78 FR 44331 - Semiannual Regulatory Agenda

Federal Register 2010, 2011, 2012, 2013, 2014

2013-07-23

... Business Mentor- 3245-AG24 Protege Programs. 254 Small Business HUBZone 3245-AG38 Program. 255 Agent... Mentor-Protege Programs Legal Authority: Pub. L. 111-240; sec 1347; 15 U.S.C. 657r Abstract: SBA currently has a mentor-protege program for the 8(a) Business Development Program that is intended to enhance...

75 FR 20825 - Information Collection Requirement; Defense Federal Acquisition Regulation Supplement; DoD Pilot...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-04-21

... DEPARTMENT OF DEFENSE Defense Acquisition Regulations System [OMB Control Number 0704-0332] Information Collection Requirement; Defense Federal Acquisition Regulation Supplement; DoD Pilot Mentor-Protege Program AGENCY: Defense Acquisition Regulations System, Department of Defense (DoD). ACTION...

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

Code of Federal Regulations, 2013 CFR

2013-10-01

... DEFENSE ACQUISITION REGULATIONS SYSTEM, DEPARTMENT OF DEFENSE Ch. 2, App. I Appendix I to Chapter 2—Policy...) Mentors must report on the progress made under active mentor-protégé agreements semiannually for the... required by paragraph (a) of this section. (g) Progress reports must be submitted— (1) For credit...

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

Code of Federal Regulations, 2011 CFR

2011-10-01

... DEFENSE ACQUISITION REGULATIONS SYSTEM, DEPARTMENT OF DEFENSE Ch. 2, App. I Appendix I to Chapter 2—Policy...) Mentors must report on the progress made under active mentor-protégé agreements semiannually for the... required by paragraph (a) of this section. (g) Progress reports must be submitted— (1) For credit...

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

Code of Federal Regulations, 2012 CFR

2012-10-01

... DEFENSE ACQUISITION REGULATIONS SYSTEM, DEPARTMENT OF DEFENSE Ch. 2, App. I Appendix I to Chapter 2—Policy...) Mentors must report on the progress made under active mentor-protégé agreements semiannually for the... required by paragraph (a) of this section. (g) Progress reports must be submitted— (1) For credit...

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

Code of Federal Regulations, 2014 CFR

2014-10-01

... DEFENSE ACQUISITION REGULATIONS SYSTEM, DEPARTMENT OF DEFENSE Ch. 2, App. I Appendix I to Chapter 2—Policy...) Mentors must report on the progress made under active mentor-protégé agreements semiannually for the... required by paragraph (a) of this section. (g) Progress reports must be submitted— (1) For credit...

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

Code of Federal Regulations, 2010 CFR

2010-10-01

... DEFENSE ACQUISITION REGULATIONS SYSTEM, DEPARTMENT OF DEFENSE Ch. 2, App. I Appendix I to Chapter 2—Policy... requirements. (a) Mentors must report on the progress made under active mentor-protégé agreements semiannually... required by paragraph (a) of this section. (g) Progress reports must be submitted— (1) For credit...

Mentor and Protege Goal Orientations as Predictors of Newcomer Stress

ERIC Educational Resources Information Center

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…

48 CFR 919.7003 - General policy.

Code of Federal Regulations, 2010 CFR

2010-10-01

... BUSINESS PROGRAMS The Department of Energy Mentor-Protege Program 919.7003 General policy. (a) DOE... of Proteges. (b) Costs incurred by a Mentor to provide developmental assistance, as described in 919... in the Mentor-Protege Agreement and are otherwise allowable in accordance with the cost principles...

48 CFR 919.7009 - Process for participation in the program.

Code of Federal Regulations, 2010 CFR

2010-10-01

... SOCIOECONOMIC PROGRAMS SMALL BUSINESS PROGRAMS The Department of Energy Mentor-Protege Program 919.7009 Process for participation in the program. A prospective Mentor must submit the following to the DOE Mentor... contracting activity; and (d) An original and two copies of the Mentor-Protege Agreement signed by the chief...

75 FR 3941 - Notice of Information Collection

Federal Register 2010, 2011, 2012, 2013, 2014

2010-01-25

... extension of an existing collection, NASA Mentor-Protege Program--Small Business and Small Disadvantaged Business Concerns Report, that is used to help NASA monitor mentor-protege performance and progress in accordance with the mentor-protege; agreement. Respondents will be for-profit small disadvantaged businesses...

48 CFR 919.7014 - Solicitation provision.

Code of Federal Regulations, 2010 CFR

2010-10-01

... PROGRAMS SMALL BUSINESS PROGRAMS The Department of Energy Mentor-Protege Program 919.7014 Solicitation provision. The cognizant contracting officer must insert the provision at 952.219-70, DOE Mentor-Protege...

48 CFR 919.7001 - Scope of subpart.

Code of Federal Regulations, 2010 CFR

2010-10-01

... BUSINESS PROGRAMS The Department of Energy Mentor-Protege Program 919.7001 Scope of subpart. The Department of Energy (DOE) Mentor-Protege Program is designed to encourage DOE prime contractors to assist small...

48 CFR 919.7012 - Review and approval process of agreement by OSDBU.

Code of Federal Regulations, 2010 CFR

2010-10-01

... OF ENERGY SOCIOECONOMIC PROGRAMS SMALL BUSINESS PROGRAMS The Department of Energy Mentor-Protege... Mentor-Protege Agreement under 48 CFR 919.7010 and will complete its review and assessment no later than..., the Mentor may implement the developmental assistance program. (c) Upon finding deficiencies that DOE...

CareerSmarts. 4-H Mentoring Program. Agent's Handbook. Mentor's Handbook. Protege's Handbook.

ERIC Educational Resources Information Center

Locklear, Eddie L.

The North Carolina 4-H CareerSmarts Program is designed to unite the public and private sectors to provide career education for young people. This packet contains three handbooks (for agents, proteges, and mentors) that explain the program and outline practical ways to conduct it. CareerSmarts consists of three phases. Phase one is conducted…

Taking a Hard Look at Formal Mentoring Programs: A Consideration of the Potential Challenges Facing Women.

ERIC Educational Resources Information Center

Blake-Beard, Stacy D.

2001-01-01

Comparison of women in formal and informal mentoring relationships showed that formal mentoring often led to unrealistic expectations; unbalanced focus on proteges; difficulty managing relationships among supervisors, proteges, and mentors; and damage from gossip. Informal mentoring may provide psychosocial and career support without these…

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

NASA Astrophysics Data System (ADS)

Leavey, Nicole

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

13 CFR 124.520 - Mentor/protege program.

Code of Federal Regulations, 2011 CFR

2011-01-01

... form of joint venture arrangements. The purpose of the mentor/protege relationship is to enhance the... approved mentors to provide various forms of assistance to eligible Participants. This assistance may include technical and/or management assistance; financial assistance in the form of equity investments and...

The Influence of Protege-Mentor Relationships and Social Networks on Women Doctoral Students' Academic Career Aspirations in Physical Sciences and Engineering

ERIC Educational Resources Information Center

Gu, Yu

2012-01-01

Physical sciences and engineering doctoral programs serve as the most important conduit through which future academics are trained and prepared in these disciplines. This study examined women doctoral students' protege-mentor relationships in Physical sciences and engineering programs. Particularly, the study examined the influence of such…

Personality and Mentoring: An Investigation of the Role of Proteges' Personality, Protege-Initiation of Mentoring Relationships and Mentoring Received in Doctoral Programs

ERIC Educational Resources Information Center

Keramidas, Natacha L.

2017-01-01

Mentoring can change the course of our lives and, in graduate education, is defined as "a personal relationship in which a more experienced faculty member or professional acts as a guide, role model, teacher, and sponsor of a less experienced graduate student or junior professional" (Johnson, 2002, p. 88). It has been posited that this…

Implementation of a Mentor-Protege Program by a Major Department of Defense Contractor

DTIC Science & Technology

1991-06-01

Department of Defense contractors to furnish disadvantaged small business concerns with assistance designed to enhance their capabilities to perform...implementation by analyzing the perceptions of one large DoD contractor and the small disadvantaged business community regarding the Mentor-Protege program...offered by this program would be effective in improving the capabilities of small disadvantaged businesses. There are, however, several barriers present

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

ERIC Educational Resources Information Center

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

2007-01-01

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

48 CFR 919.7005 - Eligibility to be a Mentor.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 48 Federal Acquisition Regulations System 5 2010-10-01 2010-10-01 false Eligibility to be a Mentor... PROGRAMS SMALL BUSINESS PROGRAMS The Department of Energy Mentor-Protege Program 919.7005 Eligibility to be a Mentor. To be eligible for recognition by DOE as a Mentor, an entity must be performing at least...

Mentoring for Protege Character Development

ERIC Educational Resources Information Center

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…

48 CFR 919.7004 - General prohibitions.

Code of Federal Regulations, 2010 CFR

2010-10-01

... PROGRAMS SMALL BUSINESS PROGRAMS The Department of Energy Mentor-Protege Program 919.7004 General prohibitions. DOE will not reimburse the costs of a Mentor in providing any form of developmental assistance to...

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

ERIC Educational Resources Information Center

Storrs, Debbie; Putsche, Laura; Taylor, Amy

2008-01-01

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

What Do Proteges Look for in a Mentor? Results of Three Experimental Studies.

ERIC Educational Resources Information Center

Olian, Judy D.; And Others

1988-01-01

Conducted three experiments (total N=675) to examine determinants of potential protege attraction into relationship with mentor. Results suggest influence of manager interpersonal competence, manager's integration into decision making network of organization, gender, and protege age. Protege work experience and mentor age did not have significant…

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

ERIC Educational Resources Information Center

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…

Mentoring Program Practices and Effectiveness.

ERIC Educational Resources Information Center

Johnson, Amy W.; Sullivan, Judith A.

1995-01-01

Philadelphia's Sponsor-a-Scholar program pairs high school students with adults who guide them in preparing for the future. The program shows that there is little certainty about what constitutes best practice; that the complex task of mentoring requires a gamut of skills; and that support services for both mentors and proteges are essential. (SK)

Mentoring as a communication channel: Implications for innovation and productivity

NASA Technical Reports Server (NTRS)

Avant, L.; Boozer, R. W.

1985-01-01

The impact of a formalized mentoring program as a communication channel for enhancing information distribution, innovation, and productivity is investigated. Formal and informal approaches to mentoring are discussed. Interviews with 11 members of formal mentor-protege teams indicate communications in the mentoring relationship can affect individual and organizational innovation and productivity.

48 CFR 1552.219-71 - Procedures for Participation in the EPA Mentor-Protege Program.

Code of Federal Regulations, 2010 CFR

2010-10-01

... individuals shall be deemed to include women. (d) Where there may be a concern regarding the Protege firm's... application should be limited to not more than 10 single pages, double spaced. The offeror may identify more...

CARES: Mentoring through University Outreach

ERIC Educational Resources Information Center

Bergerson, Amy Aldous; Petersen, Kari K.

2009-01-01

This study examined whether a university outreach program featuring peer mentoring and offering a social support network can impact college-going aspirations. Study participants were middle school students of color and low SES students and their university student mentors. Purposeful selection was used to identify six mentors and six proteges and…

DON Mentor-Protege Program

DTIC Science & Technology

2011-08-23

The HCA Small Business Office should forward endorsed agreements for evaluation to the Mentor-Protégé Program Manager for final review by close of...PROGRAM MANAGER Oreta Stinson Small Business Programs Office of the Secretary of the Navy 720 Kennon Ave S.E. Building 36, Room 207 Washington...DON Mentor-Protégé Program August 23, 2011 Oreta Stinson Deputy Director, Department of the Navy Office of Small Business Programs Report

48 CFR 919.7013 - Reports.

Code of Federal Regulations, 2012 CFR

2012-10-01

... 48 Federal Acquisition Regulations System 5 2012-10-01 2012-10-01 false Reports. 919.7013 Section... BUSINESS PROGRAMS The Department of Energy Mentor-Protege Program 919.7013 Reports. (a) Prior to performing... submit semi-annual reports to the cognizant contracting officer regarding the participating Mentor's...

48 CFR 919.7013 - Reports.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 48 Federal Acquisition Regulations System 5 2011-10-01 2011-10-01 false Reports. 919.7013 Section... BUSINESS PROGRAMS The Department of Energy Mentor-Protege Program 919.7013 Reports. (a) Prior to performing... submit semi-annual reports to the cognizant contracting officer regarding the participating Mentor's...

48 CFR 919.7013 - Reports.

Code of Federal Regulations, 2013 CFR

2013-10-01

... 48 Federal Acquisition Regulations System 5 2013-10-01 2013-10-01 false Reports. 919.7013 Section... BUSINESS PROGRAMS The Department of Energy Mentor-Protege Program 919.7013 Reports. (a) Prior to performing... submit semi-annual reports to the cognizant contracting officer regarding the participating Mentor's...

Empowering the Faculty: Mentoring Redirected and Renewed. ASHE-ERIC Higher Education Report No. 3.

ERIC Educational Resources Information Center

Luna, Gaye; Cullen, Deborah L.

This report discusses the use of faculty mentoring programs to empower faculty and ultimately benefit the institution and improve the quality of higher education. It synthesizes the literature on mentoring in terms of conceptual frameworks, mentoring arenas, and roles and functions of mentors and proteges. The first section provides a general…

Leadership Mentoring: Maintaining School Improvement in Turbulent Times

ERIC Educational Resources Information Center

Gross, Steven Jay

2006-01-01

Today, school systems face the challenge of developing the next generation of school leaders. This means more than simply hiring promising new leaders--it requires developing an effective mentoring program. True leadership mentoring must be carefully crafted with highly educated mentors and prepared proteges. But what are the elements of a quality…

More than Colleagues: Tracing the Experiences of Career and Technical Education Instructors Engaged in Faculty-to-Faculty Mentoring Programs

ERIC Educational Resources Information Center

Findley, Daniel E.

2012-01-01

The purpose of this study was to understand the impact of faculty-to-faculty mentoring programs on the experiences of both mentors and first-year instructor proteges in Career and Technical Education (CTE) programs with an emphasis on practitioner-educators in nursing and in welding-fabrication. The study was undertaken for four reasons: (a)…

A Mentored Experience (KO1) in Maternal-Infant Research.

ERIC Educational Resources Information Center

Byrne, Mary W.; Keefe, Maureen R.

2003-01-01

A National Institutes of Health-funded structured mentoring program for health sciences researchers has the qualities of traditional mentoring relationships, but it is shaped by the aims, activities, and length of each grant. Effective participation requires organization, focus, and self-direction on the part of proteges and expertise, altruism,…

Who Plans? Who Participates? Critically Examining Mentoring Programs.

ERIC Educational Resources Information Center

Hansman, Catherine A.

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

Assessment of a University-Based Distance Education Mentoring Program from a Quality Management Perspective

ERIC Educational Resources Information Center

Barczyk, Casimir; Buckenmeyer, Janet; Feldman, Lori; Hixon, Emily

2011-01-01

This study describes assessment results from the Distance Education Mentoring Program (DEMP) at Purdue University Calumet, Indiana, USA. The program, sponsored by the university's Vice Chancellor for Academic Affairs, was made available to all teaching faculty who wished to become proteges and develop their skills at teaching online courses. The…

Protege Career Aspirations: The Influence of Formal E-Mentor Networks and Family-Based Role Models

ERIC Educational Resources Information Center

DiRenzo, Marco S.; Weer, Christy H.; Linnehan, Frank

2013-01-01

Using longitudinal data from a nine-month e-mentoring program, we analyzed the influence of formal e-mentor networks and family-based role models on increases in both psychosocial and career-related outcomes. Findings indicate that e-mentor network relationship quality positively influenced general- and career-based self-efficacy which, in turn,…

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

ERIC Educational Resources Information Center

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…

Mentoring in Cooperative Education and Internships: Preparing Proteges for STEM Professions

ERIC Educational Resources Information Center

Fifolt, Matt; Searby, Linda

2010-01-01

This paper presents the findings of a mixed methods study regarding students' perceptions of mentoring in a cooperative education (co-op) program. Specifically, content analysis of student interviews suggested a lack of understanding of the mentoring process as characterized by unexamined assumptions and inadequate preparation for the co-op…

Interactivity Between Proteges and Scientists in an Electronic Mentoring Program

ERIC Educational Resources Information Center

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…

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

ERIC Educational Resources Information Center

Waters, Lea

2004-01-01

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

Can Proteges Be Successfully Socialized without Socialized Mentors?: A Close Look at Mentorship Formality

ERIC Educational Resources Information Center

Yang, Chun-Chi; Hu, Changya; Baranik, Lisa E.; Lin, Chia-Yu

2013-01-01

Using social cognitive career theory as a theoretical foundation, we examined the relationship between mentor and protege organizational socialization as well as the mediating role of career, psychosocial, and role-modeling support received by proteges. We also examined the moderating role of mentorship formality in the relationship between mentor…

Mentoring a new science teacher in reform-based ways: A focus on inquiry

NASA Astrophysics Data System (ADS)

Schomer, Scott D.

The processes, understandings, and uses of inquiry are identified by the National Science Education Standards (National Research Council, 1996) as a key component of science instruction. Currently, there are few examples in the literature demonstrating how teachers go about co-constructing inquiry-based activities and how mentors can promote the use of reform-based practices by novices. The purpose of this interpretive case study was to investigate how a mentor and her protege collaboratively developed, implemented and assessed three inquiry-based experiences. The questions that guided this research were: (1) How does the mentor assist protege growth in the development, implementation and assessment of inquiry-based experiences for secondary science students? (2) How are the protege's perceptions of inquiry influenced by her participation in developing, implementing and assessing inquiry-based experiences for secondary science students? The co-construction of the inquiry activities and the facilitation provided by the mentor represented Lev Vygotsky's (1978) social construction of information as the mentor guided the protege beyond her cognitive zone of proximal development. The participants in this study were a veteran science teacher who was obtaining her mentor certification, or Teacher Support Specialist, and her protege who was a science teacher in the induction phase of her career. Data were collected through in-depth, semi-structured interviews, tape recordings of planning sessions, researcher field notes, and email reflections during the co-construction process. Inductive analysis of the data led to the identification of common categories and subsequent findings, which reflected what the mentor and protege discussed about inquiry and the process of collaboration. The six themes that emerged from this study led to several implications that are significant for science teacher preparation and the mentoring community. The teachers indicated tools, such as the "Essential Features and Variations of Inquiry" table, were helpful for planning and assessing inquiry-based experiences. Examination of findings revealed how the process of purposefully collaborating on the development of inquiry-based lessons fostered a more student-centered approach to teaching and learning by the protege. Therefore, having new teachers continue to collaborate with reform-minded mentors beyond their first year of teaching may help new teachers develop inquiry-based pedagogies.

