentorship Program

    Science.gov (United States)

    Eicher, Matthew

    2013-01-01

    In a conscious effort to combat the low enrollment of women in construction management, a program was created to retain women through a mentorship program--Advancing Women in Construction. A qualitative analysis, facilitated through a grounded theory approach, sought to understand if the program was indeed successful, and what value did the…

  14. Corporate Mentors and Undergraduate Students: A Qualitative Study of the Advancing Women in Construction Mentorship Program

    Science.gov (United States)

    Eicher, Matthew

    2013-01-01

    In a conscious effort to combat the low enrollment of women in construction management, a program was created to retain women through a mentorship program--Advancing Women in Construction. A qualitative analysis, facilitated through a grounded theory approach, sought to understand if the program was indeed successful, and what value did the…

  15. 48 CFR 919.7010 - Contents of Mentor-Protege Agreement.

    Science.gov (United States)

    2010-10-01

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

  16. Utilizing Team Debate to Increase Student Abilities for Mentoring and Critical Appraisal of Global Health Care in Doctor of Nursing Practice Programs.

    Science.gov (United States)

    Elliott, Naomi; Farnum, Karen; Beauchesne, Michelle

    2016-01-01

    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.

  17. Evaluation eines neuen Mentoring-Programms für Medizinstudierende in der hausärztlichen Grundversorgung: Erfahrungen von Studierenden und Lehrärzten [Evaluation of a new undergraduate mentoring program in general practitioners' offices: experiences of students and mentors

    Directory of Open Access Journals (Sweden)

    Feller, Sabine

    2010-05-01

    Full Text Available [english] Purpose: In this study we conducted a formative evaluation of a new mentoring program in ambulatory primary care for undergraduate medical students. The objectives were Methods: In the first year of the implementation, 1 and 3 year students completed eight half days in a GP's office; 4 year students completed a three-week block. Students were supervised in a one-to-one mentoring format. Students and their mentors completed a questionnaire one year after implementation of the program. Quantitative and qualitative data were analyzed. Results: Ninety percent of the students and 98% of the GPs were highly satisfied with the new program. The positive aspects that contributed to a high acceptance of the program were the opportunity to arrange flexible mentoring dates over the year, a good integration of students with the practical work of the GPs, the real context of care, high motivation on the part of the participants, the one-to-one teaching format, the definition of clear learning objectives, and the rewarding of teaching by the faculty. Both groups were of the opinion that the benefit for 3 and 4 year students was higher than that for 1 year students. Weak points of the clerkships were the limited teaching time of the mentors and to some extent a lack of regular and timely feedback to the students. Conclusions: In this study we identified factors that contributed to high satisfaction among the participants with the new clerkships. These factors may help curriculum planners in the development of educational programs in the field of ambulatory primary care. Important aspects for the continuing education of teachers and measures to enhance the program are proposed. The benefits for students of early patient contact are discussed. [german] Zielsetzung: In dieser Studie haben wir die Einführungsphase eines neuen Mentoring-Programms für Medizinstudierende in der hausärztlichen Grundversorgung evaluiert. Es sollten folgende Aspekte

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

    Science.gov (United States)

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

    2012-01-01

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

  19. Mentoring in Parallel Universes.

    Science.gov (United States)

    Compton-Hall, Margaret

    2002-01-01

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

  20. Peer Mentoring Program in an Interprofessional and Interdisciplinary Curriculum in Brazil

    Science.gov (United States)

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

    2015-01-01

    The Federal University of São Paulo, Baixada Santista Campus was founded in 2006 with five degree-granting programs in physical education, physiotherapy, nutrition, psychology, and occupational therapy. The guiding principle behind the programs' educational mission was centered on the development of health care professionals capable of working in…

  1. Peer Mentoring Program in an Interprofessional and Interdisciplinary Curriculum in Brazil

    Science.gov (United States)

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

    2015-01-01

    The Federal University of São Paulo, Baixada Santista Campus was founded in 2006 with five degree-granting programs in physical education, physiotherapy, nutrition, psychology, and occupational therapy. The guiding principle behind the programs' educational mission was centered on the development of health care professionals capable of working in…

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

    Science.gov (United States)

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

    2017-06-01

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

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

    Science.gov (United States)

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

    2012-10-01

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

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

    Science.gov (United States)

    Neal, Laura D M

    2015-06-01

    There is an integral connection between leadership, mentoring and professional career progression within the nursing profession. The purpose of this article is to examine recommendations and best practices from the literature and provide a basis to construct a formalized successful mentoring dyad program with guidelines on establishing and maintaining a productive mentoring relationship over long distance. Canadian Armed Forces (CAF) nurses practice within a unique domain both domestically and abroad. The military environment incorporates many aspects of mentoring that could benefit significantly by distance interchange. Supported through examining literature within nursing, CAF publications and other professions along with contrasting successful distance mentoring programs, the findings suggest that a top-down, leadership-driven formal mentoring program could be beneficial to CAF nurses. The literature review outlines definitions of terms for mentorship and distance mentoring or e-mentoring. A cross section of technology is now embedded in all work environments with personal communication devices commonplace. Establishing mentoring relationships from afar is practical and feasible. This article provides a guided discussion for nursing leaders, managers and grassroots nurses to implement mentoring programs over distances. The recommendations and findings of this article could have universal applications to isolated nursing environments outside of Canadian military operational frameworks. Copyright © 2015 Longwoods Publishing.

  5. "Con todo mi corazón": Mentoring Latinas in Educational Leadership Doctoral Programs

    Science.gov (United States)

    Rodríguez, Mariela A.

    2016-01-01

    Personal narrative essays were used to analyze the experiences of four Latina doctoral students who completed their first year in an educational leadership doctoral program in a Hispanic-Serving Institution (HSI) in the southwestern U.S. Four themes emerged from their "testimonios" 1) "Con todo el corazón"; 2) "Somos como…

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

    Science.gov (United States)

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

    2016-09-01

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

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

    Science.gov (United States)

    Doyle, Nancy; Jacobs, Karen; Ryan, Cathryn

    2016-12-01

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

  8. ARM Mentor Selection Process

    Energy Technology Data Exchange (ETDEWEB)

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

    2015-10-01

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

  9. Celebrating 25 Years of Student Mentoring | Poster

    Science.gov (United States)

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

  10. Celebrating 25 Years of Student Mentoring | Poster

    Science.gov (United States)

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

  11. Online Mentoring for Biotechnology Graduate Students: An Industry-Academia Partnership

    Science.gov (United States)

    Khan, Rana; Gogos, Arhonda

    2013-01-01

    The Professional Science Master's Biotechnology program at the University of Maryland University College developed and implemented a novel online mentoring program to increase synergy with the biotechnology industry. In this program, Master's students are paired with mentors from the

  12. Mindfulness Practices in Mentoring and Teaching

    Science.gov (United States)

    Trube, Barbara

    2017-01-01

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

  13. Development of Mentor Teacher Role Inventory

    Science.gov (United States)

    Koc, Ebru Melek

    2011-01-01

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

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

    Science.gov (United States)

    Khazanov, Leonid

    2011-01-01

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

  15. Exploring Student Perceptions of Academic Mentoring and Coaching Experiences

    Science.gov (United States)

    Perez, Eduardo

    2014-01-01

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

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

    Science.gov (United States)

    Jent, Jason F.; Niec, Larissa N.

    2009-01-01

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

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

    Science.gov (United States)

    Kuo, Ya-Hui

    2010-01-01

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

  18. Peer-Mentored Research Development Meeting: A Model for Successful Peer Mentoring among Junior Level Researchers

    Science.gov (United States)

    Santucci, Aimee K.; Lingler, Jennifer H.; Schmidt, Karen L.; Nolan, Beth A. D.; Thatcher, Dawn; Polk, Deborah E.

    2008-01-01

    Objective: This report describes a model for the development, process, and tracking methods of a Peer-mentored Research Development Meeting (PRDM), an interdisciplinary peer mentoring program. The program was initiated in 2004 by a group of postdoctoral scholars and junior faculty from the Schools of the Health Sciences at the University of…

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

    CERN Document Server

    Porter, M A

    2006-01-01

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

  20. The Importance of MS PHD'S and SEEDS Mentoring and Professional Development Programs in the Retenion of Underrepresented Minorities in STEM Fields

    Science.gov (United States)

    Strickland, J.; Johnson, A.; Williamson Whitney, V.; Ricciardi, L.

    2012-12-01

    According to a recent study by the National Academy of Sciences, underrepresented minority (URM) participation in STEM disciplines represents approximately one third of the URM population in the U.S. Thus, the proportion of URM in STEM disciplines would need to triple in order to reflect the demographic makeup in the U.S. Individual programs targeting the recruitment and retention of URM students in STEM have demonstrated that principles of mentoring, community building, networking, and professional skill development are crucial in encouraging URM students to remain in STEM disciplines thereby reducing this disparity in representation. However, to paraphrase an old African proverb, "it takes a village to nurture and develop a URM student entering into the STEM community." Through programs such as the Institute for Broadening Participation's Minorities Striving and Pursuing Higher Degrees of Success (MS PHD'S) Professional Development Program in Earth system science and the Ecological Society of America's Strategies for Ecology Education, Diversity and Sustainability (SEEDS), URM students are successfully identifying and benefitting from meaningful opportunities to develop the professional skills and strategies needed to achieve their academic and career goals. Both programs share a philosophy of professional development, reciprocal mentoring, field trips, internships, employment, research partnerships, collaborations, fellowships, scholarships, grants, and professional meeting travel awards to support URM student retention in STEM. Both programs share a mission to bring more diversity and inclusivity into STEM fields. Both programs share a history of success at facilitating the preparation and advancement of URM students. This success has been documented with the multitude of URM students that have matriculated through the programs and are now actively engaged in the pursuit of advanced degrees in STEM or entering the STEM workforce. Anonymous surveys from

  1. From Practitioner to Professor: An Exploration of the Induction and Mentoring Processes in University Advertising and Public Relations Programs.

    Science.gov (United States)

    Gustafson, Robert L.; Thomsen, Steven R.

    Induction and mentoring have been described as the processes during which new professors become integrated into the teaching profession. Both are particularly important in advertising and public relations education, where a large number of new faculty hires are former practitioners. A survey of 113 Association of Schools of Journalism and Mass…

  2. Seriously Implementing Health Capacity Strengthening Programs in Africa; Comment on “Implementation of a Health Management Mentoring Program: Year-1 Evaluation of Its Impact on Health System Strengthening in Zambézia Province, Mozambique”

    Directory of Open Access Journals (Sweden)

    Luis Velez Lapão

    2015-10-01

    Full Text Available Faced with the challenges of healthcare reform, skills and new capabilities are needed to support the reform and it is of crucial importance in Africa where shortages affects the health system resilience. Edwards et al provides a good example of the challenge of implementing a mentoring program in one province in a sub-Saharan country. From this example, various aspects of strengthening the capacity of managers in healthcare are examined based on our experience in action-training in Africa, as mentoring shares many characteristics with action-training. What practical lessons can be drawn to promote the strengthening so that managers can better intervene in complex contexts? Deeper involvement of health authorities and more rigorous approaches are seriously desirable for the proper development of health capacity strengthening programs in Africa.