"My Key to the Men's Room": Mentor and Protege Relationships in Business and Professional Organizations. An Overview.

ERIC Educational Resources Information Center

Lawrence, Kathleen A.

A mentor is a close, trusted, and experienced counselor or guide who trains, disciplines, and assumes a great deal of responsibility in assisting the protege. Considerable debate exists in organizational research as to the value and benefit of mentors, and only recently have some businesses recognized mentors as important to the shaping of new…

48 CFR 919.7011 - Developmental assistance.

Code of Federal Regulations, 2010 CFR

2010-10-01

... limited to: (1) Management guidance relating to: (i) Financial management, (ii) Organizational management, (iii) Overall business management planning, (iv) Business development, and (v) Marketing assistance; (2... PROGRAMS SMALL BUSINESS PROGRAMS The Department of Energy Mentor-Protege Program 919.7011 Developmental...

Air Force Mentoring: The Potential Protege’s Perspective.

DTIC Science & Technology

1986-09-01

played, if played at all, varied. He states, "the notion that mentors provided a clear and uncomplicated path to career success is far from being...neither group felt that mentoring was extremely important for career success when compared 17 to such factors as leadership, motivation, and the...career. 24 ...... 7 These hypotheses parallel Uecker’s and Lewandowski’s which addressed the mentor’s effect on the protege’s career success and

Motivating Proteges' Personal Learning in Teams: A Multilevel Investigation of Autonomy Support and Autonomy Orientation

ERIC Educational Resources Information Center

Liu, Dong; Fu, Ping-ping

2011-01-01

This study examined the roles of 3 multilevel motivational predictors in proteges' personal learning in teams: an autonomy-supportive team climate, mentors' autonomy support, and proteges' autonomy orientation. The authors followed 305 proteges in 58 teams for 12 weeks and found that all 3 predictors were positively related to the proteges'…

Much ado about mentors.

PubMed

Roch, G R

1979-01-01

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

Satisfaction with Mentoring Relationships: Does Gender Identity Matter?

ERIC Educational Resources Information Center

Ortiz-Walters, Rowena; Eddleston, Kimberly-Ann; Simione, Kathleen

2010-01-01

Purpose: The purpose of this paper is to examine the effects of gender identity on proteges' satisfaction with mentoring relationships. More specifically, it aims to investigate whether or not a protege's feminine or masculine identity, by virtue of emphasizing different criteria, roles, and preferences, impacts his or her satisfaction with the…

Mentoring--Who Needs It? A Comparison of Proteges' and Nonproteges' Needs for Power, Achievement, Affiliation, and Autonomy.

ERIC Educational Resources Information Center

Fagenson, Ellen A.

1992-01-01

Responses from 46 proteges (46 percent of sample) and 54 nonproteges (54 percent) in high technology service companies revealed that proteges have significantly higher needs for power and achievement. No differences appeared in need for autonomy or affiliation. Proteges' gender was not a significant factor. (SK)

48 CFR 919.7002 - Definitions.

Code of Federal Regulations, 2010 CFR

2010-10-01

... the Secretary of Education to meet the requirements of 20 U.S.C. 1067k. Small business concern owned and controlled by service-disabled veterans means a small business concern as defined in Public Law... BUSINESS PROGRAMS The Department of Energy Mentor-Protege Program 919.7002 Definitions. Historically Black...

Thinking outside to Support Newcomers: Young Administrators Benefit from Confidential Mentoring by an External Protege

ERIC Educational Resources Information Center

Conyers, John G.

2004-01-01

New leaders in educational systems sometimes fail to live up to their potential, despite obvious talent, ability and enthusiasm. In part, this may be because they have no one with whom to discuss troublesome issues or to turn to with problems--or at least no one in whom they are comfortable confiding. Some school districts have mentor programs for…

48 CFR 1552.219-71 - Procedures for Participation in the EPA Mentor-Protege Program.

Code of Federal Regulations, 2013 CFR

2013-10-01

...)), including historically black colleges and universities. Further, in accordance with Public Law 102-389 (the... King Drive, Cincinnati, OH 45268, Telephone: (513) 487-2024 Fax: (513) 487-2004. (End of provision) [67...

48 CFR 1552.219-71 - Procedures for Participation in the EPA Mentor-Protege Program.

Code of Federal Regulations, 2011 CFR

2011-10-01

...)), including historically black colleges and universities. Further, in accordance with Public Law 102-389 (the... King Drive, Cincinnati, OH 45268, Telephone: (513) 487-2024 Fax: (513) 487-2004. (End of provision) [67...

48 CFR 1552.219-71 - Procedures for Participation in the EPA Mentor-Protege Program.

Code of Federal Regulations, 2014 CFR

2014-10-01

...)), including historically black colleges and universities. Further, in accordance with Public Law 102-389 (the... King Drive, Cincinnati, OH 45268, Telephone: (513) 487-2024 Fax: (513) 487-2004. (End of provision) [67...

48 CFR 1552.219-71 - Procedures for Participation in the EPA Mentor-Protege Program.

Code of Federal Regulations, 2012 CFR

2012-10-01

...)), including historically black colleges and universities. Further, in accordance with Public Law 102-389 (the... King Drive, Cincinnati, OH 45268, Telephone: (513) 487-2024 Fax: (513) 487-2004. (End of provision) [67...

Mentoring of Junior Faculty.

ERIC Educational Resources Information Center

Campbell, William H.

1992-01-01

Some personal aspects of the mentoring relationship between senior and junior faculty are discussed, including the "psychological contract" between mentor and protege, the unique role played by the mentor in an organizational context, mentor characteristics, and 10 specific principles of effective mentoring. (MSE)

The Benefits of Mentoring for Engineering Students

NASA Astrophysics Data System (ADS)

Wallace, Jean E.; Haines, Valerie A.

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

Mentorship: A Model of Nursing

DTIC Science & Technology

1991-01-01

model was role specific modeling/ teaching. The mentor’s functions were to assist the protege in writing the grant proposal, in planning and conducting...producing role expectations ( Urbano , 1986). Called the creeping, crawling phase (Gunderson and Kenner, 1988), the protege tries to adjust to a new...form with Mentor 39 colleagues ( Urbano , 1986). Called sitting, standing phase, the nurse develops fine motor skills necessary to connect knowledge with

Career Benefits Associated with Mentoring for Mentors: A Meta-Analysis

ERIC Educational Resources Information Center

Ghosh, Rajashi; Reio, Thomas G., Jr.

2013-01-01

Mentoring has been studied extensively as it is linked to protege career development and growth. Recent mentoring research is beginning to acknowledge however that mentors also can accrue substantial benefits from mentoring. A meta-analysis was conducted where the provision of career, psychosocial and role modeling mentoring support were…

The Complete Mentor Role: Understanding the Six Behavioral Functions.

ERIC Educational Resources Information Center

Galbraith, Michael W.; Cohen, Norman H.

1996-01-01

Mentoring is a blend of six behavioral functions: relationship (establishing trust), information (offering advice), facilitation (introducing alternatives), confrontation (challenging), mentor model (motivating), and protege vision (encouraging initiative). (SK)

Multiple Mentoring in Academe: Developing the Professorial Network

ERIC Educational Resources Information Center

de Janasz, Suzanne C.; Sullivan, Sherry E.

2004-01-01

Previous studies in business organizations have shown that mentoring provides numerous benefits for both individuals and organizations. Most of this mentoring research has been based on traditional, hierarchical mentor-protege relationships in non-academic settings. We discuss why there is little empirical research on faculty mentoring and review…

An Analysis of Mentoring Conversations with Beginning Teachers: Suggestions and Responses

ERIC Educational Resources Information Center

Strong, Michael; Baron, Wendy

2004-01-01

This study analyzes how mentor teachers make pedagogical suggestions to beginning teachers during mentoring conversations and how beginning teachers respond. Sixty-four conversations between 16 veteran teacher mentors and their beginning teacher proteges are examined and analyzed. The analysis reveals the extreme efforts of mentors to avoid giving…

How mentors affect workers' interests and involvement at work

NASA Technical Reports Server (NTRS)

Fero, H. C.; Nakamura, J.

2002-01-01

Survey data about experience with mentors were collected from 95 workers at NASA's Jet Propulsion Laboratory. The findings raise questions about reliance on formal mentorships unconnected to proteges' daily work experience and discouragement of supervisor-mentor relationships.

Mentoring, Mentors and Proteges.

ERIC Educational Resources Information Center

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…

Mentoring New Teachers. Updated Edition.

ERIC Educational Resources Information Center

Portner, Hal

This book includes step-by-step instructions to help experienced teachers become just as skilled at mentoring beginning teachers as they are at teaching. It describes how teacher mentors can: relate to their proteges in ways that establish good working rapport; assess how the mentoring is progressing and make necessary adjustments; coach proteges…

Female Spirituality, Careering and the U.S. Postal Service, Maintenance Division.

ERIC Educational Resources Information Center

Carver, Kimberly D.; Gallaher, Rex M.; Richmond, Lee J.

This paper discusses a study examining the lives of women (N=9) involved as either mentors or proteges in the U.S. Postal Service's Maintenance Leadership Program. Participant interviews consisted of the completion of several instruments including a personality inventory, a measure of agentic versus communal values, an instrument that examines…

The Role of Interpersonal Comfort in Mentoring Relationships

ERIC Educational Resources Information Center

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

2005-01-01

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

Principal Mentoring.

ERIC Educational Resources Information Center

Malone, Robert

2001-01-01

Increasing evidence shows that school leaders, throughout all stages of their careers, can benefit from a mentoring system in which a seasoned leader helps the protege combine theory and practice with experience. This research roundup reviews works that provide support for principal mentoring and share strategies for establishing mentoring…

Protege Growth Themes Emergent in a Holistic, Undergraduate Peer-Mentoring Experience

ERIC Educational Resources Information Center

Ward, Elijah G.; Thomas, Earl E.; Disch, William B.

2012-01-01

Two faculty members developed and implemented a successful, holistic, goal-oriented peer-mentoring project for two years at a midsize, urban university to enhance student success and retention. In year one, 12 juniors and seniors mentored 34 freshmen and sophomores; in year two, 14 upperclassmen mentored 40 underclassmen. A grounded theory…

MENTOR/PROTEGE SIGNING

NASA Image and Video Library

2015-12-07

MENTOR PROTÉGÉ AGREEMENT SIGNING CEREMONY, DECEMBER 7, 2015 L TO R STANDING: STEVE MILEY, TYLER COCHRAN, STEVE WOFFORD, DAVID BROCK (ALL NASA) L TO R SEATED: DANIEL ADAMSKI (AEROJET ROCKETDYNE), JOE MCCOLLISTER (NASA), EDWINA CIOFFI (ICO RALLY)

Mentoring in Black and White: The Intricacies of Cross-Cultural Mentoring

ERIC Educational Resources Information Center

Johnson-Bailey, Juanita; Cervero, Ronald M.

2004-01-01

Cross-cultural mentoring relationships can be sites of struggle around the issues of race, class and gender. In addition, the mentor/protege relationship offers micro-cosmic insight into power relations within western society. The authors of this paper, a black woman associate professor and a white male professor, use the example of their…

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

ERIC Educational Resources Information Center

Jones, Rachel; Brown, Dot

2011-01-01

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

A formal mentorship program for faculty development.

PubMed

Jackevicius, Cynthia A; Le, Jennifer; Nazer, Lama; Hess, Karl; Wang, Jeffrey; Law, Anandi V

2014-06-17

To describe the development, implementation, and evaluation of a formal mentorship program at a college of pharmacy. After extensive review of the mentorship literature within the health sciences, a formal mentorship program was developed between 2006 and 2008 to support and facilitate faculty development. The voluntary program was implemented after mentors received training, and mentors and protégés were matched and received an orientation. Evaluation consisted of conducting annual surveys and focus groups with mentors and protégés. Fifty-one mentor-protégé pairs were formed from 2009 to 2012. A large majority of the mentors (82.8%-96.9%) were satisfied with the mentorship program and its procedures. The majority of the protégés (≥70%) were satisfied with the mentorship program, mentor-protégé relationship, and program logistics. Both mentors and protégés reported that the protégés most needed guidance on time management, prioritization, and work-life balance. While there were no significant improvements in the proteges' number of grant submissions, retention rates, or success in promotion/tenure, the total number of peer-reviewed publications by junior faculty members was significantly higher after program implementation (mean of 7 per year vs 21 per year, p=0.03) in the college's pharmacy practice and administration department. A formal mentorship program was successful as measured by self-reported assessments of mentors and protégés.

Coaches Mentoring Coaches: Follow-Up on the Denver Conference on Forensics Education.

ERIC Educational Resources Information Center

Larson-Casselton, Cindy

The topic of mentoring is one which has drawn renewed interest in the forensic community. Mentoring does exist in forensic coaching. A mentor can be seen both as one who makes a map for the protege and as a guide more interested in developing the traveler than fixing the road. Experienced coaches tend to see themselves and their mentors as trusted…

Longitudinal Examination of Mentoring Relationships on Organizational Commitment and Citizenship Behavior.

ERIC Educational Resources Information Center

Donaldson, Stewart I.; Ensher, Ellen A.; Grant-Vallone, Elisa J.

2000-01-01

A 6-month study of 157 workers being mentored found that proteges with high-quality mentoring relationships had higher levels of organizational commitment over time. Relationship quality also influenced levels of self-reported organizational citizenship behavior (helping co-workers, volunteering beyond job duties). However, such behavior was not…

Context-Specific Effects on Reciprocity in Mentoring Relationships: Ethical Implications

ERIC Educational Resources Information Center

Shore, Wendelyn J.; Toyokawa, Teru; Anderson, Dana D.

2008-01-01

Reciprocity is fundamental to effective mentoring relationships. However, we argue that it is inappropriate, and perhaps unethical, to expect comparable levels of reciprocity in all mentoring relationships. Instead, contextual factors influence optimal levels of reciprocity. Foremost is the developmental stage of the protege, with less mature,…

Formal Mentoring Relationships and Attachment Theory: Implications for Human Resource Development

ERIC Educational Resources Information Center

Germain, Marie-Line

2011-01-01

An attachment theory perspective of mentoring is presented to explain the degree of functionality of a mentor-protege formal match in an organizational setting. By focusing on Bowlby's (1969/1982) behavioral system of attachment and its triarchic taxonomy of secure, avoidant, and anxious-ambivalent attachment, previous conceptualizations are…

Sex Differences in the Perceived Importance of Mentoring Functions

ERIC Educational Resources Information Center

Levesque, Laurie L.; O'Neill, Regina M.; Nelson, Teresa; Dumas, Colette

2005-01-01

Purpose: To be the first study to consider the difference between men's and women's perceptions of most important mentoring functions. Design/methodology/approach: Survey recipients identified the three most important things that mentors can do for their proteges. Two independent coders categorized the behaviors listed by the 637 respondents.…

Complexity Thinking Mentorship: An Emergent Pedagogy of Graduate Research Development

ERIC Educational Resources Information Center

Kalin, Nadine M.; Barney, Daniel T.; Irwin, Rita L.

2009-01-01

In this article we articulate a view of mentoring that extends into interactive and relational forms, fostering a redefinition of traditional roles and practices within mentor-protege models. From the perspectives of a senior administrator and two assistant professors, we revisit the mentoring spaces and relations within which we were engaged…

Listening, Play, and Social Attraction in the Mentoring of New Teachers

ERIC Educational Resources Information Center

Young, Raymond W.; Cates, Carl M.

2010-01-01

This study explores the roles of mentors and proteges as they manage dialectical tensions in a professional environment. Sixty-two first-year teachers in a county school district in the southeastern USA answered a questionnaire about their mentors' empathic and directive listening, playful communication, social attractiveness, and ability to help…

The Practice of Mentoring: Reflecting on the Critical Aspects for Leadership Development

ERIC Educational Resources Information Center

Hicks, Deborah

2011-01-01

Mentorship is often considered one of the best ways to develop leadership potential in new library and information professionals. Mentors act as teacher, role model, and cheerleader, but there are potentially serious aspects to mentorships that will negatively impact the protege. Such negatives include mentors sabotaging or taking credit for a…

Mentoring and Organizational Citizenship Behavior: Estimating the Mediating Effects of Organization-Based Self-Esteem and Affective Commitment

ERIC Educational Resources Information Center

Ghosh, Rajashi; Reio, Thomas G., Jr.; Haynes, Ray K.

2012-01-01

This study explored how perceptions of reciprocal support in mentoring influence mentors' and proteges' intent to extend work-related help to coworkers in organizations. Our findings shed light on the role that organization-based self-esteem (OBSE) and affective organizational commitment (AOC) play as mediators in transmitting the effect of…

The Mentor-Protege Relationship in Professional Psychology: A Survey of Faculty and Student Attitudes.

ERIC Educational Resources Information Center

Simpson, Nancy

While the business world has recognized the importance of mentoring, very little notice has been taken in academia. To examine the attitudes of faculty and students toward the mentoring relationship, 16 faculty members and 60 doctoral students in clinical and counseling psychology were surveyed. The questionnaire was organized into definitions of…

Perceptions of Workplace Mentoring Behaviors for Lifelong Career Development

ERIC Educational Resources Information Center

Key, Lynne A.

2013-01-01

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

76 FR 71467 - Defense Federal Acquisition Regulation Supplement; Extension of Department of Defense Mentor...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-11-18

... Defense Mentor-Prot[eacute]g[eacute] Pilot Program (DFARS Case 2011-D050) AGENCY: Defense Acquisition... applications under the DoD Mentor-Prot[eacute]g[eacute] Pilot Program for new mentor-prot[eacute]g[eacute] agreements and the date mentors may incur costs and/or receive credit towards fulfilling their small business...

48 CFR 1819.7208 - Award Fee Pilot Program.

Code of Federal Regulations, 2010 CFR

2010-10-01

... ADMINISTRATION SOCIOECONOMIC PROGRAMS SMALL BUSINESS PROGRAMS NASA Mentor-Protégé Program 1819.7208 Award Fee Pilot Program. (a) Mentors will be eligible to earn a separate award fee associated with the provision... the end of the Mentor-Protégé agreement period. (b) The overall developmental assistance performance...