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

    Science.gov (United States)

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

    2014-01-01

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

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

    Science.gov (United States)

    Anafarta, Ayse; Apaydin, Çigdem

    2016-01-01

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

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

    Science.gov (United States)

    Shpigelman, Carmit-Noa; Gill, Carol J

    2013-04-01

    Recently, researchers have focused on the benefits of e-mentoring for young people with disabilities, such as greater access to sources of information and support. Relatively few researchers have explored the problem of unsuccessful e-mentoring relationships, i.e., mentors and mentored individuals who withdraw from an e-mentoring program before completion. Our findings promote understanding of the dynamics of unsuccessful vs. successful e-mentoring relationships for youth with disabilities. Using qualitative methods, we focused primarily on negative online experiences. We compared the e-mentoring process of six "unsuccessful" pairs of mentors and mentored students who withdrew from an e-mentoring program with three exemplary "successful" pairs who fully completed the program. Our findings revealed different communication patterns in the two groups. Whereas the unsuccessful pairs used a more formal style and distant tone, the successful pairs used an informal and supportive style. We discuss these differences, including the components that are essential to success.

  6. The Pre-Major in Astronomy Program at the University of Washington: Increasing Diversity Through Research Experiences and Mentoring Since 2005

    Science.gov (United States)

    Rosenfield, Philip

    2013-01-01

    Graduate students in the astronomy department at the University of Washington began the Pre-Major in Astronomy Program (Pre-MAP) after recognizing that underrepresented students in STEM fields are not well retained after their transition from high school. Pre-MAP is a research and mentoring program that begins with a keystone seminar. First year students enroll in the Pre-MAP seminar to learn astronomical research techniques that they apply to research projects conducted in small groups. Students also receive one-on-one mentoring and peer support for the duration of the academic year and beyond. They are incorporated early into the department by attending Astronomy Department events and Pre-MAP field trips. Successful Pre-MAP students have declared astronomy and physics majors, expanded their research projects beyond the fall quarter, presented posters at the UW Undergraduate Research Symposium, and received research fellowships and summer internships. In this talk, we will discuss how we identified the issues that Pre-MAP was designed to address, what we've learned after six years of Pre-MAP, and share statistical results from a long-term quantitative comparison evaluation.

  7. Research experiences and mentoring practices in selected east Asian graduate programs: predictors of research productivity among doctoral students in molecular biology.

    Science.gov (United States)

    Ynalvez, Ruby; Garza-Gongora, Claudia; Ynalvez, Marcus Antonius; Hara, Noriko

    2014-01-01

    Although doctoral mentors recognize the benefits of providing quality advisement and close guidance, those of sharing project management responsibilities with mentees are still not well recognized. We observed that mentees, who have the opportunity to co-manage projects, generate more written output. Here we examine the link between research productivity, doctoral mentoring practices (DMP), and doctoral research experiences (DRE) of mentees in programs in the non-West. Inspired by previous findings that early career productivity is a strong predictor of later productivity, we examine the research productivity of 210 molecular biology doctoral students in selected programs in Japan, Singapore, and Taiwan. Using principal component (PC) analysis, we derive two sets of PCs: one set from 15 DMP and another set from 16 DRE items. We model research productivity using Poisson and negative-binomial regression models with these sets as predictors. Our findings suggest a need to re-think extant practices and to allocate resources toward professional career development in training future scientists. We contend that doctoral science training must not only be an occasion for future scientists to learn scientific and technical skills, but it must also be the opportunity to experience, to acquire, and to hone research management skills.

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

    Science.gov (United States)

    Amaral, Katie E.; Vala, Martin

    2009-01-01

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

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

    Science.gov (United States)

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

    2016-01-01

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

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

    NARCIS (Netherlands)

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

    2016-01-01

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

  11. A Review of Mentoring in Academic Medicine.

    Science.gov (United States)

    Geraci, Stephen A; Thigpen, S Calvin

    2017-02-01

    Many believe that mentoring is essential for new and developing faculty physicians to achieve their professional and personal goals, yet there are both positive and potential negative aspects of mentoring. Research reports on the process have few quantifiable objective outcomes, use mostly single-center study populations, lack controls and use mostly qualitative techniques. Absence of a standardized definition of mentorship has allowed widespread application of the term to other forms of protégé support. Several models have been developed, with other generalized descriptors used to differentiate the important qualities of mentoring relationships. Published evidence suggests some characteristic attitudes and personal qualities, knowledge, skills and behaviors are common among successful mentors. Identification and validation of better efficacy metrics, and use of these to design new programs to train effective mentors, are needed. Copyright © 2017 Southern Society for Clinical Investigation. Published by Elsevier Inc. All rights reserved.

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

    Science.gov (United States)

    Ambrosetti, Angelina

    2014-01-01

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

  13. An Exploration Of Gender And Trust In Mentoring Relationships

    Directory of Open Access Journals (Sweden)

    Catherine Elliott

    2011-07-01

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

  14. Going up in Dreams and Esteem: Cross-Age Mentoring to Promote Leadership Skills in High School-Age Gifted Students

    Science.gov (United States)

    Besnoy, Kevin D.; McDaniel, Sara C.

    2016-01-01

    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,…

  15. 48 CFR 919.7005 - Eligibility to be a Mentor.

    Science.gov (United States)

    2010-10-01

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

  16. Being a Mentor: Novice Teachers' Mentors' Conceptions of Mentoring Prior to Training

    Science.gov (United States)

    Schatz-Oppenheimer, Orna

    2017-01-01

    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…

  17. Database-supported teleconferencing: an additional clinical mentoring tool to assist a multinational company HIV/AIDS treatment program in Africa.

    Science.gov (United States)

    Clevenbergh, P; Van der Borght, S F M; van Cranenburgh, K; Janssens, V; Kitenge Lubangi, C; Gahimbaza, L; Lange, J M A; Rinke de Wit, T F; Rijckborst, H

    2006-01-01

    The lack of human resources for health is presently recognized as a major factor limiting scale-up of antiretroviral treatment (ART) programs in resourcelimited settings. The mobilization of public and private partners, the decentralization of care, and the training of non-HIV specialist nurses and general practitioners could help increase the number of HIV-infected patients receiving ART. In addition to other forms of training, scheduled teleconferences (TCs) have been organized to support a comprehensive HIV treatment program delivered by a private company's health team. To describe the role of the TC as an additional tool in mentoring a company's health care workers (HCWs). For this study, all TC reports were retrospectively reviewed and the questions classified by topic. Participating Heineken physicians evaluated the technical quality and scientific relevance of the TCs through an anonymous survey. From October 2001 to December 2003, 10 HCWs working in 14 operating companies in 5 African countries raised 268 problems during 45 TCs. A total of 79 questions (29%) were asked about antiretroviral (ARV) therapy, 53 (20%) about the diagnosis and treatment of opportunistic infection, 43 (16%) about ARV toxicity, 40 (15%) about care organization and policy, 32 (12%) about laboratory or drug supply, and 21 (8%) about biological parameters. The mean TC attendance rate was 70%. The level of satisfaction among local company physicians was 65% for logistics, 89% for scientific relevance, 84% for applicability of advice, and 85% overall. The most common complaints concerned the poor quality of the telephone connection and language problems for francophone participants. Database-supported teleconferencing could be an additional tool to mentor company HCWs in their routine care of HIV-infected workers and family members. The role and costeffectiveness of telemedicine in improving health outcomes should be further studied.

  18. Mentoring an Entrepreneur

    Directory of Open Access Journals (Sweden)

    Jamshed Memon

    2015-02-01

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

  19. The Lived Experiences of Mentoring Nurses in Malaysia

    Directory of Open Access Journals (Sweden)

    Noraini Binti Enrico

    2011-01-01

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

  20. Promoting Inclusivity in STEM through Active Recruiting and Mentoring: The Pre-Major in Astronomy Program (Pre-MAP) at the University of Washington

    Science.gov (United States)

    Schwieterman, Edward; Binder, Breanna A.; Pre-Major in Astronomy Program

    2016-01-01

    The Pre-Major in Astronomy Program (Pre-MAP) is a research and mentoring program for entering undergraduate students offered by the University of Washington Astronomy Department since 2005. The primary goal of Pre-MAP is to recruit and retain students from groups traditionally underrepresented in science, technology, engineering, and mathematics (STEM) through early exposure to guided research projects. The Pre-MAP seminar is the core component of the program and offers instruction in computing skills, data manipulation, science writing, statistical analysis, and scientific speaking and presentation skills. Students choose research projects proposed by faculty, post-docs and graduate students in areas related to astrophysics, planetary science, and astrobiology. Pre-MAP has been successful in retaining underrepresented students in STEM fields relative to the broader UW population, and we've found these students are more likely to graduate and excel academically than their peers. As of fall 2015, more than one hundred students have taken the Pre-MAP seminar, and both internal and external evaluations have shown that all groups of participating students report an increased interest in astronomy and science careers at the end of the seminar. This talk will provide an overview of the program and the structure of the core seminar. In particular, the talk will focus on additions and revisions to the seminar course over the last few years, such as the introduction of a public speaking coach, career and internship modules, and the formalization of external lab tours.

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

    Science.gov (United States)

    Muschallik, Julia; Pull, Kerstin

    2016-01-01

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

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

    Science.gov (United States)

    Evans, Thomas W.

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

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

    Science.gov (United States)

    Ahn, June

    2010-01-01

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

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

    Science.gov (United States)

    Ahn, June

    2010-01-01

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

  5. Mentoring for Protege Character Development

    Science.gov (United States)

    Moberg, Dennis J.

    2008-01-01

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

  6. Mentoring for Protege Character Development

    Science.gov (United States)

    Moberg, Dennis J.