48 CFR 1819.7208 - Award Fee Pilot Program.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 48 Federal Acquisition Regulations System 6 2011-10-01 2011-10-01 false Award Fee Pilot Program... Pilot Program. (a) Mentors will be eligible to earn a separate award fee associated with the provision... related to the mentor-protégé relationship. (d) The Award Fee Pilot Program is an addition to the credit...

Mentoring Support and Power: A Three Year Predictive Field Study on Protege Networking and Career Success

ERIC Educational Resources Information Center

Blickle, Gerhard; Witzki, Alexander H.; Schneider, Paula B.

2009-01-01

Career success of early employees was analyzed from a power perspective and a developmental network perspective. In a predictive field study with 112 employees mentoring support and mentors' power were assessed in the first wave, employees' networking was assessed after two years, and career success (i.e. income and hierarchical position) and…

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

PubMed

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. © The Author(s) 2015.

EXPANDING HORIZONS: A PILOT MENTORING PROGRAM LINKING COLLEGE/GRADUATE STUDENTS AND TEENS WITH ASD

PubMed Central

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

2015-01-01

A small pilot program of nine youth ages 13–18 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 Clubs. 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. While 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. PMID:26016838

The Roles of Self-Disclosure, Modesty, and Self-Monitoring in the Mentoring Relationship: A Longitudinal Multi-Source Investigation

ERIC Educational Resources Information Center

Blickle, Gerhard; Schneider, Paula B.; Perrewe, Pamela L.; Blass, Fred R.; Ferris, Gerald R.

2008-01-01

Purpose: The purpose of this study was to investigate the role of protege self-presentation by self-disclosure, modesty, and self-monitoring in mentoring. Design/methodology/approach: This study used three data sources (i.e. employees, peers, and mentors) and a longitudinal design over a period of two years. Findings: Employee self-disclosure and…

Cognitive Mentorship: Mediating Protege Performance

DTIC Science & Technology

2013-03-01

and a child or adolescent, which is important for personal, emotional , cognitive, and psychological growth (Rhodes, 2002). Academic mentoring...Using mentoring and storytelling to transfer knowledge in the workplace. Journal of management information systems, 18(1), 95-114. Uecker, M. E...Air Force Base, OH. Wyatt, J. C. (2001). Management of explicit and tacit knowledge. JRSM, 94(1), 6-9. Zey, M. G. (1984). The mentor connection

A Method for Matching Leadership Mentors and Proteges.

ERIC Educational Resources Information Center

Daresh, John C.; Playko, Marsha A.

A method for matching leadership mentors with beginning teachers is described in this paper, with emphasis on personality types and psychosocial characteristics. A review of literature on guide matching concludes that research is inconclusive and that matching is often based on availability. Five fundamental assumptions of the personnel matching…

Mentoring, Gender, and Careers of Academic Scientists.

ERIC Educational Resources Information Center

Grant, Linda; And Others

This study explores the dynamics and effects of mentoring relationships, with particular emphasis on the experiences of women and minorities as proteges. It draws upon quantitative and qualitative data gathered from a survey of 587 academic scientists and interviews with 55 academic scientists, in 3 disciplinary areas: physics and astronomy,…

Mentoring in the Juvenile Justice System: Findings from Two Pilot Programs.

ERIC Educational Resources Information Center

Mecartney, Crystal A.; And Others

This study examined two pilot mentoring programs which were designed to provide information on the feasibility of integrating mentoring relationships into the juvenile justice system. Each program, one in St. Louis, Missouri and one in Atlanta, Georgia, sought to recruit, train, and match 100 adult volunteers (half over the age of 55) with 100…

Mentoring and Leadership Development in the Officer Corps of the United States Air Force

DTIC Science & Technology

1984-09-01

concluded that mentoring is critical for on-the-job training for career success for both men and women. Phillips-Jones agreed that one of the main...f or support in the f uture. Third, mentoring is seen as a critical tool for training and promoting career success for the protege (13:478-481). As...nor the unmentored officers viewed mentoring as "extremely important" for career success . Overall, the average response of all the respondents rated

77 FR 5615 - Information Collection Activity; Request for Comments

Federal Register 2010, 2011, 2012, 2013, 2014

2012-02-03

...) 366-1930. SUPPLEMENTARY INFORMATION: Title: U.S. Department of Transportation Mentor- Prot[eacute]g[eacute] Pilot Program Evaluation Form; and U.S. Department of Transportation Mentor Prot[eacute]g[eacute] Pilot Program Annual Report. Abstract: DOT will use the data captured in the Mentor- Prot[eacute]g...

Should the Air Force Establish a Formalized Mentoring Program

DTIC Science & Technology

1990-05-01

typically senior members of an organization who take an active interest in the development and career success of a Junior member, called a protege...34fast track" recruits on career success matters. Examples are the Jewell Company, Bell Labs, and some departments of the U.S. Government. Senior...were selected because of their demonstrated career success . The AWC and ACSC students come from the top 5% and 15% of the Air Force respectively, aind

Advancing diversity and inclusion through AGU's mentoring programs

NASA Astrophysics Data System (ADS)

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

2017-12-01

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

Using VineUp to Match Students with Alumni Industry Mentors in Engineering: A Pilot Study

ERIC Educational Resources Information Center

Halupa, Colleen; Henry, Matthew

2015-01-01

This pilot study evaluated users' perceptions of the effectiveness of the VineUp platform to match mentors from a large United States manufacturing firm and mechanical engineering students in an honors program at a small private university. Four mentor/mentee pairs were surveyed and interviewed at the end of the nine-month program. Although the…

78 FR 50051 - Submission for OMB Review; Comment Request

Federal Register 2010, 2011, 2012, 2013, 2014

2013-08-16

... Regulation Supplement (DFARS) Appendix I, DoD Pilot Mentor- Prot[eacute]g[eacute] Program; OMB Control Number... Mentor-Prot[eacute]g[eacute] Program have been met. The purposes of the Program are to (1) provide... institutions. Frequency: Semiannually (mentor); Annually (prot[eacute]g[eacute]). Respondent's Obligation...

Efficacy of an Interinstitutional Mentoring Program Within Pediatric Rheumatology.

PubMed

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.

Mentor program boosts new nurses' satisfaction and lowers turnover rate.

PubMed

Fox, Kathy C

2010-07-01

In 2004, the turnover rate among first-year registered nurses (RNs) at St. Francis Hospital and Health Centers had mushroomed to 31%. Based on research, in 2006, the hospital embarked on a journey to implement an RN mentor program to improve satisfaction and reduce turnover. A pilot program was initiated, including 12 RN mentors and 12 RN protégés from select nursing units. The results showed a 0% turnover rate during the 1-year pilot program. Based on these findings, the mentor program was expanded to include RNs working in inpatient nursing units and surgery and emergency departments. Each year, the RN turnover rate has decreased. In 2009, the turnover rate was 10.3%. Because of the success of the program, it has been expanded in scope to include other professionals experiencing high turnover in targeted departments, including radiological technicians, respiratory therapists, pharmacists, and physical therapists.

Peer mentoring for eating disorders: evaluation of a pilot program.

PubMed

Beveridge, Jennifer; Phillipou, Andrea; Edwards, Kelly; Hobday, Alice; Hilton, Krissy; Wyett, Cathy; Saw, Anna; Graham, Georgia; Castle, David; Brennan, Leah; Harrison, Philippa; de Gier, Rebecca; Warren, Narelle; Hanly, Freya; Torrens-Witherow, Benjamin; Newton, J Richard

2018-01-01

Eating disorders are serious psychiatric illnesses that are often associated with poor quality of life and low long-term recovery rates. Peer mentor programs have been found to improve psychiatric symptoms and quality of life in other mental illnesses, and a small number of studies have suggested that eating disorder patients may benefit from such programs. The aim of this study is to assess the efficacy of a peer mentor program for individuals with eating disorders in terms of improving symptomatology and quality of life. Up to 30 individuals with a past history of an eating disorder will be recruited to mentor 30 individuals with a current eating disorder. Mentoring will involve 13 sessions (held approximately every 2 weeks), of up to 3 h each, over 6 months. This pilot proof-of-concept feasibility study will inform the efficacy of a peer mentoring program on improving eating disorder symptomatology and quality of life, and will inform future randomised controlled trials. Australian and New Zealand Clinical Trials Registration Number: ACTRN12617001412325. The date of registration (retrospective): 05/10/2017.

Community College Mentors: The Development and Uses of Cultural and Social Capital to Interrupt Marginalization

ERIC Educational Resources Information Center

Debro, Karl G.

2012-01-01

The topic of this study is a community college mentoring program, connecting small groups of students with a campus employee. The mentoring program was a feature in a pilot AVID student success class. Specifically, this study attempts to answer the following questions: How do AVID College Mentors develop genuine relationships with their Mentees?…

An Interdisciplinary Meta-Analysis of the Potential Antecedents, Correlates, and Consequences of Protege Perceptions of Mentoring

ERIC Educational Resources Information Center

Eby, Lillian Turner de Tormes; Allen, Tammy D.; Hoffman, Brian J.; Baranik, Lisa E.; Sauer, Julia B.; Baldwin, Sean; Morrison, M. Ashley; Kinkade, Katie M.; Maher, Charleen P.; Curtis, Sara; Evans, Sarah C.

2013-01-01

This meta-analysis summarized youth, academic, and workplace research on the potential antecedents (demographics, human capital, and relationship attributes), correlates (interaction frequency, relationship length, performance, motivation, and social capital), and consequences (attitudinal, behavioral, career-related, and health-related outcomes)…

The Relationship between Career Motivation and Self-Efficacy with Protege Career Success

ERIC Educational Resources Information Center

Day, Rachel; Allen, Tammy D.

2004-01-01

Research exploring the underlying processes involved in successful mentorships has been lacking. In the present study, the roles of career motivation and career self-efficacy as explanatory factors were examined. Career motivation mediated the relationship between career mentoring and performance effectiveness. Contrary to prediction, only…

Women in the "Old Boy Network."

ERIC Educational Resources Information Center

Natale, Samuel M.

1982-01-01

The author finds that women will reshape the corporate organization, if only because there will be more women working. He discusses how the basic structure of professions affects and limits women's participation, how the mentor-protege system works, and how style and attitudes toward roles differ between male and female executives. (CT)

Time-Limited, Structured Youth Mentoring and Adolescent Problem Behaviors

ERIC Educational Resources Information Center

Weiler, Lindsey M.; Haddock, Shelley A.; Zimmerman, Toni S.; Henry, Kimberly L.; Krafchick, Jennifer L.; Youngblade, Lise M.

2015-01-01

Youth mentoring can have a profound impact on the lives of high-risk youth. This study presents the Campus Corps program, a time-limited (12-week), structured mentoring program for high-risk youth (ages 11--18), and results from a quasi-experimental pilot evaluation. Baseline and post-intervention problem behavior data from 315 offending youth…

Cognitive Behavioral Principles within Group Mentoring: A Randomized Pilot Study

ERIC Educational Resources Information Center

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…

The Loneliest Job in Town: Sculpting the Recruitment and Retention of the Principal.

ERIC Educational Resources Information Center

Zellner, Luana; Ward, Sharon M.; McNamara, Patty; Gideon, Barbara; Camacho, Sissy; Edgewood, Sharon Doughty

This research summary examines the results of three initiatives that changed leadership training for principalship. They are: (1) the School Leadership Initiative program, a three-year pilot mentor program designed for the assistant principal; (2) the Richardson Mentor Principal program, a program designed for seasoned administrators recognized…

Moving through the Organization: A Field Study Assessment of the Patron System.

ERIC Educational Resources Information Center

DeWine, Sue; And Others

A study examined the communication patterns of the mentor-protege relationship and its impact on the organizational advancement of women. In-depth interviews were conducted with 30 women representing two broad job classifications--professional (those in business for themselves) and corporate/organizational (those who were part of some business…

Cognitive Behavioral Principles Within Group Mentoring: A Randomized Pilot Study

PubMed Central

JENT, JASON F.; NIEC, LARISSA N.

2010-01-01

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 mentoring significantly increased children’s reported social problem-solving skills and decreased parent-reported child externalizing and internalizing behavior problems after controlling for other concurrent mental health services. Attrition from the group mentoring program was notably low (7%) for children. The integration of a cognitive behavioral group mentoring program into children’s existing community mental health services may result in additional reductions in externalizing and internalizing behavior problems. PMID:20582243

An ET-CURE Pilot Project Supporting Undergraduate Training in Cancer Research, Emerging Technology, and Health Disparities

PubMed Central

Wilson, Danyell S.; Fang, Bin; Dalton, William S.; Meade, Cathy; Koomen, John M.

2012-01-01

The National Cancer Institute’s Center to Reduce Cancer Health Disparities has created pilot training opportunities under the “Continuing Umbrella of Research Experiences” (CURE) program that focus on emerging technologies (ET). In this pilot project, an eighteen month cancer biology research internship was reinforced with: instruction in an emerging technology (proteomics), a transition from the undergraduate laboratory to a research setting, education in cancer health disparities, and community outreach activities. A major goal was to provide underrepresented undergraduates with hands-on research experiences that are rarely encountered at the undergraduate level, including mentoring, research presentations, and participation in local and national meetings. These opportunities provided education and career development for the undergraduates, and they have given each student the opportunity to transition from learning to sharing their knowledge and from being mentored to mentoring others. Here, we present the concepts, curriculum, infrastructure, and challenges for this training program along with evaluations by both the students and their mentors. PMID:22528637

An ET-CURE pilot project supporting undergraduate training in cancer research, emerging technology, and health disparities.

PubMed

Wilson, Danyell S; Fang, Bin; Dalton, William S; Meade, Cathy D; Koomen, John M

2012-06-01

The National Cancer Institute's Center to Reduce Cancer Health Disparities has created pilot training opportunities under the "Continuing Umbrella of Research Experiences" program that focus on emerging technologies. In this pilot project, an 18-month cancer biology research internship was reinforced with: instruction in an emerging technology (proteomics), a transition from the undergraduate laboratory to a research setting, education in cancer health disparities, and community outreach activities. A major goal was to provide underrepresented undergraduates with hands-on research experiences that are rarely encountered at the undergraduate level, including mentoring, research presentations, and participation in local and national meetings. These opportunities provided education and career development for the undergraduates, and they have given each student the opportunity to transition from learning to sharing their knowledge and from being mentored to mentoring others. Here, we present the concepts, curriculum, infrastructure, and challenges for this training program along with evaluations by both the students and their mentors.

Brother, Will You Lend a Hand? Perceptions of Undergraduate African American Male Proteges' Formal Mentoring Journey

ERIC Educational Resources Information Center

Mason, John Leonard, Jr.

2012-01-01

African American males fail to graduate from colleges and universities as compared to any other demographic. The impact of this non-completion failure continues to touch the African American family structure, community stability, economic reduction at all levels, and an increasing situational hopelessness. The literature surrounding the struggles…

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

ERIC Educational Resources Information Center

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…

A specialist peer mentoring program for university students on the autism spectrum: A pilot study.

PubMed

Siew, Choo Ting; Mazzucchelli, Trevor G; Rooney, Rosanna; Girdler, Sonya

2017-01-01

The provision of peer mentoring may improve tertiary education outcomes of students with autism spectrum disorder (ASD). This study evaluated the pilot year of the Curtin Specialist Mentoring Program (CSMP), a specialised peer mentoring program for university students with ASD aimed at improving self-reported well-being, academic success and retention in university studies. A single group pre-test, post-test design was employed. Quantitative and qualitative evaluations were undertaken with 10 young adults with ASD to explore the effectiveness and acceptability of the CSMP program. Students completed a battery of questionnaires focused on general anxiety, state communication apprehension, perceived communication competence, and communication apprehension both prior to, and five months after commencing enrolment in the CSMP. Information regarding academic success and retention was also obtained. Interviews with participants provided further insight into their experience of the program. Students enrolled in the CSMP showed significant improvement in social support and general communication apprehension assessment scores. Interviews revealed key features of the CSMP that may have contributed to these positive outcomes. The current study provides preliminary evidence that a specialised peer mentoring program can improve the well-being of students with ASD, and highlights the importance of interventions which are individualised, flexible, based on a social model, and target environmental factors such as social support.

Peer Mentoring for Male Parolees: A CBPR Pilot Study.

PubMed

Marlow, Elizabeth; Grajeda, William; Lee, Yema; Young, Earthy; Williams, Malcolm; Hill, Karen

2015-01-01

Formerly incarcerated adults are impoverished, have high rates of substance use disorders, and have long histories of imprisonment. This article describes the development of a peer mentoring program for formerly incarcerated adults and the pilot study designed to evaluate it. The research team, which included formerly incarcerated adults and academic researchers, developed the peer mentoring program to support formerly incarcerated adults' transition to the community after prison. The purposes of the pilot evaluation study were to (1) assess the feasibility of implementing a peer-based intervention for recently released men developed using a community-based participatory research (CBPR) approach; (2) establish preliminary data on the program's impact on coping, self-esteem, abstinence self-efficacy, social support, and participation in 12-step meetings; and (3) establish a CBPR team of formerly incarcerated adults and academic researchers to develop, implement, and test interventions for this population. This pilot evaluation study employed a mixed-methods approach with a single group pretest/posttest design with 20 men on parole released from prison within the last 30 days. Quantitative findings showed significant improvement on two abstinence self-efficacy subscales, negative affect and habitual craving. Qualitative findings revealed the relevance and acceptance of peer mentoring for this population. This study demonstrated the feasibility and import of involving formerly incarcerated adults in the design, implementation, and testing of interventions intended to support their reintegration efforts.

Arts-inspired students sync their assets to a nuts and bolts world: A career mentoring pilot progam

NASA Astrophysics Data System (ADS)

Hudson, Lynn

This research examined how students who are arts-inspired feel about their futures in a STEM-based work climate. Science, Technology, Engineering, and Math are the nuts and bolts, and in education today, the only avenue touted for our country and our students' success in this 21st century economy. This can be disconcerting to those interested in other fields, like the arts. This study was guided by the following questions in an effort to understand if our artists and arts-inspired students realize their options and importance in this 21st century climate. The pilot study was designed to help improve the students' perception of their abilities or self-efficacy in the STEM areas by introducing STEM professionals as mentors who designed hands-on activities that simulate work in the STEM fields. Research Questions: 1. Do arts-inspired students have an interest in a STEM career area prior to participating in the career mentoring program? 2. Does participation in a STEM career mentoring program improve student's self-efficacy in STEM fields? 3. Does participation in STEM career mentoring program increase student's interest in pursuing STEM-related careers? Lent, Brown and Hackett's Social Cognitive Career Theory and Daniel Pink's, "A Whole New Mind: Why Left-Brainers Will Rule the Future" were used as the theoretical framework for this study. Seventeen African-American girls who were enrolled in the "I AM COMPLETE" summer program participated in the pilot study. Data was collected from the College Foundation of North Carolina Career Interest Explorer and the STEM Career Interest Survey, which served as a pre and post-test. This pilot offered limited support for the hypothesis, however, career mentoring and opportunities for young people to experience careers, especially in the STEM areas must continue to grow. The role that the arts play in this process is pivotal in galvanizing females and minorities to join these professions. It is the hope of this researcher that the pilot be replicated using a much larger population of students and school communities.

Evaluating a culturally tailored peer-mentoring and education pilot intervention among Chinese breast cancer survivors using a mixed-methods approach.

PubMed

Lu, Qian; You, Jin; Man, Jenny; Loh, Alice; Young, Lucy

2014-11-01

To evaluate a social support intervention that was culturally tailored for Chinese Americans who face many challenges because of cultural and linguistic barriers. Intervention with a one-group pre- or post-test design, mixed methods, and a community-based participatory research (CBPR) approach. Southern California. 14 Chinese American breast cancer survivors post-treatment and eight breast cancer peer mentors. The intervention was a 10-week program to provide emotional and informational support through peer mentoring and education. Health outcomes were assessed before and after the intervention. Eight weekly process evaluations and two focus group interviews also were conducted. Depressive and anxiety symptoms. The program was associated with a decrease in depressive symptoms. Participants valued the program highly. Inductive analysis suggested possible mechanisms for effectiveness, such as reducing stigma, empowerment, and increased sense of belonging. The peer-mentoring and education program has the potential to serve as a model intervention for ethnic minorities. Mixed methods and CBPR are valuable in evaluating pilot interventions with minorities. Focusing on relationships may be fruitful for designing novel interventions for cancer survivors from collectivistic cultures. Peer-mentoring and education programs can be integrated into communities and clinics to improve care for underserved minority cancer survivors and to reduce health disparities.

Business and Organizational Communication: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," July through December 1984 (Vol. 45 Nos. 1 through 6).

ERIC Educational Resources Information Center

ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL.

This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 16 titles deal with the following topics: (1) women proteges' perceptions of the mentoring process; (2) the relationship between opportunity for upward communication and facets of job satisfaction; (3) the organizational…

A specialist peer mentoring program for university students on the autism spectrum: A pilot study

PubMed Central

2017-01-01

Introduction The provision of peer mentoring may improve tertiary education outcomes of students with autism spectrum disorder (ASD). This study evaluated the pilot year of the Curtin Specialist Mentoring Program (CSMP), a specialised peer mentoring program for university students with ASD aimed at improving self-reported well-being, academic success and retention in university studies. Methods A single group pre-test, post-test design was employed. Quantitative and qualitative evaluations were undertaken with 10 young adults with ASD to explore the effectiveness and acceptability of the CSMP program. Students completed a battery of questionnaires focused on general anxiety, state communication apprehension, perceived communication competence, and communication apprehension both prior to, and five months after commencing enrolment in the CSMP. Information regarding academic success and retention was also obtained. Interviews with participants provided further insight into their experience of the program. Results Students enrolled in the CSMP showed significant improvement in social support and general communication apprehension assessment scores. Interviews revealed key features of the CSMP that may have contributed to these positive outcomes. Conclusions The current study provides preliminary evidence that a specialised peer mentoring program can improve the well-being of students with ASD, and highlights the importance of interventions which are individualised, flexible, based on a social model, and target environmental factors such as social support. PMID:28704446

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

ERIC Educational Resources Information Center

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…

Introducing Teacher Mentoring in Kosovo Schools--Potential and Challenges for Sustainability

ERIC Educational Resources Information Center

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…

Building Community in Academic Settings: The Importance of Flexibility in a Structured Mentoring Program

ERIC Educational Resources Information Center

Ewing, Robyn; Freeman, Mark; Barrie, Simon; Bell, Amani; O'Connor, Donna; Waugh, Fran; Sykes, Chris

2008-01-01

Academic mentoring is increasingly being used by many universities as a tool to enhance the quality of research-led teaching, promote cross-faculty collaboration and encourage a mentoring culture and community. This article reports on a pilot project established to investigate the benefits of building flexibility into a structured academic…

Providing Postsecondary Transition Services to Youth with Disabilities: Results of a Pilot Program

ERIC Educational Resources Information Center

Barnard-Brak, Lucy; Schmidt, Marcelo; Wei, Tianlan; Hodges, Tamara; Robinson, Eric L.

2013-01-01

The results of a pilot program to provide transition services for high school seniors with disabilities via one-on-one mentoring services over the course of an academic year were examined. Results indicate significantly improved attitudes toward requesting accommodations over the course of the nine month program. These results suggest positive…

Women in science, engineering, and math mentors pilot program

DOE Office of Scientific and Technical Information (OSTI.GOV)

O`Leary, C.T.

1994-12-31

The Women in Science, Engineering, and Math Mentors Program is a partnership program conducted by New York State Education and Research Network (NYSERNet), Rochester Institutes of Technology (RIT) and the Pittsford and Rochester City School districts. The goal of this project is to introduce high school girls to professional women from both educational and industrial scientific fields. The pilot program began in the fall of 1993 with the girls coming to RIT`s campus, via the video interactive network or in person, for a careers assessment seminar. Then they carried on {open_quotes}e-pal{close_quotes} relationships via electronic conferencing on the data network tomore » pursue many mentors and a myriad of different career avenues. The questions ranged from simple information requests regarding the requirements for a job to in-depth pursuit of emotional and personal characteristics needed for different professions. The luncheon finale brought us together on RIT`s campus to get to know each other face to face. We then toured the Micro-electronics lab and manufacturing facility at RIT. A 1993-94 school year program now involves over 140 mentors and students. We have partnered with other projects in the Rochester area to extend the sharing of the vast resources of our community.« less

Linking Community Hospital Initiatives With Osteopathic Medical Students' Quality Improvement Training: A Pilot Program.

PubMed

Brannan, Grace D; Russ, Ronald; Winemiller, Terry R; Mast, Eric

2016-01-01

Quality improvement (QI) continues to be a health care challenge, and the literature indicates that osteopathic medical students need more training. To qualify for portions of managed care reimbursement, hospitals are required to meet measures intended to improve quality of care and patient satisfaction, which may be challenging for small community hospitals with limited resources. Because osteopathic medical training is grounded on community hospital experiences, an opportunity exists to align the outcomes needs of hospitals and QI training needs of students. In this pilot program, 3 sponsoring hospitals recruited and mentored 1 osteopathic medical student each through a QI project. A mentor at each hospital identified a project that was important to the hospital's patient care QI goals. This pilot program provided osteopathic medical students with hands-on QI training, created opportunities for interprofessional collaboration, and contributed to hospital initiatives to improve patient outcomes.

Evaluation of the Pilot Mentoring Program at the Research Foundation for SUNY

ERIC Educational Resources Information Center

Henderson-Harr, Amy; Caggiano-Siino, Kathleen; Prewitt, Ashlee

2016-01-01

This article provides a description of an 18-month pilot program focused on the leadership development of the next generation of research administrators (RAs) in the State University of New York system (SUNY). The key questions for the evaluators were: 1) can we create a developmental program that effectively prepares the next generation of RAs;…

Project Inspire: An Intervention for Underachieving Gifted Students.

ERIC Educational Resources Information Center

Ribich, Frank M.; Barone, William P.

Sixteen underachieving gifted students at Oliver High School in Pittsburgh, Pennsylvania, were identified for a pilot program called Project Inspire, which sought to improve student achievement and build self-esteem, especially for disadvantaged Afro-American students. Teachers were selected as mentors for the students, and the mentors were…

The impact of peer mentor communication with older adults on depressive symptoms and working alliance: A pilot study.

PubMed

Joo, Jin Hui; Hwang, Seungyoung; Gallo, Joseph J; Roter, Debra L

2018-04-01

The objective of this pilot study was to describe peer communication in meetings with depressed elders, associate their relationship with working alliance and depression and assess congruence of communication with training. Three peers with a history of depression, in recovery, received 20h of training in peer mentoring for depression as part of an 8-week pilot program for 23 depressed older adults. Each peer-client meeting was recorded; a sample of 69 recorded meetings were chosen across the program period and coded with the Roter Interaction Analysis System, a validated medical interaction analysis system. Generalized linear mixed models were used to examine peer talk during meetings in relation to working alliance and client depression. Peers used a variety of skills congruent with their training including client-centered talk, positive rapport building and emotional responsiveness that remained consistent or increased over time. Client-centered communication and positive rapport were associated with increased working alliance and decreased depressive symptoms (all p<0.001). Trained peer mentors can use communication behaviors useful to older adults with depression. Specifically, client-centered talk may be important to include in peer training. Peer mentors can be a valuable resource in providing depression counseling to older adults. Copyright © 2017 Elsevier B.V. All rights reserved.

Pilot study of a training program to enhance transformational leadership in Spinal Cord Injury Peer Mentors.

PubMed

Martin Ginis, Kathleen A; Shaw, Robert B; Stork, Matthew J; Battalova, Alfiya; McBride, Christopher B

2018-01-01

Experimental, pragmatic design. (1) To determine the effects of a transformational leadership (TFL) training program on spinal cord injury (SCI) peer mentors and their mentees; (2) To document characteristics of mentorship within a community-based SCI peer mentor program. In total 23 SCI peer mentors (70% male; M age = 47.4 ± 12.1) were randomly allocated to an Experimental or Control condition. Experimental condition mentors received a half-day TFL workshop and bi-weekly emailed information on using TFL in SCI peer mentorship. Sixteen SCI mentees (50% male; M age = 49.1 ± 12.9) enrolled in the study and 9 completed measures of self-efficacy and their mentors' use of TFL and supportiveness at 3 and 6-months. Mentors completed monthly reports of mentorship activities. Community-based peer mentorship program in British Columbia, Canada. There were no between-groups differences in mentee self-efficacy, mentor use of TFL or mentor supportiveness. In the Experimental condition only, total mentorship time and sessions were positively correlated with mentors' use of TFL and supportiveness. Mentorship occurred in-person, by phone, text, and email and mentors discussed an average of 11 topics. The intervention did not increase SCI peer mentors' use of TFL relative to a Control condition. Nevertheless, there may be merit in coaching SCI peer mentors to use TFL given the positive correlations between mentorship time and sessions, TFL use, and perceived supportiveness of the mentor. Although inherently challenging, research involving community-based SCI peer mentorship programs provides opportunities for scientists and community organizations to extend knowledge of peer mentorship beyond the context of hospital-based programs. Research supported by a SSHRC Partnership Development Grant.

Developing, Implementing, and Evaluating a Formal Pharmacist Mentorship Program

PubMed Central

Nieuwstraten, Carmine; Huh, Alice; Liu, Gwen; Davis, Karen; Dolovich, Lisa

2011-01-01

Background: Mentoring is associated with positive professional and personal outcomes. However, there are few published data on mentoring programs for pharmacists. Objective: To develop and evaluate a mentorship program for hospital pharmacists that was implemented at St Joseph’s Healthcare Hamilton, in Hamilton, Ontario, by identifying the benefits and challenges that participants experienced and determining whether the program provided the necessary skills for a successful mentoring relationship. Methods: A descriptive pilot study was performed between June 2007 and November 2008. Focus groups and self-administered questionnaires were conducted at two time points (after 3–4 months and at the end of the study period). The focus groups were conducted separately for mentors and mentees. Data were summarized by predefined categories. Quantitative data from the questionnaires were summarized as medians, minimums, and maximums, and qualitative survey data were transcribed and reviewed. Results: Three mentors were each paired with a mentee. The mentees identified an average of 4 learning objectives. All of the mentees reported improvements in their self-perceived level of competency and skill within the mentoring relationship and their confidence in their ability to perform the functions of a hospital pharmacist. The job satisfaction of both mentors and mentees improved. Reported challenges were related to scheduling and documentation. Mentors and mentees reported high levels of overall satisfaction with the program, at both of the evaluation time points. Participants spent less than 60 min/week each on mentoring activities. Conclusions: Both mentors and mentees benefited from the mentoring relationship. PMID:22479041

DOE Office of Scientific and Technical Information (OSTI.GOV)

Johnston, Mariann R.; Clow, Shandra Deann

The UC/Los Alamos Entrepreneurial Postdoctoral Fellowship Pilot Program (Pilot) for existing postdoctoral researchers at Los Alamos National Laboratory (Los Alamos) to gain skills in entrepreneurship and commercializing technology as part of their postdoctoral experience. This program will incorporate training and mentoring during the first 6-month period, culminating in a focused 6-month Fellowship aimed at creating a new business in Northern New Mexico.

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

PubMed

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.

MS PHD'S: Effective Pathways to Mentoring for Increasing Diversity in the Geoscience Workforce - What have we done? What can we still do?

NASA Astrophysics Data System (ADS)

Ricciardi, L.; Johnson, A.; Williamson Whitney, V.; Ithier-Guzman, W.; Johnson, A.; Braxton, L.

2011-12-01

In 2003 a young, African-American geoscientist and professor discovered significant gaps in the recruitment and retention of minority students within the post-secondary educational community and a subsequent correlation of underrepresentation within the geosciences workforce. From this research, a unique concept was born: The Minorities Striving and Pursuing Higher Degrees of Success in Earth System Science Professional Development Program (MS PHD'S PDP). This program was founded upon a vision that minorities can and should play a role in facilitating a network to attract, retain and increase minority representation in the geosciences workforce. In 2003, the pilot MS PHD'S program focused on a simple grass roots concept of effective mentoring and professional development administered by and for minorities through professional development activities. Today the program has grown to an impressive number of alumni who, in addition to establishing careers in the ESS professional workforce, also return to mentor the next generation of upcoming minority geoscientists. Alumni, mentors and current participants not only experience what has grown into a three-phase program but also enjoy enhanced benefits of ongoing interaction through social media, list-servs and webinars. While keeping its feet firmly planted in its grass-roots philosophy of effective mentoring and professional development by and for minorities, the MS PHD'S program looks to the future, by asking the question, "What can we do next to ensure the future of maintaining and growing diverse representation in the geosciences workforce?" Looking ahead, future goals for the program include increasing its pilot representation motto of "by and for minorities", exploring new technologies and digital tools, and expanding its supportive network of distinguished academicians, scientific organizations, industry partners, alumni, peers, and representatives of non-science disciplines.

Participating in a Community of Learners enhances resident perceptions of learning in an e-mentoring program: proof of concept

PubMed Central

2011-01-01

Background Community learning and e-mentoring, learning methods used in higher education, are not used to any extent in residency education. Yet both have the potential to enhance resident learning and, in the case of community learning, introduce residents to basic lifelong learning skills. We set out to determine whether residents participating in an Internet based e-mentoring program would, with appropriate facilitation, form a community of learners (CoL) and hold regular community meetings. We also determined resident and faculty perceptions of CoL and Internet sessions as effective learning experiences. Methods A six-month e-mentoring pilot was offered to 10 Radiology residents in the Aga Khan University Postgraduate Medical Education Program in Nairobi, Kenya (AKUHN) with a Professor of Radiology, located at University of Virginia, USA, acting as the e-mentor. Monthly Internet case-based teaching sessions were facilitated by the e-mentor. In addition, residents were coached by a community facilitator to form CoL and collectively work through clinical cases at weekly face-to-face CoL sessions. Event logs described observed resident activity at CoL sessions; exit survey and interviews were used to elicit perceptions of CoL and Internet sessions as effective learning experiences. Results Resident adoption of CoL behaviors was observed, including self-regulation, peer mentoring and collaborative problem solving. Analysis revealed high resident enthusiasm and value for CoL. Surveys and interviews indicated high levels of acceptance of Internet learning experiences, although there was room for improvement in audio-visual transmission technologies. Faculty indicated there was a need for a larger multi-specialty study. Conclusions The pilot demonstrated resident acceptance of community building and collaborative learning as valued learning experiences, addressing one barrier to its formal adoption in residency education curricula. It also highlighted the potential of e-mentoring as a means of expanding faculty and teaching materials in residency programs in developing countries. PMID:21266070

Development and Pilot Testing of a Standardized Training Program for a Patient-Mentoring Intervention to Increase Adherence to Outpatient HIV Care

PubMed Central

Mignogna, Joseph; Stanley, Melinda A.; Davila, Jessica; Wear, Jackie; Amico, K. Rivet; Giordano, Thomas P.

2012-01-01

Abstract Although peer interventionists have been successful in medication treatment-adherence interventions, their role in complex behavior-change approaches to promote entry and reentry into HIV care requires further investigation. The current study sought to describe and test the feasibility of a standardized peer-mentor training program used for MAPPS (Mentor Approach for Promoting Patient Self-Care), a study designed to increase engagement and attendance at HIV outpatient visits among high-risk HIV inpatients using HIV-positive peer interventionists to deliver a comprehensive behavioral change intervention. Development of MAPPS and its corresponding training program included collaborations with mentors from a standing outpatient mentor program. The final training program included (1) a half-day workshop; (2) practice role-plays; and (3) formal, standardized patient role-plays, using trained actors with “real-time” video observation (and ratings from trainers). Mentor training occurred over a 6-week period and required demonstration of adherence and skill, as rated by MAPPS trainers. Although time intensive, ultimate certification of mentors suggested the program was both feasible and effective. Survey data indicated mentors thought highly of the training program, while objective rating data from trainers indicated mentors were able to understand and display standards associated with intervention fidelity. Data from the MAPPS training program provide preliminary evidence that peer mentors can be trained to levels necessary to ensure intervention fidelity, even within moderately complex behavioral-change interventions. Although additional research is needed due to limitations of the current study (e.g., limited generalizability due to sample size and limited breadth of clinical training opportunities), data from the current trial suggest that training programs such as MAPPS appear both feasible and effective. PMID:22248331

An analysis of a mentoring program for baccalaureate nursing students: does the past still influence the present?