    2008-01-01

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

  7. The Importance of Mentoring Novice and Pre-Service Teachers: Findings from a HBCU Student Teaching Program

    Science.gov (United States)

    Hobson, Lisa D.; Harris, Deborah; Buckner-Manley, Kimberley; Smith, Patricia

    2012-01-01

    Teacher preparation programs across the country have faced criticisms regarding the quality of their programs. Additionally, these programs now compete with non-traditional programs when their graduates seek positions in public schools. As a result of many conversations as well as audits of the degree program at institutions in the state of Texas,…

  8. Mentoring for new consultants.

    Science.gov (United States)

    Ackroyd, R; Adamson, K A

    2015-01-01

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

  9. 企业师徒制中隐性知识转移路径及其微观过程研究%Research on the Path and Microscopic process of Tacit Knowledge Transfer in Enterprise Mentoring Program

    Institute of Scientific and Technical Information of China (English)

    王晓蓉; 李南

    2012-01-01

    在对师傅和徒弟行为特点分析的基础上,借鉴SECI知识转化理论和组织学习理论分析师傅向徒弟转移隐性知识的微观过程,目的在于以知识管理领域较为成熟的理论为指导,将抽象的师徒间知识转移过程进行直观描述,以期为我国企业师徒制的理论研究和实践指导提供参考。%Based on the analysis of the behavioral characteristics of mentors and protégés,this paper uses the theory of SECI knowledge transfer and the theory of organizational learning for reference to analyze the microscopic processes of tacit knowledge transfer from mentors to protégés.Its purpose is to describe the abstract knowledge transfer process between mentors and protégés intuitively by using the relatively matured theory in knowledge management field as the guideline so as to provide reference for the theoretical study and practical guidance of the enterprise mentoring program in China.

  10. Experience in Teacher Training Through Mentoring

    Directory of Open Access Journals (Sweden)

    Purificación Sánchez Delgado

    2014-12-01

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

  11. Mentor - den fleksible vejleder

    DEFF Research Database (Denmark)

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

  12. Promoting Diversity in STEM through Active Recruiting and Mentoring: The Pre-Major in Astronomy Program (Pre-MAP) at the University of Washington

    Science.gov (United States)

    Schwieterman, Edward; Binder, Breanna; Tremmel, Michael; Garofali, Kristen; Agol, Eric; Meadows, Victoria

    2015-11-01

    The Pre-Major in Astronomy Program (Pre-MAP) is a research and mentoring program for underclassmen and transfer students offered by the University of Washington Astronomy Department since 2005. The primary goal of Pre-MAP is to recruit and retain students from groups traditionally underrepresented in science, technology, engineering, and mathematics (STEM) through early exposure to research. The Pre-MAP seminar is the core component of the program and offers instruction in computing skills, data manipulation, science writing, statistical analysis, and scientific speaking and presentation skills. Students choose research projects proposed by faculty, post-docs and graduate students in areas related to astrophysics, planetary science, and astrobiology. Pre-MAP has been successful in retaining underrepresented students in STEM fields relative to the broader UW population, and we've found these students are more likely to graduate and excel academically than their peers. As of spring 2015, more than one hundred students have taken the Pre-MAP seminar, and both internal and external evaluations have shown that all groups of participating students report an increased interest in astronomy and science careers at the end of the seminar. Several former Pre-MAP students have obtained or are pursuing doctoral and master’s degrees in STEM fields; many more work at NASA centers, teaching colleges, or as engineers or data analysts. Pre- MAP student research has produced dozens of publications in peer-reviewed research journals. This talk will provide an overview of the program: the structure of the seminar, examples of projects completed by students, cohort-building activities outside the seminar, funding sources, recruitment strategies, and the aggregate demographic and achievement data of our students. It is our hope that similar programs may be adopted successfully at other institutions.

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

    Directory of Open Access Journals (Sweden)

    Satendra Singh

    2014-06-01

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

  14. Attentional and affective consequences of technology supported mindfulness training: a randomised, active control, efficacy trial

    OpenAIRE

    2016-01-01

    Background Mindfulness training (MT) programs represent an approach to attention training with well-validated mental health benefits. However, research supporting MT efficacy is based predominantly on weekly-meeting, facilitator-led, group-intervention formats. It is unknown whether participants might benefit from neurofeedback-assisted, technology-supported MT (N-tsMT), in which meditation is delivered individually, without the need for a facilitator, travel to a training site, or the presen...

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

    Science.gov (United States)

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

    2012-01-01

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

  16. Beginning Teachers' Perceptions of Effective Mentoring Techniques

    Science.gov (United States)

    Slabodnik-Rivas, Kathryn

    2010-01-01

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

  17. Mentoring--Is It Failing Women?

    Science.gov (United States)

    Ghosh, Rajashi

    2015-01-01

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

  18. Mentoring--Is It Failing Women?

    Science.gov (United States)

    Ghosh, Rajashi

    2015-01-01

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

  19. Development and Validation of Information Technology Mentor Teacher Attitude Scale: A Pilot Study

    Science.gov (United States)

    Saltan, Fatih

    2015-01-01

    The aim of this study development and validation of a teacher attitude scale toward Information Technology Mentor Teachers (ITMT). ITMTs give technological support to other teachers for integration of technology in their lessons. In the literature, many instruments have been developed to measure teachers' attitudes towards the technological tools…

  20. Writing with Mentors (DVD)

    Science.gov (United States)

    Dorfman, Lynne; Cappelli, Rose

    2010-01-01

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

  1. Supporting Music Teacher Mentors

    Science.gov (United States)

    Zaffini, Erin Dineen

    2015-01-01

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

  2. Supporting Music Teacher Mentors

    Science.gov (United States)

    Zaffini, Erin Dineen

    2015-01-01

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

  3. Den reflekterende mentor

    DEFF Research Database (Denmark)

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

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

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

    Science.gov (United States)

    Fibkins, William L.

    2011-01-01

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

  5. Conceptualizing the Roles of Mentor Teachers during Student Teaching

    Science.gov (United States)

    Butler, Brandon M.; Cuenca, Alexander

    2012-01-01

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

  6. How To Set Up a Workplace Mentoring System.

    Science.gov (United States)

    Wisconsin Univ., Madison. Center on Wisconsin Strategy.

    This document provides background for those looking to establish workplace mentoring or buddy systems. It touches briefly on the other two legs of an effective workplace preparation program, which are orientation and on-the-job training. These six steps for setting up a mentoring system are described: recruitment, flexibility, training, written…

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

    Science.gov (United States)

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

    2014-01-01

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

  8. Capturing Mentor Teachers' Reflective Moments during Mentoring Dialogues

    Science.gov (United States)

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

    2010-01-01

    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 mentoring dialogues were analyzed: one before and one…

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

    Science.gov (United States)

    Howe, Nina; Jacobs, Ellen

    2013-01-01

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

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

    Science.gov (United States)

    Gudewich, Claire O.

    2012-01-01

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

  11. Exploring the Dyad: The Relationship Establishment between a Novice Physical Education Teacher and His Mentor

    Science.gov (United States)

    Gordon, Evelyn J.

    2017-01-01

    The retention of new teachers is a noteworthy issue among physical education teachers. One way to combat attrition is with the implementation of induction programs that have a strong emphasis on mentoring. Mentoring creates a "growth-in-connection" for the novice physical education teacher as well as the mentor. The relational cultural…

  12. The Relationship between Perceived Quality of Mentoring and Anticipated Turnover among Executives in Higher Education

    Science.gov (United States)

    Curtis, Lynne K.

    2011-01-01

    The purpose of the study was to identify if there was a relationship between the perceived quality of mentoring and the intention to quit among executive leaders in the field of higher education. The quality in mentoring (QIM) questionnaire was used to measure the quality of four separate aspects of a mentoring program: management and support…

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

    Science.gov (United States)

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

    2008-01-01

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

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

    Science.gov (United States)

    Koc, Ebru Melek

    2012-01-01

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

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

    Science.gov (United States)

    Hamilton, Josette; Stevens, Gillian; Girdler, Sonya

    2016-01-01

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

  16. Best practices in doctoral retention: Mentoring

    Directory of Open Access Journals (Sweden)

    Judie L. Brill

    2014-06-01

    Full Text Available The aim of this critical literature review is to outline best practices in doctoral retention and the successful approach of one university to improve graduation success by providing effective mentorship for faculty and students alike. The focus of this literature review is on distance learning relationships between faculty and doctoral students, regarding retention, persistence, and mentoring models. Key phrases and words used in the search and focusing on mentoring resulted in over 20,000 sources. The search was narrowed to include only doctoral study and mentoring. Research questions of interest were: Why do high attrition rates exist for doctoral students? What are the barriers to retention? What are the benefits of doctoral mentoring? What programs do institutions have in place to reduce attrition? The researchers found a key factor influencing doctoral student retention and success is effective faculty mentorship. In particular, the design of a mentoring and faculty training program to increase retention and provide for success after graduation is important. This research represents a key area of interest in the retention literature, as institutions continue to search for ways to better support students during their doctoral programs and post-graduation. DOI: 10.18870/hlrc.v4i2.186

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

    OpenAIRE

    Eda Vula; Fatlume Berisha; Blerim Saqipi

    2015-01-01

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

  18. Enhancing the Educational Environment for Diverse Nursing Students Through Mentoring and Shared Governance.

    Science.gov (United States)

    Latham, Christine L; Singh, Harsimran; Ringl, Karen K

    2016-11-01

    A structured peer-mentoring program for diverse nursing students culminated in shared governance meetings between mentors and program coordinators to address mentees' concerns and issues. After informed consent, mentees reviewed mentor profiles online and selected mentors. Baseline data were collected on ethnic identity, lifestyle, social support, and academic habits. Outcome data included mentors' self-reflective journal themes and student satisfaction surveys and focus group evaluation of the program. Students reported weak scores in the areas of wellness, exercise, and stress management. Journaling revealed valuable information about challenges faced by mentees that could impair their success. Mentors' proactive suggestions to handle major mentee journal themes were shared with nursing school administrators using a shared governance approach. The mentoring program supported students and culminated in a shared governance process to discuss ways to address mentee challenges that might improve the educational environment for future students. [J Nurs Educ. 2016;55(11):605-614.]. Copyright 2016, SLACK Incorporated.

  19. Peer Mentoring and Action Learning

    Science.gov (United States)

    O'Neil, Judy; Marsick, Victoria J.

    2009-01-01

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

  20. 48 CFR 619.202-70 - The Department of State Mentor-Protégé Program.

    Science.gov (United States)

    2010-10-01

    ...) Definitions. The definitions of small business (SB), HUBZone small business concern (HUBZone), small...; (iii) Overall business management/planning; (iv) Business development; and, (v) Technical assistance... OF STATE SOCIOECONOMIC PROGRAMS SMALL BUSINESS PROGRAMS Policies 619.202-70 The Department of...

  1. Technology-Supported Learning Environments in Science Classrooms in India

    Science.gov (United States)

    Gupta, Adit; Fisher, Darrell

    2012-01-01

    The adoption of technology has created a major impact in the field of education at all levels. Technology-supported classroom learning environments, involving modern information and communication technologies, are also entering the Indian educational system in general and the schools in Jammu region (Jammu & Kashmir State, India) in particular.…

  2. The Elusive Benefits of the Technological Support of Knowledge Management.

    Science.gov (United States)

    Flanagin, Andrew J.

    2002-01-01

    Considers the application of technological tools to knowledge management and the difficulties and developments in the technological support of knowledge management. Hopes to capture the tacit knowledge of experienced organizational members, make it more explicit in the form of simulation scenarios, and to turn it into tacit knowledge for trainees…

  3. Internationalization at home : Technology-supported multicultural learning in Peru

    NARCIS (Netherlands)

    Olivos Rossini, L.M.

    2016-01-01

    This research contributes to the disciplines of information systems, management science in particular the field of management education and cross-cultural studies. It further proposes a model to understand technology-supported multicultural learning in Peru. In addition, the model examines intercult

  4. Exploring Technology Supported Collaborative and Cooperative Group Formation Mechanisms

    Science.gov (United States)

    Carapina, Mia; Boticki, Ivica

    2015-01-01

    This paper reflects on the systematic literature review paper (in progress), which analyzes technology enhanced collaborative and cooperative learning in elementary education worldwide from 2004 to 2015, focusing on the exploration of technology mediated group formation. The review paper reports on only a few cases of technology supported methods…

  5. Technology-Supported Learning Environments in Science Classrooms in India

    Science.gov (United States)

    Gupta, Adit; Fisher, Darrell

    2012-01-01

    The adoption of technology has created a major impact in the field of education at all levels. Technology-supported classroom learning environments, involving modern information and communication technologies, are also entering the Indian educational system in general and the schools in Jammu region (Jammu & Kashmir State, India) in…

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

    Science.gov (United States)

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

    2009-01-01

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

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

    Science.gov (United States)

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

    2009-01-01

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

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

    Science.gov (United States)

    Meagher, Thomas Francis

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

  9. A Grounded Theory Study of the Mentoring Process Involved With Undergraduate Athletic Training Students.

    Science.gov (United States)

    Pitney, William A; Ehlers, Greg G

    2004-12-01

    OBJECTIVE: To gain insight regarding the mentoring processes involving students enrolled in athletic training education programs and to create a mentoring model. DESIGN AND SETTING: We conducted a grounded theory study with students and mentors currently affiliated with 1 of 2 of the athletic training education programs accredited by the Commission on Accreditation of Allied Health Education Programs. PARTICIPANTS: Sixteen interviews were conducted, 13 with athletic training students and 3 with individuals identified as mentors. The students ranged in age from 20 to 24 years, with an average of 21.6 years. The mentors ranged from 24 to 38 years of age, with an average of 33.3 years. Participants were purposefully selected based on theoretic sampling and availability. DATA ANALYSIS: The transcribed interviews were analyzed using open-, axial-, and selective-coding procedures. Member checks, peer debriefings, and triangulation were used to ensure trustworthiness. RESULTS: Students who acknowledged having a mentor overwhelmingly identified their clinical instructor in this role. The open-coding procedures produced 3 categories: (1) mentoring prerequisites, (2) interpersonal foundations, and (3) educational dimensions. Mentoring prerequisites included accessibility, approachability, and protege initiative. Interpersonal foundations involved the mentor and protege having congruent values, trust, and a personal relationship. The educational dimensions category involved the mentor facilitating knowledge and skill development, encouraging professional perspectives, and individualizing learning. Although a student-certified athletic trainer relationship can be grounded in either interpersonal or educational aspects, the data support the occurrence of an authentic mentoring relationship when the dimensions coalesced. CONCLUSIONS: Potential mentors must not only be accessible but also approachable by a prospective protege. Mentoring takes initiative on behalf of a student and

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

    DEFF Research Database (Denmark)

    Kalpazidou Schmidt, Evanthia; Faber, Stine Thidemann

    2016-01-01

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

  11. Using Educational Psychology Courses at a Military Academy to Help Foster Mentoring Relationships between Officers and Cadets

    Science.gov (United States)

    Katayama, Andrew D.; Jordan, Mark H.; Guerrero, Camilo

    2008-01-01

    In the "hands on" mentoring program describing in this paper, cadets enrolled in a traditional undergraduate Educational Psychology course at the U.S. Air Force Academy) were mentored by Air Officer Commanders (AOCs) enrolled in a graduate level Educational Psychology course. This mentoring program was ideal for both groups of students, as the…

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

    Science.gov (United States)

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

    2012-01-01

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

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

    Science.gov (United States)

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

    2015-01-01

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

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

    Directory of Open Access Journals (Sweden)

    Jan M. Nick

    2012-01-01

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

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

    Science.gov (United States)

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

    2012-01-01

    Mentoring is important for the recruitment and retention of qualified nurse faculty, their ongoing career development, and leadership development. However, what are current best practices of mentoring? The purpose of this paper is to provide an overview of a model for excellence in establishing a formal mentoring program for academic nurse educators. Six themes for establishing a formal mentoring program are presented, highlighting best practices in mentoring as culled from experience and the literature. Themes reflect aims to achieve appropriately matched dyads, establish clear mentorship purpose and goals, solidify the dyad relationship, advocate for and guide the protégé, integrate the protégé into the academic culture, and mobilize institutional resources for mentoring support. Attending to the six themes will help mentors achieve important protégé outcomes, such as orientation to the educator role, integration into the academic community, development of teaching, scholarship, and service skills, as well as leadership development. The model is intended to be generalizable for faculty teaching in a variety of academic nursing institution types and sizes. Mentoring that integrates the six themes assists faculty members to better navigate the academic environment and more easily transition to new roles and responsibilities. PMID:22685645

  16. Can interactive educational technologies support the link between ultrasound theory and practice via feedback mechanisms?

    Science.gov (United States)

    Dickson, Diane

    2015-05-01

    Linking theory to practice is an area of concern for ultrasound students, clinical mentors and academic staff. The link between theory and practice requires a robust clinical mentorship scheme in addition to careful curricula design considerations to improve student outcomes. The introduction of interactive technology in education provides ripe opportunity to improve feedback to students to support the link between theory and practice. A series of three interactive learning and teaching activities were designed and delivered to a PostGraduate Ultrasound cohort, after which, evaluation was performed to answer the research question: Which interactive technologies support the link between theory and practice through improved feedback mechanisms? An action research methodology was adopted involving an enquiry based literature review, planning, design and action process. Data were collected following action of three interactive teaching and learning sessions within the Medical Ultrasound cohort of 2013/2014 at Glasgow Caledonian University via a paper based questionnaire. A 100% response rate was achieved (n = 14). All three interactive learning and teaching sessions were considered with 100% highest point agreement to support the link between ultrasound theory and practice via feedback. Students found all three designed and facilitated sessions valuable and relevant to their learning, which in turn provided positive experiences which were perceived to support the link between theory and practice through feedback. These activities can be considered valuable in Postgraduate Ultrasound education.

  17. Evaluation of a Peer Mentoring Program for a Mature Cohort of First-Year Undergraduate Paramedic Students

    Science.gov (United States)

    Hryciw, Deanne H.; Tangalakis, Kathy; Supple, Briony; Best, Gill

    2013-01-01

    The purpose of this study was to evaluate the effectiveness of a peer-assisted study session (PASS) program for a large class of Bachelor of Health Science (Paramedic) students. This cohort was made up predominantly of mature aged students who have not undertaken any study for many years. Within a bioscience first-year core subject, student…

  18. Learning to Teach in New York City: How Teachers and Schools Jointly Determine the Implementation of a Districtwide Mentoring Program

    Science.gov (United States)

    Grossman, Pam; Loeb, Susanna; Myung, Jeannie; Boyd, Donald; Lankford, Hamilton; Wyckoff, James

    2012-01-01

    Districts nationwide are implementing teacher induction programs as a strategy to increase both beginning teacher retention and student achievement. The induction of beginning teachers has been widely acknowledged as important for teachers' feelings of success and their retention (Darling-Hammond, 1994; Huling-Austin, 1989; Smylie, 1994).…

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

    Science.gov (United States)

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

    2014-01-01

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

  20. A Study of Science and Technology Support System for Multifunctional Forestry

    Institute of Scientific and Technical Information of China (English)

    2011-01-01

    Based on the analysis on existing problems in China's forestry science & technology support system and in view of the requirements of multifunctional forestry development for science & technology support, the paper constructed a science & technology support framework for multifunctional forestry, comprising technology innovation, achievements transfer, extension and application, and policy guarantee. Major countermeasures were proposed to consolidate the science & technology support to multifunctional fores...

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

    Science.gov (United States)

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

    2016-01-01

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

  2. Formarnos y autoformarnos en alfabetización informacional: Un programa de memorización en bibliotecas universitarias-CRAI Training and self-training in information literacy: A program of mentoring in university libraries

    Directory of Open Access Journals (Sweden)

    Maria Pinto Molina

    2010-12-01

    Full Text Available La Alfabetización Informacional (ALFIN es un requisito de formación que desde los servicios académicos y especialmente de las bibliotecas-CRAI de las universidades, se debe ofertar a todos sus miembros en distintas modalidades y niveles. Para lograr buenos resultados es necesario que los responsables de los programas de ALFIN, además de tener buenos conocimientos sobre esta temática (modelos, normas, buenas prácticas, ofrezcan adecuadas habilidades-actitudes comunicativas, tecnológicas, documentales y didácticas. La "mentorización" (mentoring es una de las estrategias organizacionales que dichas instancias universitarias pueden asumir considerando su fortaleza como medio de formación y autoformación. El personal bibliotecario y el docente que aspire a ser formado (tutelado por los formadores ya experimentados (mentores y las personas a cargo de la formación organizacional (coordinadores pueden crecer en dichas competencias, y así lograr mejores procesos y resultados de enseñanza- aprendizaje en los programas universitarios de ALFIN.Information Literacy (INFOLIT in university academic services, libraries and learning resources centers is a training requirement that ought to be offered to personnel at diverse levels and through several approaches. In order to achieve excellent outcomes, the INFOLIT program leader must have good knowledge of models, standards and good practices in order to offer adequate skills and attitude sets in term of communication, technology, documentation and didactics. In light of its effectiveness in the realm of training and self-training, formal mentoring is a valuable organizational strategy university authorities can deploy. Librarians and academics wishing to be trained, as well as experienced trainers (mentors and organizational training coordinators may grow into these competencies and thereby improve both process and outcomes of INFOLIT teaching-learning within the university.