PubMed

Ketola, Jarline

2009-01-01

In September 1999, the nursing alumni association of a large university on the West Coast launched a mentoring program for nursing undergraduate students: 120 students (50% of the student body) joined the program and 60 community nurses, representing a myriad of specialties, roles, and educational levels (diploma program to doctorate), agreed to volunteer their time as mentors. The program had been carefully planned using a survey done the previous year with 95% (296) of the student body asking their opinions on program components and design. A successful 9-month pilot study was then done with 13 students matched with 13 mentors. Yet, over the next 4 years, enrollment of the students dropped to less than 1/3 the original number. Care was taken to observe the changes in enthusiasm and to address problems with the entire group: mentors and students. After 5 years, the person chairing the program needed to leave-the transition with new leadership was never successful. Part of this resulted from problems in transition but the larger issue concerned the trend that had already been identified. The aim of this paper is to discuss the problems encountered during the program from a perspective of the context within which the program was developed and the history of mentoring in the profession of nursing. The present carries the inheritance of the past. Historically, nurses and women were not expected to need mentors-"trained nurses" did not need mentoring and women were expected to have temporary jobs which they left for marriage and mothering. The paper explores the historical question: Does the history of mentoring in nursing still influence nurses today, making it challenging to establish the relationships essential to the success of mentoring?

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

PubMed Central

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.

2017-01-01

Background 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. Procedure 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. Results 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. Conclusions 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. PMID:27616578

Peer-mentoring junior surgical trainees in the United Kingdom: a pilot program

PubMed Central

Vulliamy, Paul; Junaid, Islam

2013-01-01

Background Peer-mentoring has attracted substantial interest in various healthcare professions, but has not been formally integrated into postgraduate surgical training. This study aimed to assess the feasibility and acceptability of a peer-mentor scheme among junior surgical trainees in the United Kingdom. Method Trainees entering the first year of core surgical training (CST) in a single postgraduate school of surgery were allocated a mentor in the second year of CST. Allocation was based on location of the initial clinical placement. An anonymised questionnaire regarding the mentorship scheme was sent to all participants in the third month following its introduction. Results 18 trainees participated in the scheme, of whom 12 (67%) responded to the questionnaire. All respondents had made contact with their allocated mentor or mentee, and no trainees had opted out of the scheme. Areas in which the mentees received guidance included examinations (83%), CV development (67%), and workplace-based assessments (67%). All respondents felt that the mentor scheme was a good addition to CST. Suggestions for improvement of the scheme included introduction of structured meetings and greater engagement with allocated mentors. Conclusions A pilot peer-mentoring scheme was well received by junior surgical trainees. Consideration should be given to expansion of this scheme and more rigorous assessment of its value. PMID:23594462

Peer-mentoring junior surgical trainees in the United Kingdom: a pilot program.

PubMed

Vulliamy, Paul; Junaid, Islam

2012-04-16

Peer-mentoring has attracted substantial interest in various healthcare professions, but has not been formally integrated into postgraduate surgical training. This study aimed to assess the feasibility and acceptability of a peer-mentor scheme among junior surgical trainees in the United Kingdom. Trainees entering the first year of core surgical training (CST) in a single postgraduate school of surgery were allocated a mentor in the second year of CST. Allocation was based on location of the initial clinical placement. An anonymised questionnaire regarding the mentorship scheme was sent to all participants in the third month following its introduction. 18 trainees participated in the scheme, of whom 12 (67%) responded to the questionnaire. All respondents had made contact with their allocated mentor or mentee, and no trainees had opted out of the scheme. Areas in which the mentees received guidance included examinations (83%), CV development (67%), and workplace-based assessments (67%). All respondents felt that the mentor scheme was a good addition to CST. Suggestions for improvement of the scheme included introduction of structured meetings and greater engagement with allocated mentors. A pilot peer-mentoring scheme was well received by junior surgical trainees. Consideration should be given to expansion of this scheme and more rigorous assessment of its value.

Leadership in adolescent health: developing the next generation of maternal child health leaders through mentorship.

PubMed

Blood, Emily A; Trent, Maria; Gordon, Catherine M; Goncalves, Adrianne; Resnick, Michael; Fortenberry, J Dennis; Boyer, Cherrie B; Richardson, Laura; Emans, S Jean

2015-02-01

Leadership development is a core value of Maternal Child Health Bureau training programs. Mentorship, an MCH Leadership Competency, has been shown to positively affect career advancement and research productivity. Improving mentorship opportunities for junior faculty and trainees may increase pursuit of careers in areas such as adolescent health research and facilitate the development of new leaders in the field. Using a framework of Developmental Networks, a group of MCH Leadership Education in Adolescent Health training program faculty developed a pilot mentoring program offered at the Society for Adolescent Health and Medicine Annual Meeting (2011-2013). The program matched ten interdisciplinary adolescent health fellows and junior faculty with senior mentors at other institutions with expertise in the mentee's content area of study in 2011. Participants were surveyed over 2 years. Respondents indicated they were "very satisfied" with their mentor match, and all agreed or strongly agreed that the mentoring process in the session was helpful, and that the mentoring relationships resulted in several ongoing collaborations and expanded their Developmental Networks. These results demonstrate that MCH programs can apply innovative strategies to disseminate the MCH Leadership Competencies to groups beyond MCH-funded training programs through programs at scientific meetings. Such innovations may enhance the structure of mentoring, further the development of new leaders in the field, and expand developmental networks to provide support for MCH professionals transitioning to leadership roles.

Broader Impact Actualized: Collaborative Efforts that Facilitate Successful Movement of Underrepresented Students Through the Pipeline

NASA Astrophysics Data System (ADS)

Pyrtle, A. J.; Whitney, V. W.

2007-12-01

The Minorities Striving and Pursuing Higher Degrees of Success in Earth System Science Initiative \\(MS PHD'S)\\ was established by and for underrepresented minorities to facilitate increased and sustained participation in Earth system science community. Based on successful experiences of students within the SOARS program, the MS PHD'S 2003 pilot project incorporated a team mentoring structure. Student interaction with multiple mentors resulted in exposure to multiple learning perspectives and increased one-on-one, mentee/mentor interaction. Since program inception, eleven \\(11)\\ minority Earth system scientists have served as Program mentors and eighty-two (82) minority and non-minority scientists have served as Meeting Mentors to MS PHD'S student participants A total of ninety-nine \\(99)\\ undergraduate and graduate students from underrepresented populations have participated in the MS PHD'S program. Twenty-five undergraduate and graduate students participated in the MS PHD'S pilot program in 2003 as Cohort I. During FY 04-05, Cohort II consisted of twenty-seven students and twenty-three students formed Cohort III. FY 06-07, twenty-four (24) students formed Cohort IV. Of the ninety-nine \\(99)\\ student participants, fifty-four \\(54)\\ MS PHD'S student participants self-identified as African American, twenty-seven \\(27)\\ as Puerto Rican, six \\(6)\\ as Hispanic/Mexican American, eight \\(8)\\ as Native American and one \\(1)\\ each as African, Asian, Pacific Islander and Multi-Ethnic. During the five \\(5)\\ year span of MS PHD'S programming, fourteen \\(14)\\ student participants completed BS degrees, ten (10) completed MS degrees and seven \\(7\\ completed the Doctoral degrees. How did MS PHD'S establish meaningful engagement of the science community to enhance diversity within the Earth system science community? This case study reveals replicable processes and constructs to enhance the quality of meaningful collaboration and engagement. In addition, the study addresses frequently asked questions \\ (FAQ's)\\ on outreach, recruitment, engagement, retention and success of students from underrepresented populations within diversity-focused programs.

Mentoring to Promote Courage and Confidence among Elementary School Students with Internalizing Problems: A Single-Case Design Pilot Study

ERIC Educational Resources Information Center

Fiat, Aria E.; Cook, Clayton R.; Zhang, Yanchen; Renshaw, Tyler L.; DeCano, Polocarpio; Merrick, Jillian S.

2017-01-01

There is a paucity of selective, Tier 2 interventions that educators can implement for students with internalizing problems as part of their schools' Multi-Tiered Systems of Supports. To fill this void, the authors' purpose was to evaluate the efficacy, acceptability, and integrity of a structured school-based mentoring program, the Courage and…

Supporting Faculty Development in Hospital Medicine: Design and Implementation of a Personalized Structured Mentoring Program.

PubMed

Nagarur, Amulya; O'Neill, Regina M; Lawton, Donna; Greenwald, Jeffrey L

2018-02-01

The guidance of a mentor can have a tremendous influence on the careers of academic physicians. The lack of mentorship in the relatively young field of hospital medicine has been documented, but the efficacy of formalized mentorship programs has not been well studied. We implemented and evaluated a structured mentorship program for junior faculty at a large academic medical center. Of the 16 mentees who participated in the mentorship program, 14 (88%) completed preintervention surveys and 10 (63%) completed postintervention surveys. After completing the program, there was a statistically significant improvement in overall satisfaction within 5 specific domains: career planning, professional connectedness, self-reflection, research skills, and mentoring skills. All mentees reported that they would recommend that all hospital medicine faculty participate in similar mentorship programs. In this small, single-center pilot study, we found that the addition of a structured mentorship program based on training sessions that focus on best practices in mentoring was feasible and led to increased satisfaction in certain career domains among early-career hospitalists. Larger prospective studies with a longer follow-up are needed to assess the generalizability and durability of our findings. © 2017 Society of Hospital Medicine.

Breaking through the glass ceiling: an industrial perspective.

PubMed

Harlander, S K

1996-11-01

Many companies have recognized that the workforce of the future will be significantly more diverse than in the past. A substantial number of these new employees will be women. Industry must create an environment that attracts the best, brightest, and most talented women and provide an environment that empowers them to reach their full potential. Barriers to advancement, such as the real or perceived "glass ceiling," inhibit the individual and ultimately negatively affect the company. Successful companies will recognize that gender diversity is a critical business strategy and implement aggressive programs to assist women in breaking through the glass ceiling. Gender diversity initiatives should include examination of quality of life issues, training and development, organizational policies and practices, and management accountability. Mentoring programs clearly play an important role in gender diversity programs. Personal mentoring experiences in academic and corporate environments, as well as a pilot mentoring program at Land O'Lakes, will be discussed.

Design and Implementation of a Physician Coaching Pilot to Promote Value-Based Referrals to Specialty Care.

PubMed

Tuzzio, Leah; Ludman, Evette J; Chang, Eva; Palazzo, Lorella; Abbott, Travis; Wagner, Edward H; Reid, Robert J

2017-01-01

Referral rates to specialty care from primary care physicians vary widely. To address this variability, we developed and pilot tested a peer-to-peer coaching program for primary care physicians. To assess the feasibility and acceptability of the coaching program, which gave physicians access to their individual-level referral data, strategies, and a forum to discuss referral decisions. The team designed the program using physician input and a synthesis of the literature on the determinants of referral. We conducted a single-arm observational pilot with eight physicians which made up four dyads, and conducted a qualitative evaluation. Primary reasons for making referrals were clinical uncertainty and patient request. Physicians perceived doctor-to-doctor dialogue enabled mutual learning and a pathway to return joy to the practice of primary care medicine. The program helped physicians become aware of their own referral data, reasons for making referrals, and new strategies to use in their practice. Time constraints caused by large workloads were cited as a barrier both to participating in the pilot and to practicing in ways that optimize referrals. Physicians reported that the program could be sustained and spread if time for mentoring conversations was provided and/or nonfinancial incentives or compensation was offered. This physician mentoring program aimed at reducing specialty referral rates is feasible and acceptable in primary care settings. Increasing the appropriateness of referrals has the potential to provide patient-centered care, reduce costs for the system, and improve physician satisfaction.

Smooth Transition for Advancement to Graduate Education (STAGE) for Underrepresented Groups in the Mathematical Sciences Pilot Project: Broadening Participation through Mentoring

ERIC Educational Resources Information Center

Eubanks-Turner, Christina; Beaulieu, Patricia; Pal, Nabendu

2018-01-01

The Smooth Transition for Advancement to Graduate Education (STAGE) project was a three-year pilot project designed to mentor undergraduate students primarily from under-represented groups in the mathematical sciences. The STAGE pilot project focused on mentoring students as they transitioned from undergraduate education to either graduate school…

Training scholars in dissemination and implementation research for cancer prevention and control: a mentored approach.

PubMed

Padek, Margaret; Mir, Nageen; Jacob, Rebekah R; Chambers, David A; Dobbins, Maureen; Emmons, Karen M; Kerner, Jon; Kumanyika, Shiriki; Pfund, Christine; Proctor, Enola K; Stange, Kurt C; Brownson, Ross C

2018-01-22

As the field of D&I (dissemination and implementation) science grows to meet the need for more effective and timely applications of research findings in routine practice, the demand for formalized training programs has increased concurrently. The Mentored Training for Dissemination and Implementation Research in Cancer (MT-DIRC) Program aims to build capacity in the cancer control D&I research workforce, especially among early career researchers. This paper outlines the various components of the program and reports results of systematic evaluations to ascertain its effectiveness. Essential features of the program include selection of early career fellows or more experienced investigators with a focus relevant to cancer control transitioning to a D&I research focus, a 5-day intensive training institute, ongoing peer and senior mentoring, mentored planning and work on a D&I research proposal or project, limited pilot funding, and training and ongoing improvement activities for mentors. The core faculty and staff members of the MT-DIRC program gathered baseline and ongoing evaluation data regarding D&I skill acquisition and mentoring competency through participant surveys and analyzed it by iterative collective reflection. A majority (79%) of fellows are female, assistant professors (55%); 59% are in allied health disciplines, and 48% focus on cancer prevention research. Forty-three D&I research competencies were assessed; all improved from baseline to 6 and 18 months. These effects were apparent across beginner, intermediate, and advanced initial D&I competency levels and across the competency domains. Mentoring competency was rated very highly by the fellows--higher than rated by the mentors themselves. The importance of different mentoring activities, as rated by the fellows, was generally congruent with their satisfaction with the activities, with the exception of relatively greater satisfaction with the degree of emotional support and relatively lower satisfaction for skill building and opportunity initially. These first years of MT-DIRC demonstrated the program's ability to attract, engage, and improve fellows' competencies and skills and implement a multicomponent mentoring program that was well received. This account of the program can serve as a basis for potential replication and evolution of this model in training future D&I science researchers.

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

PubMed

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 effective mentoring; grant writing and other research-related tasks; and support for broader faculty responsibilities, such as teaching, service, and work-life balance.

A Value-Based Case Study to Increasing Community Mentoring in STEM for Hispanic Students

NASA Astrophysics Data System (ADS)

Moreno, Gilberto

This case study investigates the implementation of a unique community-driven mentoring pilot program (PASOS2) forging stronger community and K-12 partnerships. Focused on surfacing what matters most in engaging community mentors, this case study explores a civic organization's quest to impact, expand, and bring value via mentoring to Hispanic students' pursuit of post-secondary studies with emphasis in STEM careers. A major stumbling block faced by many underprivileged students is the lack of mentorship vital to expanding their social capital support system. This innovative mentoring approach provides students with critical access to STEM community empowerment agents supporting aspiring students' dreams. Analytical methods and principles of case study research focus on how community mentor choices impact community mentorship value. The study examines whether or not a formal mentoring system with a value-driven mentoring curriculum matters in attracting, preparing, and sustaining community mentors to advocate for STEM careers to Hispanic students. A mentor value equation is introduced correlating mentor capacity to build student relationships, demystify STEM, deliver career guidance, and fortify student readiness. A formal mentor development training program integrates a technology-based 'grit' software platform to enhance student awareness, understanding, and commitment to considering a STEM career. Through the investigation of a formal mentoring experience, the study reveals what best practices, tools, and techniques influence community mentor engagement. The findings of this case study underscore the value in preparing community mentor capacity and competency. The very nature of the PASOS2 project being civic community-based informs other communities on how their investments can fortify Hispanic student social capital in their successful pursuit of STEM careers.

Mentoring advanced practice nurses in research: recommendations from a pilot program.

PubMed

Leung, Doris; Widger, Kimberley; Howell, Doris; Nelson, Sioban; Molassiotis, Alex

2012-01-01

Advanced Practice Nurses (APNs) need research skills to develop and advance their practice and, yet, many have limited access to research training and support following completion of their advanced degree. In this paper we report on the development, delivery, and evaluation of an innovative pilot program that combined research training and one-to-one mentorship for nine APNs in conducting research relevant to their practice. The program was organized within an academic institution and its affiliated hospitals in Toronto, Canada. Our experience with this program may assist those in other organizations to plan and deliver a similar program for APN research mentorship.

Designing a Summer Transition Program for Incoming and Current College Students on the Autism Spectrum: A Participatory Approach.

PubMed

Hotez, Emily; Shane-Simpson, Christina; Obeid, Rita; DeNigris, Danielle; Siller, Michael; Costikas, Corinna; Pickens, Jonathan; Massa, Anthony; Giannola, Michael; D'Onofrio, Joanne; Gillespie-Lynch, Kristen

2018-01-01

Students with Autism Spectrum Disorder (ASD) face unique challenges transitioning from high school to college and receive insufficient support to help them navigate this transition. Through a participatory collaboration with incoming and current autistic college students, we developed, implemented, and evaluated two intensive week-long summer programs to help autistic students transition into and succeed in college. This process included: (1) developing an initial summer transition program curriculum guided by recommendations from autistic college students in our ongoing mentorship program, (2) conducting an initial feasibility assessment of the curriculum [Summer Transition Program 1 (STP1)], (3) revising our initial curriculum, guided by feedback from autistic students, to develop a curriculum manual, and (4) pilot-testing the manualized curriculum through a quasi-experimental pre-test/post-test assessment of a second summer program [Summer Transition Program 2 (STP2)]. In STP2, two autistic college students assumed a leadership role and acted as "mentors" and ten incoming and current autistic college students participated in the program as "mentees." Results from the STP2 pilot-test suggested benefits of participatory transition programming for fostering self-advocacy and social skills among mentees. Autistic and non-autistic mentors (but not mentees) described practicing advanced forms of self-advocacy, specifically leadership, through their mentorship roles. Autistic and non-autistic mentors also described shared (e.g., empathy) and unique (an intuitive understanding of autism vs. an intuitive understanding of social interaction) skills that they contributed to the program. This research provides preliminary support for the feasibility and utility of a participatory approach in which autistic college students are integral to the development and implementation of programming to help less experienced autistic students develop the self-advocacy skills they will need to succeed in college.

Meaningful Engagement of Organizational and Agency Partnerships to Enhance Diversity within the Earth System Science Community: A Case Study

NASA Astrophysics Data System (ADS)

Pyrtle, A. J.; Whitney, V. W.; Powell, J. M.; Bailey, K. L.

2006-12-01

The Minorities Striving and Pursuing Higher Degrees of Success in Earth System Science Initiative (MS PHD'S) was established by and for underrepresented minorities to facilitate increased and sustained participation in Earth system science community. The MS PHD'S launched its pilot program in 2003 with twenty professional organizations, agencies and institutions as partners. Each year partnership alliances have grown. In the second year or programming, thirty-one partnering agencies/institutions supported involvement of MS PHD'S student participants and for 2005-2006, representatives from forty-five agencies and institutions have provided similar support and exposure to the third cohort of student participants. Nineteen scientists served as meeting mentors during the MS PHD'S pilot program in 2003. By the following year, twenty-two additional scientists partnered with MS PHD'S mentees. During 2005-2006, twenty-one new scientists served as program mentors. Thus far, the MS PHD'S program has successfully engaged sixty-two minority and non-minority scientists as mentors to MS PHD'S student participants. AGU, AMS, ASLO, ESA, TOS, NAS OSB and JOI continue to serve as MS PHD'S Society Partners and hosts for MS PHD'S student activities in conjunction with their meetings. Each of the five professional society partners provided assistance in identifying mentors, provided complimentary memberships and meeting registrations for MS PHD'S student participants. AGU, AMS, ASLO, JOI and TOS have sponsored more than 90 conference registration and travel awards for the purpose of student participants engaging in MS PHD'S Professional Development Program Phase 2 activities at their international meetings. How did MS PHD'S establish meaningful engagement of organizational and agency partnerships to enhance diversity within the Earth system science community? This case study reveals replicable processes and constructs to enhance the quality of meaningful collaboration and engagement. In addition, the study addresses frequently asked questions (FAQ's) on the formation and sustenance of partnerships among principal investigators and evaluators and the impact of this partnership on writing proposals, implementing and evaluating program activities and outcomes.

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

PubMed Central

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

2017-01-01

Context: 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. Objective: To gain the perspectives of promising and established investigators on their participation in the NATA Foundation Research Mentor Program. Design: Qualitative, phenomenological research. Setting: Higher education institutions. Patients or Other Participants: 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 interview 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. Results: 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. Conclusions: 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 effective mentoring; grant writing and other research-related tasks; and support for broader faculty responsibilities, such as teaching, service, and work-life balance. PMID:28318314

"We Would Still Find Things to Talk About": Assessment of Mentor Perspectives in a Systemic Lupus Erythematosus Intervention to Improve Disease Self-Management, Empowering SLE Patients.

PubMed

Flournoy-Floyd, Minnjuan; Ortiz, Kasim; Egede, Leonard; Oates, Jim C; Faith, Trevor D; Williams, Edith M

2018-04-01

Systemic Lupus Erythematosus (SLE) is a chronic autoimmune disorder with significant disparate impact on African American women. The current study sought to highlight how the Peer Approaches to Lupus Self-management (PALS) intervention worked bi-directionally wherein both women with SLE leading the disease self-management program (mentors), and those participants who served as mentees, were empowered toward greater disease self-efficacy. Data was captured for this study in two formats from the seven mentors participating in the pilot study: 1) mentor logs and 2) mentor interviews with the principle investigator. This information was then analyzed for themes relating to their experience within the study. We found that empowerment was facilitated by mentors taking their mentorship responsibilities seriously and seeking several avenues for collaboratively developing success with their mentees. Mentors reported that although challenges arose, their desire for success resulted in multiple approaches to be flexible and responsive to the needs of their mentees. Additionally, reciprocity was found to be a vital element of the program. Key thematic areas supported our ability to demonstrate the usefulness of a peer mentoring program for SLE disease self-management on evoking empowerment through reciprocal relationships among mentors and mentees within our study population. Furthermore the feedback from PALS participants yielded very rich and contextual information that can be used as a thematic guide for developing and refining evidence-based interventions that seek to incorporate empowerment into disease self-management efforts for women suffering from SLE. Copyright © 2018 National Medical Association. Published by Elsevier Inc. All rights reserved.

Strategies: Externship as an Enrichment Experience.

ERIC Educational Resources Information Center

Winkley, Gail P.; And Others

1991-01-01

Georgia piloted an externship program for dental hygienists that paired selected local dentists with senior dental hygiene students who had passed the national board examination and taken one state board examination. Dentists became mentors, and students learned about professional practice and were enthusiastic participants. (MSE)

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

PubMed

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-based problem solving. © Fischer et al.

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

PubMed Central

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

2015-01-01

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-based problem solving. PMID:26681711

Early Career Boot Camp: a novel mechanism for enhancing early career development for psychologists in academic healthcare.

PubMed

Foran-Tuller, Kelly; Robiner, William N; Breland-Noble, Alfiee; Otey-Scott, Stacie; Wryobeck, John; King, Cheryl; Sanders, Kathryn

2012-03-01

The purpose of this article is to describe a pilot mentoring program for Early Career Psychologists (ECPs) working in Academic Health Centers (AHCs) and synthesize the lessons learned to contribute to future ECP and AHC career development training programs. The authors describe an early career development model, named the Early Career Boot Camp. This intensive experience was conducted as a workshop meant to build a supportive network and to provide mentorship and survival tools for working in AHCs. Four major components were addressed: professional effectiveness, clinical supervision, strategic career planning, and academic research. Nineteen attendees who were currently less than 5 years post completion of doctoral graduate programs in psychology participated in the program. The majority of boot camp components were rated as good to excellent, with no component receiving below average ratings. Of the components offered within the boot camp, mentoring and research activities were rated the strongest, followed by educational activities, challenges in AHCS, and promotion and tenure. The article describes the purpose, development, implementation, and assessment of the program in detail in an effort to provide an established outline for future organizations to utilize when mentoring ECPs.

Moms Supporting Moms: Digital Storytelling With Peer Mentors in Recovery From Substance Use.

PubMed

Paterno, Mary T; Fiddian-Green, Alice; Gubrium, Aline

2018-01-01

Substance use disorder (SUD) is a growing issue nationally, and SUD in pregnancy has significant consequences for mothers and their children. This article describes findings from a pilot project that used digital storytelling as a mechanism for understanding substance use and recovery from the perspective of women in recovery from SUD in pregnancy who worked as peer mentors with pregnant women currently experiencing SUD. Research on peer mentorship has primarily focused on outcomes for mentees but not the experience of the peer mentors themselves. In this qualitative study, a 3-day digital storytelling workshop was conducted with five women in recovery serving as peer mentors in their community. Each mentor also participated in an individual, in-depth interview. The digital storytelling workshop process helped peer mentors make linkages between their past substance use experiences to their present work of recovery, and fostered deep social connections between mentors through the shared experience. The workshop process also elicited a sense of hope among participants, which served as groundwork for developing advocacy-based efforts. Digital storytelling may be therapeutic for women in recovery and has the potential to be integrated into recovery programs to bolster hope and social support among participants.

New Teacher Induction--In and out of Cyberspace

ERIC Educational Resources Information Center

Berry, Barnett; Byrd, Ann

2012-01-01

In this chapter, the authors draw on their experiences with working in building virtual communities of teachers and a pilot program to examine the prospects for increasing consistency in the effectiveness of new teacher support through online networks. Although not intended as a substitute for high-quality face-to-face mentoring experiences,…

Entry-Year Administrator Induction: A State and Local School District Model.

ERIC Educational Resources Information Center

Drury, William R.

1988-01-01

The Dayton (Ohio) City School District initiated a very successful pilot induction program for entry-year administrators in January 1987. Nine special workshops were planned to train both volunteer mentors and entry-year administrators in such areas as personal development, conflict management, problem identification and solution, time management,…

The Community Mentorship Program: Providing Community-Engagement Opportunities for Early-Stage Clinical and Translational Scientists to Facilitate Research Translation.

PubMed

Patino, Cecilia M; Kubicek, Katrina; Robles, Marisela; Kiger, Holly; Dzekov, Jeanne

2017-02-01

A goal of the Southern California Clinical and Translational Science Institute (SC-CTSI) at the University of Southern California and Children's Hospital Los Angeles is to train early-stage clinical and translational scientists (CTSs) to conduct research that improves the health of diverse communities. This goal aligns well with the Institute of Medicine's recommendations emphasizing community engagement in biomedical research that facilitates research translation. The Community Mentorship Program (CMP), created to complement community-engaged research didactics, matches CTSs with community mentors who help them identify and complete community-engaged experiences that inform their research. The CMP was piloted in 2013-2015 by the SC-CTSI Workforce Development and Community Engagement cores. The CMP team matched three CTSs (assistant professors pursuing mentored career development awards) with mentors at community-based organizations (CBOs) aligned with their research interests. Each mentor-mentee pair signed a memorandum of understanding. The CMP team checked in regularly, monitoring progress and addressing challenges in CTSs' completion of their community-engaged experience. Each pair completed at least one community-engaged activity informing the CTS's research. In exit interviews, the CTSs and CBO mentors expressed satisfaction with the program and stated that they would continue to work together. The CTSs reported that the program provided opportunities to develop networks outside academia, build trust within the community, and receive feedback and learn from individuals in communities affected by their research. The CMP will be expanded to include all eligible early-career CTSs and promoted for use in similar settings outside the SC-CTSI.

Electronic Mentoring of Research.

ERIC Educational Resources Information Center

Gregory, Vicki L.

On July 1, 1991, the ACRL (Association of College and Research Libraries) Research Committee launched a pilot project to mentor academic librarians in their conduct of research. Since the mentors and protegees were potentially from all over the United States, the decision was made to mentor using the electronic conferencing capability of BITNET…

The role of the student professional association in mentoring dental hygiene students for the future.

PubMed

Furgeson, Danielle; George, Mary; Nesbit, Samuel; Peterson, Charlotte; Peterson, Diane; Wilder, Rebecca S

2008-01-01

The purpose of this study was to determine the role of the Student American Dental Hygienists' Association (SADHA) in mentoring/developing dental hygiene students for the future. This project also assessed attitudes and practices of SADHA advisors towards the utilization of SADHA as a mechanism for mentoring dental hygiene students' professional development to meet the oral health needs of the public, and the goals of the ADHA. These goals include promotion of education beyond the baccalaureate level to develop qualified faculty, encouraging dental hygiene research, and promoting leadership. The study also evaluated if geographic region and academic setting impacted the utilization of SADHA. After IRB exemption, a pilot-tested questionnaire was administered using Survey Monkey, an online survey website, to 277 individual contacts at Commission on Dental Accreditation (CODA) accredited dental hygiene programs. A response rate of 68% was achieved with 186 individual responses. Eighty percent of respondents indicated offering no mentoring opportunities outside of the curriculum, while incongruously, 58.3% felt they actively mentor through SADHA. When asked what the main focus of SADHA should be, SADHA advisors ranked community service/philanthropy as number one. SADHA chapters at institutions that offer a Bachelor of Science in Dental Hygiene (BSDH) degree completion program offer more mentoring opportunities (p= or <.001). Programs offering the BSDH offer a wider variety of topics from guest speakers (p=.038). SADHA chapters in Western states have a higher graduate membership conversion rate than other regions (p=.018). SADHA advisors do not agree on how SADHA should be utilized. The majority of SADHA chapters are not offering mentoring opportunities outside of the traditional curriculum for leadership and career development. What is clear is that both students and advisors desire more interaction with the local ADHA components and constituents. In order to address these issues, efforts should be made to provide networking support among SADHA advisors and increase faculty perception of the importance of the professional association and the role of students in its future. The ADHA should consider developing a mentoring program that builds strong partnerships among all state constituent and components and SADHA.

Generation of development environments for the Arden Syntax.

PubMed Central

Bång, M.; Eriksson, H.

1997-01-01

Providing appropriate development environments for specialized languages requires a significant development and maintenance effort. Specialized environments are therefore expensive when compared to their general-language counterparts. The Arden Syntax for Medical Logic Modules (MLM) is a standardized language for representing medical knowledge. We have used PROTEGE-II, a knowledge-engineering environment, to generate a number of experimental development environments for the Arden Syntax. MEDAILLE is the resulting MLM editor, which provides a user-friendly environment that allows users to create and modify MLM definitions. Although MEDAILLE is a generated editor, it has similar functionality, while reducing the programming effort, as compared to other MLM editors developed using traditional programming techniques. We discuss how developers can use PROTEGE-II to generate development environments for other standardized languages and for general programming languages. PMID:9357639

One year outcomes of a mentoring scheme for female academics: a pilot study at the Institute of Psychiatry, King's College London

PubMed Central

2011-01-01

Background The professional development of under-represented faculty may be enhanced by mentorship, but we understand very little about the mechanisms by which mentoring brings about change. Our study posed the research question, what are the mechanisms by which mentoring may support professional development in under-represented groups? The study aims to: (i) to pilot a mentoring scheme for female academics; (ii) to compare various health-related and attitudinal measures in mentees at baseline, 6 months, and 1 year into the mentoring relationship and, (iii) to compare pre-mentoring expectations to outcomes at 6 months and 1 year follow-up for mentees and mentors. Methods Female academic mentees were matched 1:1 or 2:1 with more senior academic mentors. Online surveys were conducted to compare health-related and attitudinal measures and expectations of mentoring at baseline with outcomes at 6 months and 1 year using paired t-tests and McNemar's test for matched cohort data. Results N = 46 mentoring pairs, 44 (96%) mentees completed the pre-mentoring survey, 37 (80%) at 6 months and 30 (65%) at 1 year. Job-related well-being (anxiety-contentment), self-esteem and self-efficacy all improved significantly and work-family conflict diminished at 1 year. Highest expectations were career progression (39; 89%), increased confidence (38; 87%), development of networking skills (33; 75%), better time-management (29; 66%) and better work-life balance (28; 64%). For mentees, expectations at baseline were higher than perceived achievements at 6 months or 1 year follow-up. For mentors (N = 39), 36 (92%) completed the pre-mentoring survey, 32 (82%) at 6 months and 28 (72%) at 1 year. Mentors' highest expectations were of satisfaction in seeing people progress (26; 69%), seeing junior staff develop and grow (19; 53%), helping solve problems (18; 50%), helping women advance their careers (18; 50%) and helping remove career obstacles (13; 36%). Overall, gains at 6 months and 1 year exceeded pre-mentoring expectations. Conclusions This uncontrolled pilot study suggests that mentoring can improve aspects of job-related well-being, self-esteem and self-efficacy over 6 months, with further improvements seen after 1 year for female academics. Work-family conflict can also diminish. Despite these gains, mentees' prior expectations were shown to be unrealistically high, but mentors' expectations were exceeded. PMID:21473749

One year outcomes of a mentoring scheme for female academics: a pilot study at the Institute of Psychiatry, King's College London.

PubMed

Dutta, Rina; Hawkes, Sarah L; Kuipers, Elizabeth; Guest, David; Fear, Nicola T; Iversen, Amy C

2011-04-07

The professional development of under-represented faculty may be enhanced by mentorship, but we understand very little about the mechanisms by which mentoring brings about change. Our study posed the research question, what are the mechanisms by which mentoring may support professional development in under-represented groups? The study aims to: (i) to pilot a mentoring scheme for female academics; (ii) to compare various health-related and attitudinal measures in mentees at baseline, 6 months, and 1 year into the mentoring relationship and, (iii) to compare pre-mentoring expectations to outcomes at 6 months and 1 year follow-up for mentees and mentors. Female academic mentees were matched 1:1 or 2:1 with more senior academic mentors. Online surveys were conducted to compare health-related and attitudinal measures and expectations of mentoring at baseline with outcomes at 6 months and 1 year using paired t-tests and McNemar's test for matched cohort data. N = 46 mentoring pairs, 44 (96%) mentees completed the pre-mentoring survey, 37 (80%) at 6 months and 30 (65%) at 1 year. Job-related well-being (anxiety-contentment), self-esteem and self-efficacy all improved significantly and work-family conflict diminished at 1 year. Highest expectations were career progression (39; 89%), increased confidence (38; 87%), development of networking skills (33; 75%), better time-management (29; 66%) and better work-life balance (28; 64%). For mentees, expectations at baseline were higher than perceived achievements at 6 months or 1 year follow-up. For mentors (N = 39), 36 (92%) completed the pre-mentoring survey, 32 (82%) at 6 months and 28 (72%) at 1 year. Mentors' highest expectations were of satisfaction in seeing people progress (26; 69%), seeing junior staff develop and grow (19; 53%), helping solve problems (18; 50%), helping women advance their careers (18; 50%) and helping remove career obstacles (13; 36%). Overall, gains at 6 months and 1 year exceeded pre-mentoring expectations. This uncontrolled pilot study suggests that mentoring can improve aspects of job-related well-being, self-esteem and self-efficacy over 6 months, with further improvements seen after 1 year for female academics. Work-family conflict can also diminish. Despite these gains, mentees' prior expectations were shown to be unrealistically high, but mentors' expectations were exceeded.

`INCLUDING' Partnerships to Build Authentic Research Into K-12 Science Education

NASA Astrophysics Data System (ADS)

Turrin, M.; Lev, E.; Newton, R.; Xu, C.

2017-12-01

Opportunities for authentic research experiences have been shown effective for recruiting and retaining students in STEM fields. Meaningful research experiences entail significant time in project design, modeling ethical practice, providing training, instruction, and ongoing guidance. We propose that in order to be sustainable, a new instructional paradigm is needed, one that shifts from being top-weighted in instruction to a distributed weight model. This model relies on partnerships where everyone has buy-in and reaps rewards, establishing broadened networks for support, and adjusting the mentoring model. We use our successful Secondary School Field Research Program as a model for this new paradigm. For over a decade this program has provided authentic geoscience field research for an expanding group of predominantly inner city high school youth from communities underrepresented in the sciences. The program has shifted the balance with returning participants now serving as undergraduate mentors for the high school student `researchers', providing much of the ongoing training, instruction, guidance and feedback needed. But in order to be sustainable and impactful we need to broaden our base. A recent NSF-INCLUDES pilot project has allowed us to expand this model, linking schools, informal education non-profits, other academic institutions, community partners and private funding agencies into geographically organized `clusters'. Starting with a tiered mentoring model with scientists as consultants, teachers as team members, undergraduates as team leaders and high school students as researchers, each cluster will customize its program to reflect the needs and strengths of the team. To be successful each organization must identify how the program fits their organizational goals, the resources they can contribute and what they need back. Widening the partnership base spreads institutional commitments for research scientists, research locations and lab space, meaningful projects and undergraduate mentors. Representatives from the clusters formed working groups to turn best practices in areas such as mentoring, recruitment, assessment and funding into a flexible structure for the clusters. These working groups will provide the outline to expand a successful authentic research program.