  3. Attitudes of Teacher Candidates Towards Technology Supported Collaborative Learning

    Directory of Open Access Journals (Sweden)

    Fezile ÖZDAMLI

    2008-06-01

    Full Text Available Technology supported collaborative learning allows students to study together, and produce projectstogether using technology supported systems. This study aimed to gather attitudes of CEIT students’ in the matter oftechnology supported collaborative learning in the Near East University. Pre-experimental model used in this study. Datawere collected from the students at the start of the term and end. This study was applied to selected sample of 35 students (24male and 11 females of Computer Education and Instructional Technologies Department of Near East University and whogot the course “authorware tools” at the 1St term of 2007-2008 academic year. The participants got the course “authoringtools application in computer enviorment” which was carried out as a technology supported collaborative learning. Thetechnology supported collaborative learning and authoring tools were described to students by teachers at the begining of theterm. Each team has 2 or 3 members. Teams selected projects topics at the begining of term. The aim of the final projects wascreated a course software about their project topics. Students were discussed the topics with team members and researced thetopics then they created a course software. The course included a series of local face-to-face tutorials (four each week duringa term and was supported by e-mail, msn, and discussion forums in a website. Teachers and student teams were discussedthe topics and projects during terms and then presented their projects. “the role of the technology on the course” and“Adaptation to the collaborative learning criters” 5 point likert scales and “personal information forums” were used in thisstudy. The results were generally positive at the start and at the end of the term. Besides, students’ attidues were morepositive than after studying in technology supported collaborative learning.

  4. Mentoring is a Lifelong Activity

    Science.gov (United States)

    Hamilton, Joseph

    2016-09-01

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

  5. Eine obligatorische longitudinale Ausbildung von Studierenden in 530 Grundversorgerpraxen [The new undergraduate mentoring program in 530 General Practioner's offices - A Mandatory Longitudinal Curriculum in Primary Care

    Directory of Open Access Journals (Sweden)

    Frey, Peter

    2009-05-01

    Full Text Available [english] In autumn of 2007, the Medical Faculty of the University of Berne implemented an undergraduate program in primary care medicine. The clerkships, which are mandatory for all students of human medicine, permit students in the first four years of their studies to maintain contact to a supervising general practitioner. Students in the Bachelor’s degree program complete eight half-day visits in a GP’s office each year, whereas Master’s students complete a three-week block. The program promotes clinical and communicational skills and aims to awaken the interest of medical students in primary care medicine. It also allows students to develop a long-term relationship to a general practitioner as a mentor. Early contact to patients should help to motivate students in their academic studies and future profession, as well as improve their professional demeanor. It was possible to provide the required 645 training places within two years, thanks to the overwhelming commitment of 530 general practitioners. The development, concept, implementation, and assessment of the clerkships are presented in this report. [german] An der Medizinischen Fakultät der Universität Bern wurden im Herbst 2007 neue Ausbildungsmodule in Hausarztmedizin implementiert. Diese obligatorischen Praktika ermöglichen allen Studierenden der Humanmedizin während der ersten vier Studienjahre einen kontinuierlichen Kontakt zu einem Lehrarzt in der Grundversorgung. Die Studierenden absolvieren im Bachelor-Studium acht halbtägige Praktika pro Jahr, im Masterstudium einen dreiwöchigen Praktikumsblock. Die Praktika sollen das Ausbildungsspektrum erweitern, das Interesse der Studierenden an der Grundversorgung wecken und den Aufbau einer Mentorbeziehung zu einem Hausarzt ermöglichen. Mit dem frühen Patientenkontakt soll die Motivation der Studierenden für das Studium und den Beruf gefördert und die professionelle Haltung verbessert werden. Dank dem enormen Engagement der

  6. Promoting Physical Understanding through Peer Mentoring

    Science.gov (United States)

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

    2015-12-01

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

  7. Mentoring practices benefiting pediatric nurses.

    Science.gov (United States)

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

    2015-01-01

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

  8. Ostomy Home Skills Program

    Medline Plus

    Full Text Available ... Be a YFA Leader Meetings and Events YFA Mentor Programs Top 10 Reasons to Participate Resources Webinars ... National Trauma Data Bank Trauma Quality Improvement Program Mentoring for Excellence in Trauma Surgery Advanced Trauma Life ...

  9. Strategies for developing a culture of mentoring in postdoctoral periodontology.

    Science.gov (United States)

    Hempton, Timothy J; Drakos, Dimitrios; Likhari, Vikram; Hanley, James B; Johnson, Lonnie; Levi, Paul; Griffin, Terrence J

    2008-05-01

    Dental education in the United States and Canada is currently experiencing a crisis with respect to faculty recruitment and retention. The major reasons for the status of dental and specialty education are lower salaries and lack of interest. To make up for this deficit in the specialty of periodontology, our current educators need to utilize strategies targeted towards an existing potential teaching resource: the postdoctoral students in periodontology. The intent of this article is to review the current crisis in dental faculty recruitment and retention, show how it affects the specialty of periodontics, and describe how creating a culture of mentoring may facilitate more engagement of periodontal residents in the teaching process during their postdoctoral training. The strategies utilized to develop a culture of mentoring in the Department of Periodontology at Tufts University are presented. They include methodologies to develop and enhance residents' mentoring skills, thereby helping to compensate for the shortage of periodontists involved in academics. Measurement of the mentoring strategy is presented from data obtained from an online survey of third-year predoctoral students' perceptions of their interaction with residents as their clinical instructors. Moreover, the numbers of program alumni engaged in teaching prior to and after the mentoring program was initiated are also presented as an outcome of the mentoring program. Developing a culture of mentoring in postdoctoral periodontology programs can be an important tool to enable individuals to become more involved in the process of teaching and mentoring during their postdoctoral training. This outcome could ameliorate the deficit of periodontists engaged as formal educators. Moreover, development and expansion of a culture of mentoring in a periodontolgy program may encourage recent graduates to become more involved in teaching subsequent to graduation.

  10. Holding Your Hand From a Distance: Online Mentoring and the Graduate Library and Information Science Student

    Directory of Open Access Journals (Sweden)

    Elizabeth A. Buchanan

    2005-07-01

    Full Text Available The emergence of online education in colleges and universities brings with it a variety of issues and concerns for the remote student. One such issue is online mentoring. This paper presents a study that examines perceptions of the impact and role of online mentoring by online graduate students in a Master of Library and Information Science program. The guiding research question asked “what impact does online mentoring have on the online student experience?” A survey using open and closed-ended response questions was administered. Findings indicate that the participants see the need for online mentors in at least two forms—peer mentors to assist with the “institutional maze” surrounding distance education programs, and secondly, professional mentors to assist with career planning and development. Institutions should thus consider a two-tiered mentor network to meet the needs of students at various points in their academic lives.

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

    Directory of Open Access Journals (Sweden)

    Alexandra Teodora RUGINOSU

    2014-11-01

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

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

    Science.gov (United States)

    Clark, Lynette M.

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

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

    Science.gov (United States)

    Lee, Paul R; Marsh, Elisabeth B

    2014-03-11

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

  14. Mentoring in general surgery in Switzerland

    Directory of Open Access Journals (Sweden)

    Reto M. Kaderli

    2015-03-01

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

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

    Science.gov (United States)

    Goldner, Limor; Scharf, Miri

    2014-08-01

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

  16. Identifying and aligning expectations in a mentoring relationship.

    Science.gov (United States)

    Huskins, W Charles; Silet, Karin; Weber-Main, Anne Marie; Begg, Melissa D; Fowler, Vance G; Hamilton, John; Fleming, Michael

    2011-12-01

    The mentoring relationship between a scholar and their primary mentor is a core feature of research training. Anecdotal evidence suggests this relationship is adversely affected when scholar and mentor expectations are not aligned. We examined three questions: (1) What is the value in assuring that the expectations of scholars and mentors are mutually identified and aligned? (2) What types of programmatic interventions facilitate this process? (3) What types of expectations are important to identify and align? We addressed these questions through a systematic literature review, focus group interviews of mentors and scholars, a survey of Clinical and Translational Science Award (CTSA) KL2 program directors, and review of formal programmatic mechanisms used by KL2 programs. We found broad support for the importance of identifying and aligning the expectations of scholars and mentors and evidence that mentoring contracts, agreements, and training programs facilitate this process. These tools focus on aligning expectations with respect to the scholar's research, education, professional development and career advancement as well as support, communication, and personal conduct and interpersonal relations. Research is needed to assess test the efficacy of formal alignment activities. © 2011 Wiley Periodicals, Inc.

  17. Research Experiences and Mentoring Practices in Selected East Asian Graduate Programs: Predictors of Research Productivity among Doctoral Students in Molecular Biology

    Science.gov (United States)

    Ynalvez, Ruby; Garza-Gongora, Claudia; Ynalvez, Marcus Antonius; Hara, Noriko

    2014-01-01

    Although doctoral mentors recognize the benefits of providing quality advisement and close guidance, those of sharing project management responsibilities with mentees are still not well recognized. We observed that mentees, who have the opportunity to co-manage projects, generate more written output. Here we examine the link between research…

  18. How Mentor Principals Interpret the Mentoring Process Using Metaphors

    Science.gov (United States)

    Schechter, Chen; Firuz, Florit

    2015-01-01

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

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

    Science.gov (United States)

    Cheatham, Wayman Wendell

    2010-01-01

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

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

    Science.gov (United States)

    Tyler, Mark A.; McKenzie, William E.

    2011-01-01

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

  1. Mentoring Together: A Literature Review of Group Mentoring

    Science.gov (United States)

    Huizing, Russell L.

    2012-01-01

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

  2. Introduction: Lawrence Kohlberg as Mentor.

    Science.gov (United States)

    Boyd, Dwight

    1988-01-01

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

  3. Strategies for Mentoring Pedagogical Knowledge

    Science.gov (United States)

    Hudson, Peter

    2013-01-01

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

  4. Strategies for Mentoring Pedagogical Knowledge

    Science.gov (United States)

    Hudson, Peter

    2013-01-01

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

  5. My Mentor: Robert M. Gagne.

    Science.gov (United States)

    Tuckman, Bruce W.

    1996-01-01

    In discussing mentoring relationships, this paper describes one graduate student's experiences with Robert Gagne as his mentor in the field of human learning, examining Gagne's work overall in psychology and research, and focusing on Gagne's work related to education. (SM)

  6. Virtual Mentoring of Preservice Teachers

    Science.gov (United States)

    Reese, Jill

    2016-01-01

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

  7. We're all in this together: Midwifery student peer mentoring.

    Science.gov (United States)

    McKellar, Lois; Kempster, Cathy

    2017-05-01

    Many higher education institutions have adopted mentoring programs for students as a means of providing support, improve learning and enhance the student experience. The aim of this project was to improve midwifery students experience by offering a peer mentoring program to commencing students to assist with the transition to university life and the rigours of the midwifery program. This paper reports the evaluation of this specific mentoring program and the ongoing development and implementation of a sustainable program within an Australian University. A survey design was adopted to gather feedback from both mentees to evaluate if the peer mentoring program enhanced the first year midwifery student experience and ascertain how the program could be further developed. Fifty-five students engaged with the peer mentors and completed the questionnaire regarding the mentoring program. Specifically valuable was the positive impact that mentoring had on midwifery student confidence, managing the demands of the program and being motivated to keep going when the program requirements were challenging. The success of this program rested largely with mentoring students sharing their own experiences and providing reassurance that other students could also succeed. Copyright © 2015 Elsevier Ltd. All rights reserved.

  8. Peer Mentoring Styles and Their Contribution to Academic Success among Mentees: A Person-Oriented Study in Higher Education

    Science.gov (United States)

    Leidenfrost, Birgit; Strassnig, Barbara; Schabmann, Alfred; Spiel, Christiane; Carbon, Claus-Christian

    2011-01-01

    The purpose of our study was to explore peer mentoring styles and examine their contribution to academic success among mentees. Data were collected as part of a comprehensive evaluation of a peer mentoring program. The sample consisted of 49 mentors (advanced students) who supported 376 mentees (first year students) in small groups. Indicators for…

  9. Peer Mentoring Styles and Their Contribution to Academic Success among Mentees: A Person-Oriented Study in Higher Education

    Science.gov (United States)

    Leidenfrost, Birgit; Strassnig, Barbara; Schabmann, Alfred; Spiel, Christiane; Carbon, Claus-Christian

    2011-01-01

    The purpose of our study was to explore peer mentoring styles and examine their contribution to academic success among mentees. Data were collected as part of a comprehensive evaluation of a peer mentoring program. The sample consisted of 49 mentors (advanced students) who supported 376 mentees (first year students) in small groups. Indicators for…

  10. Integration, mentoring & networking

    DEFF Research Database (Denmark)

    Bloksgaard, Lotte

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

  11. Mentor Graphics公司

    Institute of Scientific and Technical Information of China (English)

    2010-01-01

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

  12. Mentoring in mathematics education

    CERN Document Server

    Hyde, Rosalyn

    2013-01-01

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

  13. Mentoring: A Useful Concept for Leader Development in the Army

    Science.gov (United States)

    1990-04-11

    distribucion is unlitnited. 17. DISTRIBUTION STATEMENT (at ill. AIJ.II.cZ .Insta*4 ill tijlaaA 20, It JII1ea.tI i h~am Rusat) go. SUPPLEMENTARY’NOTI!S 19. K(EY...programs within the federal government. He identified major roles and responsibilities of the mentor, which he placed in five areas : career strategy...of other researchers in the area of mentoring. 3 Kram contends the mentoring functions are the essential characteristics that differentiate

  14. The Importance of the Mentor-Mentee Relationship in Women's Desistance From Destructive Behaviors.

    Science.gov (United States)

    Garcia, Janet

    2016-05-01

    According to the literature on desistance, the process of reentering society after imprisonment is distinct from the process of desistance as the former is a broader, institutional process that may influence the latter. Scholars have also acknowledged gendered differences in both reentry and desistance processes. Among the array of players in the lives of formerly incarcerated individuals, mentors have become an increasingly popular form of social support in postincarceration programs--particularly for women in reentry. Given the increasing interest in mentoring programs, this study uses semistructured interviews with mentors (n= 10) and clients (n= 11) in a women's postincarceration mentoring program to assess the role of mentors in the reentry process and the desistance process. It was found that mentors aid in these processes by serving as facilitators of change for women who are open to such change and by facilitating in constructive behavioral adjustments.

  15. School-based mentoring: A study of volunteer motivations and benefits

    Directory of Open Access Journals (Sweden)

    Paul CALDARELLA

    2010-03-01

    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.

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

    Science.gov (United States)

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

    2010-01-01

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

  17. Hybrid vehicle turbine engine technology support (HVTE-TS) project. 1995--1996 annual report

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1996-12-31

    This report presents a summary of technical work accomplished on the Hybrid Vehicle Turbine Engine--Technology Support (HVTE-TS) Project during calendar years 1995 and 1996. Work was performed under an initial National Aeronautics and Space Administration (NASA) contract DEN3-336. As of September 1996 the contract administration was transferred to the US Department of Energy (DoE) Chicago Operations Office, and renumbered as DE-AC02-96EE50553. The purpose of the HVTE-TS program is to develop gas turbine engine technology in support of DoE and automotive industry programs exploring the use of gas turbine generator sets in hybrid-electric automotive propulsion systems. The program focus is directed to the development of four key technologies to be applied to advanced turbogenerators for hybrid vehicles: Structural ceramic materials and processes; Low emissions combustion systems; Regenerators and seals systems; and Insulation systems and processes. 60 figs., 9 tabs.

  18. Mentoring New Teachers.

    Science.gov (United States)

    Tetzlaff, Judie A.; Wagstaff, Imelda

    1999-01-01

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

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

    DEFF Research Database (Denmark)

    Kalpazidou Schmidt, Evanthia; Faber, Stine Thidemann

    2016-01-01

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

  20. Gender-sensitive Mentoring Programme in Academia: A Design Process

    OpenAIRE

    Shaik, Farah; Adams, Helène; Vincke, Caroline

    2016-01-01

    This is a toolkit on self-tailored gendered sensitive mentoring program that should support preventive actions in order to lower the gendered gaps in academia. We used the framework of transformative mentoring, with the aim at transforming the person on the one hand (socialization through a process of adaptation to the structural functioning of an organization) and of the organization on the other hand, in view of a system that is more adapted to the rhythm of the researchers, whatever may be...

  1. Building the Quality of Diversity in the Geoscience Workforce Through Peer-and Near-Peer Mentored Research Experiences: The CSUN Catalyst Program, a Model for Success in the Geosciences

    Science.gov (United States)

    Marsaglia, K. M.; Pedone, V. A.; Simila, G. W.; Yule, J. D.

    2004-12-01

    One means of achieving diversity in the geoscience workforce is through the careful cultivation of individuals towards successful careers. Our critical components for student achievement, as reflected in student evaluations, included the development of positive mentoring relationships, honing of critical thinking, writing and oral presentation skills, academic success, and financial support. In the initial three-year phase of in the California State University Northridge (CSUN) Catalyst program, thirty-one students participated, with subequal proportions of high school, undergraduate (freshman to senior) and graduate students. This initial cohort was dominated by Latina(o) students (22) with fewer African American (5), American Indian (2), Pacific Islander (1) and hearing-impaired (1) students. Students were incrementally recruited into the program at a rate of ~10 per year. New students were united through a semester-long Catalyst Course where they worked in groups on various team-building exercises followed by activities in which students were introduced to four different research projects by faculty advisors. Students then continued working on a research project in the following semesters, either as undergraduate or graduate research assistants. The research groups constituted self-mentoring subsets of peers and near-peers, tiered by experience (graduate to high school students) and directed by one of the four Catalyst faculty members. Catalyst student office space promoted intragroup interaction and camaraderie. Most students attended at least one regional, national or international Geoscience meeting. The CSUN Catalyst program has fostered the individual success of its participants, with most progressing towards or achieving BS and MS degrees in the geosciences. Those that have entered the workforce, have done so with more opportunities for career advancement as a result of their Catalyst experiences. Catalyst students have also advanced academically into MS

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

    Science.gov (United States)

    Pellegrini, Vincent D

    2006-08-01

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

  3. Broadening Participation: Mentoring Community College Students in a Geoscience REU

    Science.gov (United States)

    Smith, M.; Osborn, J.

    2015-12-01

    Increasingly, REUs are recruiting from community colleges as a means of broadening participation of underrepresented minorities, women, and low-income students in STEM. As inclusion of community college students becomes normalized, defining the role of science faculty and preparing them to serve as mentors to community college students is a key component of well-designed programs. This session will present empirical research regarding faculty mentoring in the first two years of an NSF-REU grant to support community college students in a university's earth and environmental science labs. Given the documented benefits of undergraduate research on students' integration into the scientific community and their career trajectory in STEM, the focus of the investigation has been on the processes and impact of mentoring community college STEM researchers at a university serving a more traditionally privileged population; the degree to which the mentoring relationships have addressed community college students needs including their emotional, cultural and resource needs; and gaps in mentor training and the mentoring relationship identified by mentors and students.

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

    Directory of Open Access Journals (Sweden)

    Mitchell D. Feldman

    2010-04-01

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

  5. Mentor-mentee relationship in medicine.

    Science.gov (United States)

    Gisbert, Javier P

    2017-01-01

    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.

  6. Preparing Special Education Mentors Using Classroom Artifacts as a Vehicle for Learning about Teaching

    Science.gov (United States)

    Parker-Katz, Michelle; Hughes, Marie Tejero

    2008-01-01

    The authors examine a project that focuses on preparing special educators to mentor pre-service teachers throughout their preparation program, instead of mostly at the end of their program. Through use of classroom literacy artifacts, mentors are prepared in how to guide novices as they transition through coursework and into classroom practice.…

  7. 48 CFR 719.273-4 - Eligibility of Mentor and Protégé firms.

    Science.gov (United States)

    2010-10-01

    ... INTERNATIONAL DEVELOPMENT SOCIOECONOMIC PROGRAMS SMALL BUSINESS PROGRAMS The U.S. Agency for International... business entities approved as Mentors may enter into agreements (hereafter referred to as “Mentor-Protégé... subcontractors. Eligible small business entities capable of providing developmental assistance may be approved...

  8. Brief Instrumental School-Based Mentoring for Middle School Students: Theory and Impact

    Science.gov (United States)

    McQuillin, Samuel D.; Lyons, Michael D.

    2016-01-01

    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…

  9. Harvesting the results of the mentoring process of knowledge intensive startups

    NARCIS (Netherlands)

    Weijman, Geertjan; van der Sijde, Peter; van Benthem, Jann W.L.

    2008-01-01

    Mentoring is often used by business development programs to assist startups. In this paper we look at the perceptions of protégés and mentors about this process, hereby different business development programs in Europe were incorporated. It was hypothesized that there is a relationship between

  10. Brief Instrumental School-Based Mentoring for Middle School Students: Theory and Impact

    Science.gov (United States)

    McQuillin, Samuel D.; Lyons, Michael D.

    2016-01-01

    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…

  11. Coaching the Mentor: Facilitating Reflection and Change

    Science.gov (United States)

    Gordon, Stephen P.; Brobeck, Sonja R.