Mentored peer review of standardized manuscripts as a teaching tool for residents: a pilot randomized controlled multi-center study.

PubMed

Wong, Victoria S S; Strowd, Roy E; Aragón-García, Rebeca; Moon, Yeseon Park; Ford, Blair; Haut, Sheryl R; Kass, Joseph S; London, Zachary N; Mays, MaryAnn; Milligan, Tracey A; Price, Raymond S; Reynolds, Patrick S; Selwa, Linda M; Spencer, David C; Elkind, Mitchell S V

2017-01-01

There is increasing need for peer reviewers as the scientific literature grows. Formal education in biostatistics and research methodology during residency training is lacking. In this pilot study, we addressed these issues by evaluating a novel method of teaching residents about biostatistics and research methodology using peer review of standardized manuscripts. We hypothesized that mentored peer review would improve resident knowledge and perception of these concepts more than non-mentored peer review, while improving review quality. A partially blinded, randomized, controlled multi-center study was performed. Seventy-eight neurology residents from nine US neurology programs were randomized to receive mentoring from a local faculty member or not. Within a year, residents reviewed a baseline manuscript and four subsequent manuscripts, all with introduced errors designed to teach fundamental review concepts. In the mentored group, mentors discussed completed reviews with residents. Primary outcome measure was change in knowledge score between pre- and post-tests, measuring epidemiology and biostatistics knowledge. Secondary outcome measures included level of confidence in the use and interpretation of statistical concepts before and after intervention, and RQI score for baseline and final manuscripts. Sixty-four residents (82%) completed initial review with gradual decline in completion on subsequent reviews. Change in primary outcome, the difference between pre- and post-test knowledge scores, did not differ between mentored (-8.5%) and non-mentored (-13.9%) residents ( p  = 0.48). Significant differences in secondary outcomes (using 5-point Likert scale, 5 = strongly agree) included mentored residents reporting enhanced understanding of research methodology (3.69 vs 2.61; p  = 0.001), understanding of manuscripts (3.73 vs 2.87; p  = 0.006), and application of study results to clinical practice (3.65 vs 2.78; p  = 0.005) compared to non-mentored residents. There was no difference between groups in level of interest in peer review (3.00 vs 3.09; p  = 0.72) or the quality of manuscript review assessed by the Review Quality Instrument (RQI) (3.25 vs 3.06; p  = 0.50). We used mentored peer review of standardized manuscripts to teach biostatistics and research methodology and introduce the peer review process to residents. Though knowledge level did not change, mentored residents had enhanced perception in their abilities to understand research methodology and manuscripts and apply study results to clinical practice.

Designing a Summer Transition Program for Incoming and Current College Students on the Autism Spectrum: A Participatory Approach

PubMed Central

Hotez, Emily; Shane-Simpson, Christina; Obeid, Rita; DeNigris, Danielle; Siller, Michael; Costikas, Corinna; Pickens, Jonathan; Massa, Anthony; Giannola, Michael; D'Onofrio, Joanne; Gillespie-Lynch, Kristen

2018-01-01

Students with Autism Spectrum Disorder (ASD) face unique challenges transitioning from high school to college and receive insufficient support to help them navigate this transition. Through a participatory collaboration with incoming and current autistic college students, we developed, implemented, and evaluated two intensive week-long summer programs to help autistic students transition into and succeed in college. This process included: (1) developing an initial summer transition program curriculum guided by recommendations from autistic college students in our ongoing mentorship program, (2) conducting an initial feasibility assessment of the curriculum [Summer Transition Program 1 (STP1)], (3) revising our initial curriculum, guided by feedback from autistic students, to develop a curriculum manual, and (4) pilot-testing the manualized curriculum through a quasi-experimental pre-test/post-test assessment of a second summer program [Summer Transition Program 2 (STP2)]. In STP2, two autistic college students assumed a leadership role and acted as “mentors” and ten incoming and current autistic college students participated in the program as “mentees.” Results from the STP2 pilot-test suggested benefits of participatory transition programming for fostering self-advocacy and social skills among mentees. Autistic and non-autistic mentors (but not mentees) described practicing advanced forms of self-advocacy, specifically leadership, through their mentorship roles. Autistic and non-autistic mentors also described shared (e.g., empathy) and unique (an intuitive understanding of autism vs. an intuitive understanding of social interaction) skills that they contributed to the program. This research provides preliminary support for the feasibility and utility of a participatory approach in which autistic college students are integral to the development and implementation of programming to help less experienced autistic students develop the self-advocacy skills they will need to succeed in college. PMID:29487547

Mentoring: A Model for Leadership Development?

ERIC Educational Resources Information Center

Stead, Valerie

2005-01-01

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

Mentoring for School Leadership in South Africa: Diversity, Dissimilarity and Disadvantage

ERIC Educational Resources Information Center

Moorosi, Pontso

2012-01-01

In South Africa, until recently, mentoring has not been formalized as part of school leadership induction programmes or of leadership professional development. However, the South African government identified mentoring as a distinctive aspect of its pilot leadership development programme for school principals. This programme signalled a shift from…

Training Future Generations of Mental Health Researchers: Devising Strategies for Tough Times

PubMed Central

Reynolds, Charles F.; Pilkonis, Paul A.; Kupfer, David J.; Dunn, Leslie; Pincus, Harold A.

2009-01-01

Objective The authors describe a junior faculty scholars program in a large academic department of psychiatry, designed to reduce attrition during the high-risk period of transition from post-doctoral fellowship to receipt of the first extramural research award. Method Scholars receive 25% salary support for two years to enable their participation in a research survival skills practicum, mentored collection of pilot data, preparation of manuscripts for peer-reviewed publication, and submission of K23 and K01 proposals. Results Of 22 junior faculty scholars appointed during the period of 1999–2004, 17 have submitted K award proposals. All were funded on either the first or second submission Conclusions A program for junior faculty scholars can provide support for successfully navigating the critical and often difficult transition from post-doctoral fellowship to junior faculty. The program is expanding its efforts to assist K awardees in moving successfully along the developmental continuum (e.g., successful submission of R01, development of mentoring skills). PMID:17344458

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

PubMed

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

2011-09-24

Despite increasing recognition that mentoring is essential early in medical careers, little is known about the prevalence of mentoring programs for medical students. We conducted this study to survey all medical schools in Germany regarding the prevalence of mentoring programs for medical students as well as the characteristics, goals and effectiveness of these programs. A definition of mentoring was established and program inclusion criteria were determined based on a review of the literature. The literature defined mentoring as a steady, long-lasting relationship designed to promote the mentee's overall development. We developed a questionnaire to assess key characteristics of mentoring programs: the advocated mentoring model, the number of participating mentees and mentors, funding and staff, and characteristics of mentees and mentors (e.g., level of training). In addition, the survey characterized the mentee-mentor relationship regarding the frequency of meetings, forms of communication, incentives for mentors, the mode of matching mentors and mentees, and results of program evaluations. Furthermore, participants were asked to characterize the aims of their programs. The questionnaire consisted of 34 questions total, in multiple-choice (17), numeric (7) and free-text (10) format. This questionnaire was sent to deans and medical education faculty in Germany between June and September 2009. For numeric answers, mean, median, and standard deviation were determined. For free-text items, responses were coded into categories using qualitative free text analysis. We received responses from all 36 medical schools in Germany. We found that 20 out of 36 medical schools in Germany offer 22 active mentoring programs with a median of 125 and a total of 5,843 medical students (6.9 - 7.4% of all German medical students) enrolled as mentees at the time of the survey. 14 out of 22 programs (63%) have been established within the last 2 years. Six programs (27%) offer mentoring in a one-on-one setting. 18 programs (82%) feature faculty physicians as mentors. Nine programs (41%) involve students as mentors in a peer-mentoring setting. The most commonly reported goals of the mentoring programs include: establishing the mentee's professional network (13 programs, 59%), enhancement of academic performance (11 programs, 50%) and counseling students in difficulties (10 programs, 45%). Despite a clear upsurge of mentoring programs for German medical students over recent years, the overall availability of mentoring is still limited. The mentoring models and goals of the existing programs vary considerably. Outcome data from controlled studies are needed to compare the efficiency and effectiveness of different forms of mentoring for medical students.

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

PubMed Central

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 programs (27%) offer mentoring in a one-on-one setting. 18 programs (82%) feature faculty physicians as mentors. Nine programs (41%) involve students as mentors in a peer-mentoring setting. The most commonly reported goals of the mentoring programs include: establishing the mentee's professional network (13 programs, 59%), enhancement of academic performance (11 programs, 50%) and counseling students in difficulties (10 programs, 45%). Conclusions Despite a clear upsurge of mentoring programs for German medical students over recent years, the overall availability of mentoring is still limited. The mentoring models and goals of the existing programs vary considerably. Outcome data from controlled studies are needed to compare the efficiency and effectiveness of different forms of mentoring for medical students. PMID:21943281

E-Mentoring for Social Equity: Review of Research to Inform Program Development

ERIC Educational Resources Information Center

Single, Peg Boyle; Single, Richard M.

2005-01-01

The advent of user-friendly email programs and web browsers created possibilities for widespread use of e-mentoring programs. In this review of the research, we presented the history of e-mentoring programs and defined e-mentoring and structured e-mentoring programs, focusing on large-scale e-mentoring programs that addressed issues of social…

Mentors, Not Models: Supporting Teachers to Be Empowered in an Irish Context

ERIC Educational Resources Information Center

O'Dohery, Teresa; Deegan, James

2009-01-01

This article explores the values and perceptions of Irish mentor teachers who have been involved in mentoring novice teachers. While situating this research within the historical context of the teaching profession in the Republic of Ireland, the article chronicles the establishment of the National Pilot Project on Teacher Induction and reports on…

Professional Development for Secondary School Mathematics Teachers: A Peer Mentoring Model

ERIC Educational Resources Information Center

Kensington-Miller, Barbara

2012-01-01

Professional development is important for all teachers, and in low socio-economic schools where the challenges of teaching are greater this need is crucial. A model involving a combination of one-on-one peer mentoring integrated with group peer mentoring was piloted with experienced mathematics teachers of senior students in low socio-economic…

DOE Office of Scientific and Technical Information (OSTI.GOV)

Downing, M.

America's desire for energy independence places a new demand on alternative fuel production. Additional interest and emphasis are being placed on alternatives such as solar, wind, biofuels and nuclear energy. The nuclear fuel production option brings a new look at risk and residual waste management for a number of communities that have traditionally remained outside the energy debate. With the Federal requirements for environmental justice and public participation in energy and environmental decision-making, proponents of alternative energy production facilities will find themselves participating in discussions of risk, production, storage and disposal of hazardous materials and waste matters with low incomemore » and minority members in communities where these facilities are located or wish to locate. The fundamental principal of environmental justice is that all residents should have meaningful and intelligent participation in all aspects of environmental decision-making that could affect their community. Impacted communities must have the resources and ability to effectively marshall data and other information in order to make informed and intelligent decisions. Traditionally, many low-income and minority communities have lacked access to the required information, decision-makers and technical advisers to make informed decisions with respect to various risks that accompany alternative energy production, hazardous materials storage and nuclear waste management. In order to provide the necessary assistance to these communities, the Departments of Energy and Agriculture have teamed with others to cerate the Alternative Energy Consortium. The Alternative Energy Consortium is a collaboration of non-profit organizations, Federal agencies, Historically Black Colleges and Universities and Minority Serving Institutions (HBCU/MSIs), and private sector corporations (energy industry specialists) designed to explore and develop opportunities that empower minorities to own and work in all aspects of the field of alternative energy. The Consortium's primary objectives are to find ways to: - Include minorities in the development and ownership of infrastructure in the alternative energy industry; - Promote research and education programs to inform the public about risks and benefits of various forms of alternative energy; - Build a Mentor/Protege Program between HBCU/MSIs and industry leaders to enhance minority participation in ownership and career success in alternative energy production and distribution. The Consortium will work together to create a process whereby minorities and low income individuals will be recruited, educated, and mentored to maximize alternative energy ownership and job opportunities. Industry specialists and government representatives will work with academicians and others to: 1. research areas and methods where minorities and rural communities can engage in the industry; 2. invest in minorities by serving as mentors to minority serving institutions by offering hands-on experience through apprenticeships; 3. work to identify ownership opportunities for minorities; and 4. work to develop legislation that supports economic development and participation for minorities and rural communities in the industry. To accomplish this goal, the Consortium has set out a three-phase plan. Phase I organized a meeting of professionals to discuss the concept, explore the fundamentals, identify key players, and draft next steps. The group took a critical look at the energy industry: 1) trends, 2) economics, 3) limited number of minorities; and 4) infrastructure. Through that process the group identified four areas that would greatly impact economic development for minorities and rural communities: I Energy; II Broadband Communications; III Education; IV Labor Resources. Phase II presented a roundtable panel discussion that continued to refine the Consortium. The goal of these discussions is to produce a well-balanced Consortium committed to working together to produce effective solutions that bridge the gap between alternative energy and minorities and rural communities. Phase III is the implementation stage that will put the consortium plans into action. This will include the Mentor/Protege Program between HBCU/MSIs and industry leaders, and any additional actions that come from the Phase II roundtable discussion. Phase III will also include a panel discussion at the State of Environmental Justice in America 2008 Conference in Washington, DC in March, 2008. The Consortium's work should facilitate the siting and management of alternative energy production facilities in communities that include a significant number of minority and/or low income individuals. This effort should increase America's prospects for energy independence. (authors)« less

The Community Mentorship Program: Providing Community-Engagement Opportunities for Early-Stage Clinical and Translational Scientists to Facilitate Research Translation

PubMed Central

Patino, Cecilia M.; Kubicek, Katrina; Robles, Marisela; Kiger, Holly; Dzekov, Jeanne

2016-01-01

Problem A goal of the Southern California Clinical and Translational Science Institute (SC-CTSI) at the University of Southern California (USC) and Children's Hospital Los Angeles is to train early-stage clinical translational scientists (CTSs) to conduct research that improves the health of diverse communities. This goal aligns well with the Institute of Medicine's recommendations emphasizing community engagement in biomedical research that facilitates research translation. The Community Mentorship Program (CMP), created to complement community-engaged research (CER) didactics, matches CTSs with community mentors who help CTSs identify and complete community-engaged experiences that inform their research. Approach The CMP was piloted in 2013-2015 by the SC-CTSI Workforce Development and Community-Engagement cores. The CMP team matched three CTSs (assistant professors pursuing mentored career development awards, two with CER experience) with mentors at community-based organizations (CBOs) aligned with their research interests. Each mentor–mentee pair signed a memorandum of understanding. The CMP team checked in regularly, monitoring progress and addressing challenges in CTSs’ completion of their community-engaged experience. Outcomes All pairs completed at least one community-engaged activity informing the CTS's research. In exit interviews, the CTSs and CBO mentors expressed satisfaction with the program and stated they would continue to work together. The CTSs reported the program provided opportunities to develop networks outside academia, build trust within the community, and receive feedback and learn from individuals in communities affected by their research. Next Steps The CMP will be expanded to include all eligible early-career CTSs and promoted for use in similar settings outside the SC-CTSI. PMID:27508342

The development of a diversity mentoring program for faculty and trainees: A program at the Brown Clinical Psychology Training Consortium

PubMed Central

de Dios, Marcel A.; Kuo, Caroline; Hernandez, Lynn; Clark, Uraina S.; Wenze, Susan J.; Boisseau, Christina L.; Hunter, Heather L.; Reddy, Madhavi K.; Tolou-Shams, Marina; Zlotnick, Caron

2013-01-01

There is a critical need for increasing the diversity representation among clinicians and researchers in academic medicine, including departments of psychiatry and psychology. Mentorship of under-represented groups has been identified as an important way to remediate diversity-related barriers in the field. This paper outlines the early development and pilot implementation of a diversity mentorship program at Brown University. In an effort to inform and guide future diversity programs, we discuss the challenges faced in creating the program, the successes experienced during the first year, and the future directions undertaken as a means for improving the program. PMID:25346563

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

ERIC Educational Resources Information Center

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…

Perceptions of medical students and their mentors in a specialised programme designed to provide insight into non-traditional career paths

PubMed Central

Josephson, Anna; Stenfors-Hayes, Terese

2011-01-01

Objectives This pilot study explores the perceptions of medical students and their individual mentors who advised them in a specialised programme where students gained insight into non-tradition career paths. Methods Twelve medical students in years 3-6 at Karolinska Institutet, Sweden were recruited to the Prominentia mentor programme where they were individually paired with mentors who met with them to discuss and advise them on non-traditional career paths. Application letters of students to join the programme as well as electronically distributed questionnaires and semi-structured interviews were used to assess the perceptions of mentors and students to the programme. Both the questionnaire and the interview transcripts were thematised using content analysis. Results In terms of expectations and requests, the application letters showed that all students specified their career goals and the type of mentor they desired. Whereas mentors in general had fewer requests and some had no specific demands. In light of perceived effects, all mentors felt they discussed future careers with their students and the majority of students responded the same way, with some interesting deviations. Most discussed topics during meetings were: future career, medical education, combinations of private life and work, and work environment. Conclusions This pilot study revealed that students appreciated receiving inspiration and seeing career path opportunities outside academic medicine as well as receiving support in personal and professional development and guidance about the students’ role as a doctor. However, discrepancies were found regarding how mentors and students respectively perceived the mentor programme.

Evaluation of a Speed Mentoring Program: Achievement of Short-Term Mentee Goals and Potential for Longer-Term Relationships.

PubMed

Cellini, Melissa M; Serwint, Janet R; D'Alessandro, Donna M; Schulte, Elaine E; Osman, Cynthia

2017-07-01

Speed mentoring provides brief mentoring and networking opportunities. We evaluated 1) a national speed mentoring program's ability to encourage in-person networking and advice-sharing, and 2) 2 potential outcomes: helping mentees achieve 3-month goals, and fostering mentoring relationships after the program. An outcome approach logic model guided our program evaluation. Sixty mentees and 60 mentors participated. Each mentee met with 6 mentors for 10 minutes per pairing. At the program, mentees created goals. At 3 months, mentors sent mentees a reminder e-mail. At 4 months, participants received a Web-based survey. Forty-two (70%) mentees and 46 (77%) mentors completed the survey. Participants reported the program allowed them to share/receive advice, to network, to provide/gain different perspectives, and to learn from each other. Mentors as well as mentees identified shared interests, mentor-mentee chemistry, mentee initiative, and mentor approachability as key qualities contributing to ongoing relationships. Many mentor-mentee dyads had additional contact (approximately 60%) after the program and approximately one-third thought they were likely to continue the relationship. Goal-setting encouraged subsequent mentor-mentee contact and motivated mentees to work toward attaining their 3-month goals. The mentors aided mentees goal attainment by providing advice, offering support, and holding mentees accountable. A national speed mentoring program was an effective and efficient way to establish national connections, obtain different perspectives, and receive advice. Goal-setting helped mentees in achieving 3-month goals and fostering mentoring relationships outside of the program. These elements continue to be a part of this program and might be valuable for similar programs. Copyright © 2017 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

Continuous professional development of Liberia's midwifery workforce-A coordinated multi-stakeholder approach.