    2010-01-01

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

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

    Science.gov (United States)

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

    2008-01-01

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

  13. Mentoring as the Core Element of New Teacher Induction in the USA: Policies and Practices

    Directory of Open Access Journals (Sweden)

    Zembytska Maryna

    2016-06-01

    Full Text Available The paper focuses on mentoring as the key strategy of novice teacher induction in the USA. The study reviews current mentoring/induction policies and trends in the U.S. system of in-service teacher training and support. The findings suggest that the conceptual framework, standards and practices of new teacher mentoring in the United States conform to the dynamic trends in education and organizational management. The conceptual modification of teacher mentoring manifests itself in the development of comprehensive and sustained formal induction programs based on the theories of educational leadership, adult learning, social interaction and collaborative learning. Quality induction programs are context-based and involve multiple stakeholders (schools, school districts, local educational organizations and agencies, partner universities, state departments of education etc. Diverse forms of mentoring (one-to-one, peer, group, reciprocal, online and needs-driven mentoring, etc. are extensively combined with other induction components offered to beginning teachers and mentors during the whole induction period. The induction components include: summer courses, orientation sessions, workshops, seminars, webinars, conferences, interviews, informal meetings and celebrations, district-based mentor training programs etc. The quantitative data obtained through the analysis of the U.S. national surveys and research reports provides ground for highlighting those mentoring and induction programs which have significantly decreased turnover rates among new teachers, contributed to their professional development and improved academic achievement in public schools by providing students with quality instruction.

  14. Education and information for practicing school nurses: which technology-supported resources meet their needs?

    Science.gov (United States)

    Anderson, Lori S; Enge, Karmin J

    2012-10-01

    School nurses care for children with a variety of health-related conditions and they need information about managing these conditions, which is accessible, current, and useful. The goal of this literature review was to gather and synthesize information on technology-supported resources and to determine which met the educational needs of school nurses. Successful online educational programs were interactive and self-directed. The most common barriers were lack of time to find educational information, lack of knowledge about computers, technology, the Internet and specific programs, and lack of administrative support from school officials to use technology to access information and evidence for practice. Recommendations for successful use of technology to meet practicing school nurse's educational needs are offered.

  15. Student nurse mentoring: an evaluative study of the mentor's perspective.

    Science.gov (United States)

    Rylance, Rebecca; Barrett, Julie; Sixsmith, Pam; Ward, Donna

    2017-04-13

    An evaluative study aimed to capture the 'mentor voice' and provide an insight into the mentoring role from the perspective of the nurse mentor. Participants from each of the four fields of nursing practice were asked to comment on the satisfying and frustrating aspects of their mentoring role. The narrative data gleaned from the evaluation were qualitatively analysed and subsequently organised into key themes around the student-mentor relationship and the clinical environment. Given that the landscape of nurse education is set to change, in terms of new standards from the professional bodies and the political drivers, not to mention the changing profile of the student nurse, it is hoped that the findings may help to shape the relationship between the mentor, the student and the higher education institution.

  16. The Puente Project: Socializing and Mentoring Latino Community College Students.

    Science.gov (United States)

    Laden, Berta Vigil

    2000-01-01

    Claims that the way that minority students are socialized is related to retention and persistence. Discusses mentoring programs offered in community colleges that socialize and retain minority students. Explores the Puente Program as an example of a successful program that can aid minority Latino students. (Contains 35 references.) (MZ)

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

    Science.gov (United States)

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

    2013-05-01

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

  18. WHK Student Internship Enrollment, Mentor Participation Up More than 50 Percent | Poster

    Science.gov (United States)

    By Nancy Parrish, Staff Writer The Werner H. Kirsten Student Internship Program (WHK SIP) has enrolled the largest class ever for the 2013–2014 academic year, with 66 students and 50 mentors. This enrollment reflects a 53 percent increase in students and a 56 percent increase in mentors, compared to 2012–2013 (43 students and 32 mentors), according to Julie Hartman, WHK SIP director.

  19. Combating isolation: Building mutual mentoring networks

    Science.gov (United States)

    Cox, Anne J.

    2015-12-01

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

  20. Mentoring & coaching: It perspective

    OpenAIRE

    Colomo-Palacios, Ricardo; Casado-Lumbreras, Cristina

    2006-01-01

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

  1. Mentoring the entrepreneur.

    Science.gov (United States)

    Wilson, C K

    1998-01-01

    Increasingly, nurse administrators are experiencing less of match between what they want in their careers and what contemporary health care organizations have to offer them, pursuing instead a variety of entrepreneurial ventures. The decision to strike out on one's own must consider current performance strengths and weaknesses, tolerance for uncertainty and potential opportunities for business development. Working with a mentor is one way to assure that the right questions about this important life decision have been asked and answered.

  2. Developing the quality of early childhood mentoring institutions

    Directory of Open Access Journals (Sweden)

    Sri Hartini

    2017-09-01

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

  3. Mentoring: the ultimate professional relationship.

    Science.gov (United States)

    Belcher, A E; Sibbald, R G

    1998-04-01

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

  4. Developing future nurse educators through peer mentoring

    Directory of Open Access Journals (Sweden)

    Rosenau PA

    2015-01-01

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

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

    Science.gov (United States)

    Sarri, Katerina K.

    2011-01-01

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

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

    Directory of Open Access Journals (Sweden)

    Eda Vula

    2015-12-01

    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.

  7. Clinical peer mentoring: partnering BSN seniors and sophomores on a dedicated education unit.

    Science.gov (United States)

    Harmer, Bonnie McKay; Huffman, Jaime; Johnson, Barbara

    2011-01-01

    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.

  8. How men can excel as mentors of women.

    Science.gov (United States)

    Bickel, Janet

    2014-08-01

    Most male professionals have more experience mentoring men than they do mentoring women, and their male mentees progress further than their female mentees. Yet, in academic medicine, men have few forums in which to discuss the gender-related issues that they encounter. To address the gender-related questions that commonly arise, the author of this commentary offers perspectives and recommendations, consolidated from over 25 years of experience leading career and talent development programs, to assist men in successfully mentoring women. Her recommendations are organized around three questions: (1) How do women's and men's experiences in mentoring relationships tend to differ? (2) What interferes with the accurate evaluation of women's skills? and (3) Is the current generation of female trainees still at a gender-related disadvantage? She argues that men's ability to effectively mentor women depends to a great extent on their understanding of the challenges that women disproportionately face in developing their careers. Mentors who are skilled in adapting to the gender-related needs of mentees will contribute to women's retention and development in academic medicine, enhance the leadership capacity of their organizations and the profession, and extend their own legacies.

  9. Mentoring and Coaching Rural School Leaders: What Do They Need?

    Science.gov (United States)

    Duncan, Heather E.; Stock, Mark J.

    2010-01-01

    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…

  10. Consejeria de los directores (Principal Mentoring). ERIC Digest.

    Science.gov (United States)

    Malone, Robert J.

    To help new principals succeed, school districts are capitalizing on senior administrators' expertise by adding mentor programs to the practical training programs for beginning principals. This ERIC Digest in Spanish examines the nature of mentorships and discusses how they can prepare principals for the next stage of their careers. Although…

  11. Medical mentoring via the evolving world wide web.

    Science.gov (United States)

    Jaffer, Usman; Vaughan-Huxley, Eyston; Standfield, Nigel; John, Nigel W

    2013-01-01

    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.

  12. Gender, Mentoring, and Tacit Knowledge.

    Science.gov (United States)

    Horgan, Dianne D.; Simeon, Rebecca J.

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

  13. Student Mentors in Pharmacy Ethics.

    Science.gov (United States)

    Richardson, James D.; And Others

    1996-01-01

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

  14. Mentoring and Pretenure Faculty Development.

    Science.gov (United States)

    Lowe, Alan A.; And Others

    1991-01-01

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

  15. Mentored Teaching, or How I Learned to Stop Worrying and Love Teaching

    Science.gov (United States)

    Blais, Julie; Motz, Christopher P.; Pychyl, Timothy A.

    2016-01-01

    The purpose of this paper is to describe the Mentored-Teaching Program (MTP), an initiative in the development of graduate student teaching through discipline-based mentored-teaching practice. We begin with a brief overview of what is required to create a seminar in university teaching and the MTP from the departmental perspective. We then turn…

  16. Analyses of Mentoring Expectations, Activities, and Support in Canadian Academic Libraries

    Science.gov (United States)

    Harrington, Marni R.; Marshall, Elizabeth

    2014-01-01

    Mentoring expectations, activities, and support in Canadian college and university libraries were investigated by surveying 332 recent MLIS graduates, practicing academic librarians, and library administrators. Findings indicate that the presence of a mentoring program will help attract new librarians, retain them, and aid in restructuring efforts…

  17. Introducing Teacher Mentoring in Kosovo Schools--Potential and Challenges for Sustainability

    Science.gov (United States)

    Vula, Eda; Berisha, Fatlume; Saqipi, Blerim

    2015-01-01

    This study examined the lessons learned from the introduction of a teacher mentoring culture within a teacher professional development program in selected pilot schools in Kosovo. Four mentor teachers and four mentee focus groups were involved in the open interviews, and their portfolios were examined. The important themes in terms of developing a…

  18. Preservice Music Teacher Perceptions of Mentoring Young Composers: An Exploratory Case Study

    Science.gov (United States)

    Menard, Elizabeth A.; Rosen, Robert

    2016-01-01

    Case study techniques were used to investigate perceptions of undergraduate music majors participating as teacher/mentors for elementary students in a university sponsored music composition program. Data included teacher interviews and observation of teacher training and composition mentoring sessions. Teacher perceptions were categorized as…

  19. The Content of Beginning Special Educators' Conversations with Their Electronic Mentors

    Science.gov (United States)

    Gentry, Roberta

    2016-01-01

    This exploratory study examined the frequency and content of text-based interactions between special education mentors (n = 22) and mentees (n = 50) within the Electronic Mentoring for Student Success Program (eMSS). Perceived outcomes of participants, based on an open ended survey question, were also analyzed. The Interstate Teacher Assessment…

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

    Science.gov (United States)

    Bullough, Robert V., Jr.

    2012-01-01

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

  1. Two Mentor Practices that Generate Teacher Reflection without Explicit Solicitations: Some Preliminary Considerations

    Science.gov (United States)

    Waring, Hansun Zhang

    2013-01-01

    Despite the push for fostering reflective practices in teacher education in the last 20 years, true reflection remains rare (Farr, 2011). Based on a detailed analysis of four mentor-teacher meetings in a graduate TESOL program, I show how specific mentor practices generate teacher reflection without explicit solicitations. Findings of this study…

  2. Mentees' Perceptions of Their Interpersonal Relationships : The Role of the Mentor-Youth Bond

    Science.gov (United States)

    Thomson, Nicole Renick; Zand, Debra H.

    2010-01-01

    Outcome studies of mentoring programs have demonstrated that they hold considerable promise in promoting competence across multiple developmental domains. A theoretical model of mentoring identified modification of youths' perceptions of their interpersonal relationships as a contributor to positive outcomes. To date, however, there has not been a…

  3. Reflective Processes: A Qualitative Study Exploring Early Learning Student Teacher Mentoring Experiences in Student Teaching Practicums

    Science.gov (United States)

    Barnes, Michelle M.

    2013-01-01

    This doctoral thesis explored mentoring in early learning teacher preparation programs. This study explored the reflective processes embedded in the work between student teachers and their mentors during early learning student teacher experiences at Washington State community and technical colleges. Schon's (1987a) concepts of…

  4. Building the Youth Mentoring Knowledge Base: Publishing Trends and Coauthorship Networks

    Science.gov (United States)

    Blakeslee, Jennifer E.; Keller, Thomas E.

    2012-01-01

    Despite the long history and widespread popularity of youth mentoring, only in the past two decades has an academic literature emerged to support the development of program policies and practices. This study examines knowledge development in the field of youth mentoring, with special attention to trends in the number and nature of articles…

  5. The Role of Risk: Mentoring Experiences and Outcomes for Youth with Varying Risk Profiles

    Science.gov (United States)

    Herrera, Carla; DuBois, David L.; Grossman, Jean Baldwin

    2013-01-01

    "The Role of Risk: Mentoring Experiences and Outcomes for Youth with Varying Risk Profiles" presents findings from the first large-scale study to examine how the levels and types of risk youth face may influence their relationships with program-assigned mentors and the benefits they derive from these relationships. The study looked…

  6. The Role of Risk: Mentoring Experiences and Outcomes for Youth with Varying Risk Profiles. Executive Summary

    Science.gov (United States)

    Herrera, Carla; DuBois, David L.; Grossman, Jean Baldwin

    2013-01-01

    "The Role of Risk: Mentoring Experiences and Outcomes for Youth with Varying Risk Profiles" presents findings from the first large-scale study to examine how the levels and types of risk youth face may influence their relationships with program-assigned mentors and the benefits they derive from these relationships. The study looked…

  7. Millennials and Mentoring: Why I’m calling out “Bullpucky!” on Generational Differences and Professional Development

    Directory of Open Access Journals (Sweden)

    Erin Burns

    2013-10-01

    Full Text Available A commentary on the current generational hype about Millennials in the workforce, especially regarding mentoring programs. Mentoring programs have been targeted as needing to change because of the perception that the Millennial cohort is very different from other age cohorts, and this author sets out to prove otherwise. Communication and compatibility between the mentor and mentee are indicators in whether that relationship is successful or unsuccessful. Also discussed is a mentoring program which has recently been expanded at the Pennsylvania State University Libraries.

  8. Being the Same Isn't Enough: Impact of Male and Female Mentors on Computer Self-Efficacy of College Students in IT-Related Fields

    Science.gov (United States)

    Goh, Debbie; Ogan, Christine; Ahuja, Manju; Herring, Susan C.; Robinson, Jean C.

    2007-01-01

    This study investigates the relationship between computer self-efficacy, mentoring, and the gender of mentors and students. The decline of women in IT-related programs of U.S. universities has led scholars to suggest that making more female faculty mentors available could raise female students' computer self-efficacy. This could address women's…

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

    Science.gov (United States)

    Ghosh, Rajashi

    2013-01-01

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

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

    Science.gov (United States)

    Borisoff, Deborah

    1998-01-01

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

  11. Professional Development For Community College Faculty: Lessons Learned From Intentional Mentoring Workshops

    Science.gov (United States)

    Morris, A. R.; Charlevoix, D. J.

    2016-12-01

    The Geoscience Workforce Development Initiative at UNAVCO supports attracting, training, and professionally developing students, educators, and professionals in the geosciences. For the past 12 years, UNAVCO has managed the highly successful Research Experiences in Solid Earth Science for Students (RESESS) program, with the goal of increasing the diversity of students entering the geosciences. Beginning in 2015, UNAVCO added Geo-Launchpad (GLP), a summer research preparation internship for Colorado community college students to prepare them for independent research opportunities, facilitate career exploration in the geosciences, and provide community college faculty with professional development to facilitate effective mentoring of students. One core element of the Geo-Launchpad program is UNAVCO support for GLP faculty mentors. Each intern applies to the program with a faculty representative (mentor) from his or her home institution. This faculty mentor is engaged with the student throughout the summer via telephone, video chat, text message, or email. At the end of each of the past two summers, UNAVCO has hosted four GLP faculty mentors in Boulder for two days of professional development focused on intentional mentoring of students. Discussions focused on the distinction between mentoring and advising, and the array of career and professional opportunities available to students. Faculty mentors also met with the external evaluator during the mentor training and provided feedback on both their observations of their intern as well as the impact on their own professional experience. Initial outcomes include re-energizing the faculty mentors' commitment to teaching, as well as the opportunity for valuable networking activities. This presentation will focus on the ongoing efforts and outcomes of the novel faculty mentor professional development activities, and the impact these activities have on community college student engagement in the geosciences.

  12. Identifying Mentors' Observations for Providing Feedback

    Science.gov (United States)

    Hudson, Peter

    2016-01-01

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

  13. The Transformative Impact of Undergraduate Research Mentoring on Students and the Role of the Council on Undergraduate Research (CUR) in Supporting Faculty Mentors

    Science.gov (United States)

    Fox, L. K.; Singer, J.

    2015-12-01

    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.

  14. Mentoring Undergraduate Students in Estuarine Research Experiences: Different Strokes for Different Folks

    Science.gov (United States)

    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.

    2015-12-01

    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.

  15. An exploratory study of engagement in a technology-supported substance abuse intervention

    Directory of Open Access Journals (Sweden)

    VanDeMark Nancy R

    2010-06-01

    Full Text Available Abstract Background The continuing gap between the number of people requiring treatment for substance use disorders and those receiving treatment suggests the need to develop new approaches to service delivery. Meanwhile, the use of technology to provide counseling and support in the substance abuse field is exploding. Despite the increase in the use of technology in treatment, little is known about the impact of technology-supported interventions on access to services for substance use disorders. The E-TREAT intervention brings together the evidence-based practice of Motivational Interviewing and theories of Persuasive Technology to sustain clients' motivation to change substance use behaviors, provide support for change, and facilitate continuity across treatment settings. Methods This study used descriptive statistics, tests of statistical significance, and logistic regression to explore the characteristics and perceptions of the first 157 people who agreed to participate in E-TREAT and the predictors of their active engagement in E-TREAT services. In addition, responses to open-ended questions about the participants' experiences with the intervention were analyzed. Results The data reveal that clients who engaged in E-TREAT were more likely than those who did not engage to be female, have children and report a positive relationship with their recovery coach, and were less likely to have completed treatment for a substance use disorder in the past. A majority of people engaging in E-TREAT reported that it was helpful to talk with others with similar problems and that the program assisted them in developing a sense of community. Conclusions The authors conclude that technology-assisted interventions hold promise in expanding access to treatment for substance use disorders especially for women and parents. Further, the characteristics of the relationship with a coach or helper may be critical to engagement in technology-supported interventions

  16. Maximizing a Multilevel Mentoring Model to Improve Research Experiences for Undergraduates Student Outcomes

    Science.gov (United States)

    Moser, F. C.; Allen, M. R.; Clark, J.

    2016-12-01

    Since 1989 the Maryland Sea Grant REU program's mentoring approach evolved considerably from a near `hands-off' approach to one that explores ways to maximize mentoring effectiveness. Our current model creates a multi-tiered system: the REU - research mentor relationship remains central to setting the student's science project, but greater student growth is supported by REU program leaders, visiting researchers, graduate students, and peer and near-peer mentors. Evaluation of our evolving mentoring program suggests our approach is successful and serves a diversity of students well, but we recognize the challenge of devising an evaluation system, given our limited annual cohort number (15 - 17 students), that fully captures the nuances of student - mentor relationships. We present multiple years of data on student skills, networks of relationships, student goals, and mentor goals using qualitative, quantitative and interview assessments. Further, we explore opportunities to strengthen our efforts and evolve our evaluation approach as we aspire to more accurately identify the components of our multilevel mentoring model that contribute most significantly to student success.

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

    Directory of Open Access Journals (Sweden)

    Hyung Rok Woo

    2017-01-01

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

  18. Supporting Novice Teachers Through Mentoring and Induction in the United States

    Directory of Open Access Journals (Sweden)

    Zembytska Maryna

    2015-03-01

    Full Text Available The study focuses on the U.S. system of novice teacher support. The study highlights the evolution of mentoring from a traditional, isolated, hierarchical one-to-one relationship to multiple interactions which comprise a collaborative developmental network. The findings suggest that mentoring and induction support in the United States are continually progressing to conform to the dynamic trends in education and organizational management, which is evident in the diversification of their forms and types. American educators and policymakers extensively use new forms of mentoring, such as online mentoring, group mentoring, reciprocal mentoring, needs-driven mentoring etc. The analysis of induction and mentoring programs, district professional development plans and other documentation, carried out in the process of research, reveals their core components, goals and the peculiarities of their design and implementation. Special attention is given to mentor training, selection and matching. Novice teacher support is viewed as an effective instrument which allows school districts to reduce teacher turnover, improve student achievement by providing students with quality instruction and promote collaboration within teaching staff and administration.

  19. Mentoring ethnic minority counseling and clinical psychology students: A multicultural, ecological, and relational model.

    Science.gov (United States)

    Chan, Anne W; Yeh, Christine J; Krumboltz, John D

    2015-10-01

    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.

  20. Characteristics of natural mentoring relationships and adolescent adjustment: evidence from a national study.

    Science.gov (United States)

    DuBois, David L; Silverthorn, Naida

    2005-03-01

    This research investigated characteristics of natural mentoring relationships (mentor role, frequency of contact, closeness, duration) as predictors of adjustment outcomes among older adolescents and young adults (N = 2,053) in the Add Health study. Outcomes were assessed in the domains of education/work, problem behavior, psychological well-being, and physical health. Mentoring relationships with persons in roles outside of the family predicted greater likelihood of favorable outcomes in all domains except psychological well-being, relative to mentoring relationships with family members. Greater reported closeness in relationships was predictive of several favorable outcomes, particularly those in the domain of psychological well-being. These findings indicate that strategies to promote mentoring of adolescents may be more effective if particular categories of adults are targeted and an effort is made to cultivate relationships with strong emotional bonds. Editors' Strategic Implications: These data suggest that the cultivation of natural (especially non-familial) mentoring relationships during adolescence may be a promising strategy for prevention and health promotion. This study is impressive due to its large, nationally representative sample, the examination of relationship characteristics and multiple mentors, and the links to a variety of outcomes (controlling for earlier functioning). School officials and mentoring programs must consider how to capitalize on - and promote - naturally occurring mentor relationships.