PubMed

Michel-Schuldt, Michaela; Billy Dayon, Matilda; Toft Klar, Robin; Subah, Marion; King-Lincoln, Esther; Kpangbala-Flomo, Cecelia; Broniatowski, Raphaël

2018-03-03

Maternal and newborn mortality remains high in Liberia. There is a severe rural-urban gap in accessibility to health care services. A competent midwifery workforce is able to meet the needs of mothers and newborns. Evidence shows that competence can be assured through initial education along with continuous professional development (CPD). In the past, CPD was not regulated and coordinated in Liberia which is cpommon in the African region. To Support a competent regulated midwifery workforce through continuous professional development. A new CPD model was developed by the Liberian Board for Nursing and Midwifery. With its establishment, all midwives and nurses are required to undertake CPD programmes consisting of certified training and mentoring in order to renew their practicing license. The new model is being piloted in one county in which regular mentoring visits that include skills training are being conducted combined with the use of mobile learning applications addressing maternity health issues. Quality control of the CPD pilot is assured by the Liberian Board for Nursing and Midwifery. The mentoring visits are conducted on a clinical level but are coordinated on the national and county level. CPD using mobile learning on smartphones and regular mentoring visits not only improved knowledge and skills of midwives and nurses but also provided a solution to enhance accessibility in rural areas through improved communication and transportation, as well as improved career development of health personnel working in remote areas. Mentors were trained on a national, county, and health facility level in the pilot county with mentoring visits conducted regularly. The CPD programme of the Liberian Board for Nursing and Midwifery, currently in pilot-testing by various partners, aims to highlight the positive impact of the coordinating role of both the regulatory body and health authorities. Using regular process and programme reviews to improve capacity, knowledge, and skills of health professionals. Copyright © 2018 Elsevier Ltd. All rights reserved.

Family bedside orientations: An innovative peer support model to enhance a culture of family-centred care at the Stollery Children's Hospital.

PubMed

Wodinski, Lindsay M; Mattson McCrady, Heather M; Oswald, Christie M; Lyste, Nicole J M; Forbes, Karen L L

2017-10-01

This paper presents family bedside orientations, an innovative bedside peer support model for families of paediatric patients piloted in one unit at the Stollery Children's Hospital in Edmonton, Alberta. The model invites family members of former patients back to the hospital as volunteer peer mentors responsible for meeting one-on-one with current inpatient families to provide a listening presence, discuss patient safety practices and encourage families to participate in their child's care. Using qualitative and quantitative data collection methods, the model was evaluated over 1 year (December 2014 to December 2015). Data sources included peer mentor field notes (from 163 visits) detailing the number of family bedside orientations completed by peer mentors and how they interacted with families, as well as post-visit family (n=35) surveys, Hospital-Child Inpatient Experience Survey data, peer mentor (n=6) questionnaires, focus groups with unit staff (n=10) and interviews with members of the project leadership team (n=5). Our findings indicated that family bedside orientations became an established practice in the pilot unit and positively impacted family care experiences. We attribute these successes to championing and support from unit staff and our multidisciplinary project leadership team. We discuss how our team addressed family privacy and confidentiality while introducing peer mentors in the unit. We also highlight strategies used to integrate peer mentors as part of the staff team and enhance peer support culture in the pilot unit. Practical considerations for implementing this model in other paediatric environments are provided.

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

PubMed Central

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

2018-01-01

Purpose Mentoring plays a vital role in academic productivity, personal development, and career guidance for students, residents, fellows, and junior faculty. A culture of mentoring is spreading across residency and fellowship training programs in Hamad Medical Corporation, the main teaching tertiary care facility in Qatar. However, there is insufficient knowledge about the current practice of mentoring in these programs. Methods We conducted a cross-sectional study by surveying all faculty and trainees in all residency and fellowship training programs in Qatar. Each completed a web-based questionnaire that asked about the current experience, self-efficacy and measures of improvement of the current practice of mentoring across training programs. Results A total of 393/650 faculty members (61%), 187/250 fellows (74%), and 405/650 residents (62%) responded to the two surveys. Most (74% of faculty members) reported being current mentors, while 67% of residents and fellows reported that they currently have mentors. Faculty who received training in mentoring and those who had an established formal mentoring program in their departments were more likely to enroll in mentoring than others (86%, P<0.01; 71%, P<0.05%, respectively). Trainees suggested that the two main areas to improve the current mentoring initiative in their departments were to develop a structured mentoring program and to train the mentors. Content analysis revealed participants’ confusion differentiating between the terms mentoring and supervision. Conclusion Based on the current study, many existing mentoring relationships have an evident confusion between supervision and mentoring roles. Developing structured mentoring program and training both faculty and trainees in mentoring is recommended to improve the current practice of mentoring within the training programs. PMID:29416385

Dual peer mentoring program for undergraduate medical students: exploring the perceptions of mentors and mentees

PubMed Central

Abdolalizadeh, Parya; Pourhassan, Saeed; Gandomkar, Roghayeh; Heidari, Farrokh; Sohrabpour, Amir Ali

2017-01-01

Background: Despite the advantages of dual peer mentoring, there are a few reports of implementing and evaluating such programs for medical students. This study aimed at exploring the perceptions of mentors and mentees about the dual peer mentoring program for the first year undergraduate medical students of Tehran University of Medical Sciences. Methods: This qualitative study was conducted at the end of the first year of implementing the mentoring program. All mentees and mentors were invited to participate in focus group discussions. Data were analyzed using a qualitative content analysis. Results: All mentors (n= 12) and a group of mentees (n= 21) participated in focus group discussion sessions. We provided a variety of supports for the mentees including academic and psychosocial support and positive relationship; as a result, some developments occurred to the mentors We also explored participants’ views on some unique aspects of the program such as student-authorized, dual mentoring, and role model sessions. Conclusion: Our participants found the mentoring program beneficial in various academic achievements and psychosocial supports for both the mentors and the mentees. Dual peer mentoring program can be an alternative to school administered programs. PMID:28638809

Dual peer mentoring program for undergraduate medical students: exploring the perceptions of mentors and mentees.

PubMed

Abdolalizadeh, Parya; Pourhassan, Saeed; Gandomkar, Roghayeh; Heidari, Farrokh; Sohrabpour, Amir Ali

2017-01-01

Background: Despite the advantages of dual peer mentoring, there are a few reports of implementing and evaluating such programs for medical students. This study aimed at exploring the perceptions of mentors and mentees about the dual peer mentoring program for the first year undergraduate medical students of Tehran University of Medical Sciences. Methods: This qualitative study was conducted at the end of the first year of implementing the mentoring program. All mentees and mentors were invited to participate in focus group discussions. Data were analyzed using a qualitative content analysis. Results: All mentors ( n= 12 ) and a group of mentees ( n= 21 ) participated in focus group discussion sessions. We provided a variety of supports for the mentees including academic and psychosocial support and positive relationship; as a result, some developments occurred to the mentors We also explored participants' views on some unique aspects of the program such as student-authorized, dual mentoring, and role model sessions. Conclusion: Our participants found the mentoring program beneficial in various academic achievements and psychosocial supports for both the mentors and the mentees. Dual peer mentoring program can be an alternative to school administered programs.

Research Ethics in Behavioral Interventions Among Special Populations: Lessons From the Peer Approaches to Lupus Self-Management Study.

PubMed

Faith, Trevor D; Egede, Leonard; Williams, Edith M

2018-02-01

Research involving a homogenous cohort of participants belonging to a special population must make considerations to recruit and protect the subjects. This study analyses the ethical considerations made in the peer approaches to lupus self-management project which pilot tested a peer mentoring intervention for African American women with systemic lupus erythematosus. Considerations made at the outset of the project are described and their justifications and reasoning are given. Through analysis of feedback from a postintervention focus group and mentors' logs, implications on program outcomes and participant satisfaction are discussed. Feedback indicated the importance of recruiting and training capable mentors, consistent contact from study staff to avert adverse events and avert fear or mistrust and careful consideration that must go into the pairing of mentors and mentees. Participant feedback also indicated that sensitive topics must be addressed carefully to prevent distress and dissatisfaction. Applying the lessons learned from this work as well as the considerations that proved successful may improve the contextualization and ethical conduct of behavioral interventions in special populations resulting in improved tailoring and acceptability toward historically underserved individuals. Published by Elsevier Inc.

Peer-to-Peer Mentoring for African American Women With Lupus: A Feasibility Pilot.

PubMed

Williams, Edith M; Hyer, J Madison; Viswanathan, Ramakrishnan; Faith, Trevor D; Voronca, Delia; Gebregzaibher, Mulugeta; Oates, Jim C; Egede, Leonard

2018-06-01

To examine the feasibility and potential benefits of peer mentoring to improve the disease self-management and quality of life of individuals with systemic lupus erythematosus (SLE). Peer mentors were trained and paired with up to 3 mentees to receive self-management education and support by telephone over 12 weeks. This study took place at an academic teaching hospital in Charleston, South Carolina. Seven quads consisting of 1 peer mentor and 3 mentees were matched, based on factors such as age, area of residence, and marital and work status. Mentee outcomes of self-management, health-related quality of life, and disease activity were measured using validated tools at baseline, mid-intervention, and post-intervention. Descriptive statistics and effect sizes were calculated to determine clinically important (>0.3) changes from baseline. Mentees showed trends toward lower disease activity (P = 0.004) and improved health-related quality of life, in the form of decreased anxiety (P = 0.018) and decreased depression (P = 0.057). Other improvements in health-related quality of life were observed with effect sizes >0.3, but did not reach statistical significance. In addition, both mentees and mentors gave very high scores for perceived treatment credibility and service delivery. The intervention was well received. Training, the peer-mentoring program, and outcome measures were demonstrated to be feasible with modifications. This result provides preliminary support for the efficacy, acceptability, and perceived credibility of a peer-mentoring approach to improve disease self-management and health-related quality of life in African American women with SLE. Peer mentoring may augment current rheumatologic care. © 2017, American College of Rheumatology.

Looking for Professor Right: Mentee Selection of Mentors in a Formal Mentoring Program

ERIC Educational Resources Information Center

Bell, Amani; Treleaven, Lesley

2011-01-01

Finding a suitable mentor is crucial to the success of mentoring relationships. In the mentoring literature, however, there is conflicting evidence about the best ways to support the pairing process in organisational mentoring programs. This paper presents a detailed analysis of the pairing process in an academic mentoring program that has…

48 CFR 819.7102 - Definitions.

Code of Federal Regulations, 2010 CFR

2010-10-01

... PROGRAMS SMALL BUSINESS PROGRAMS VA Mentor-Protégé Program 819.7102 Definitions. (a) A Mentor is a... designed to enhance the business success of the protégé. A mentor may be a large or small business concern..., including the Mentor-Protégé Program. (c) Program refers to the VA Mentor-Protégé Program as described in...

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

ERIC Educational Resources Information Center

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…

Perceived benefits of a radiology resident mentoring program: comparison of residents with self-selected vs assigned mentors.

PubMed

Yamada, Kei; Slanetz, Priscilla J; Boiselle, Phillip M

2014-05-01

It has been suggested that assigned mentoring relationships are less successful than those that develop by free choice. This study evaluates radiology residents' overall experience with a mentoring program and compares the responses of those who self-selected mentors with those who were assigned mentors. A voluntary Web-based survey was sent to 27 radiology residents in postgraduate years 3-5. Data collected included the following: year in residency, method of mentor assignment, duration of relationship, frequency and types of communication, perceived value of mentoring, overall satisfaction with the program, and the perceived impact of mentoring. Twenty-five of 27 residents (93%) responded, with 14 having self-selected mentors (56%) and 11 having assigned mentors (44%). Both groups unanimously agreed that mentoring is beneficial or critical to their training; however, those residents with self-selected mentors were significantly more satisfied with the mentoring program (4 vs 3.3; P = .04) and more likely to consider their mentor as their primary mentor compared with those with assigned mentors (11 [79%] vs 4 [36%]; P = .049). Although all residents perceived a benefit, residents with self-selected mentors rated almost all mentoring parameters more positively than those with assigned mentors, although most of these parameters did not reach statistical significance. Residents highly value the importance of mentoring. However, residents who self-select their mentors are more likely to be satisfied with a mentoring program. Copyright © 2014 Canadian Association of Radiologists. Published by Elsevier Inc. All rights reserved.

48 CFR 819.7111 - Obligations under the Mentor-Protégé Program.

Code of Federal Regulations, 2010 CFR

2010-10-01

... Mentor-Protégé Program. 819.7111 Section 819.7111 Federal Acquisition Regulations System DEPARTMENT OF VETERANS AFFAIRS SOCIOECONOMIC PROGRAMS SMALL BUSINESS PROGRAMS VA Mentor-Protégé Program 819.7111 Obligations under the Mentor-Protégé Program. (a) A mentor or protégé may voluntarily withdraw from the...

Developing a mentoring program in clinical nutrition.

PubMed

Martindale, Robert G; McClave, Stephen; Heyland, Daren; August, David

2010-01-01

Mentoring programs in nutrition are essential to the survival of clinical nutrition as we know it today. The best method known to maintain an influx of talent to a discipline is by developing an active mentoring program. This paper describes 1 concept for development of a viable mentor program. Mentoring should be flexible and based on mentees' training background. Realistic goals should be set, with written and verbal feedback, to sustain a successful program. Programs should incorporate the Socratic Method whenever possible. Factors that leave doubt about the survival of nutrition as a viable area of focus for physicians include the inability to generate adequate funds to support oneself and limited numbers of mentors available with dedicated time to be a mentor. A healthy, sustainable mentoring program in clinical nutrition will ensure survival of physician-based nutrition programs.

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

PubMed

Pinilla, Severin; Pander, Tanja; von der Borch, Philip; Fischer, Martin R; Dimitriadis, Konstantinos

2015-01-01

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.

Mentoring program design and implementation in new medical schools

PubMed Central

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

48 CFR 519.7006 - Mentor firms.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 48 Federal Acquisition Regulations System 4 2010-10-01 2010-10-01 false Mentor firms. 519.7006... PROGRAMS SMALL BUSINESS PROGRAMS GSA Mentor-Protégé Program 519.7006 Mentor firms. (a) Mentors must be... plan as required by FAR 19.7 - Small business mentors are exempted; or (2) A small business prime...

Methods for fostering a community academic partnership in a firefighter community.

PubMed

Delisle, Anthony T; Delisle, Alexis L; Chaney, Beth H; Stopka, Christine B; Northcutt, William

2013-11-01

To describe how a community academic partnership (CAP) created a cardiovascular disease (CVD) prevention program for firefighters. Principles of community based participatory research (CBPR) were integrated with intervention mapping (IM) to guide the development of a physical activity program. Key elements of the CAP program include instituting annual CVD screenings; creating a department-wide program and a pilot intervention for high-risk firefighters; training firefighters to become peer health mentors; improving access to physical activity equipment; instituting policy to promote physical activity, and validating instrumentation for assessing cardiorespiratory fitness. Integrating CBPR with IM was an efficacious approach for engaging firefighters in research for developing an ecological approach to cardiovascular health in firefighters.

The Effect of Formal Mentoring Program Characteristics on Organizational Attraction

ERIC Educational Resources Information Center

Horvath, Michael; Wasko, Laurie E.; Bradley, Jessica L.

2008-01-01

Although the extant mentoring literature describes the post-hire benefits of mentoring programs, less is known about how mentoring programs affect pre-hire perceptions of organizations--perceptions that may have subsequent implications for the success of mentoring programs and other HRD practices. To explore this issue, we used a policy-capturing…

Essential Elements for a Pharmacy Practice Mentoring Program

PubMed Central

Hardy, Yolanda M.; Jarvis, Courtney; Stoner, Steven C.; 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 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. PMID:23519448

Distance Mentoring in the NASA/Kennedy Space Center Virtual Science Mentor Program.

ERIC Educational Resources Information Center

Buckingham, Gregg

This study examines the results of a three year video mentoring program, the NASA Virtual Science Mentor (VSM) program, which paired 56 NASA mentor engineers and scientists with 56 middle school science teachers in seven Southwest Florida counties. The study sought to determine the impact on students, mentors, and teachers participating in the…

48 CFR 519.7013 - Obligation.

Code of Federal Regulations, 2010 CFR

2010-10-01

... PROGRAMS SMALL BUSINESS PROGRAMS GSA Mentor-Protégé Program 519.7013 Obligation. (a) The mentor or protégé may terminate the Agreement in accordance with 519.7010. The mentor will notify the Mentor-Protégé Program Manager and the contracting officer, in writing, at least 30 days in advance of the mentor firm's...

We're all in this together: Midwifery student peer mentoring.

PubMed

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.

48 CFR 819.7114 - Measurement of program success.

Code of Federal Regulations, 2010 CFR

2010-10-01

... SOCIOECONOMIC PROGRAMS SMALL BUSINESS PROGRAMS VA Mentor-Protégé Program 819.7114 Measurement of program success. The overall success of the VA Mentor-Protégé Program encompassing all participating mentors and... subcontract awards to protégé firms since the time of their entry into the program attributable to the mentor...

Virtual Mentoring: Developing Global Leaders for Life

ERIC Educational Resources Information Center

Ohlson, Matthew; Froman, Russell

2012-01-01

CAMP (Collegiate Achievement Mentoring Program) Gator is a leadership-mentoring program in which collegiate student leaders serve as mentors to at-risk K-12 students. In addition, partnerships with Cisco and Franklin Covey Education have provided the program with the technology resources to conduct "virtual leadership mentoring" sessions…

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

Code of Federal Regulations, 2010 CFR

2010-10-01

... Mentor-Protégé Program. 719.273-9 Section 719.273-9 Federal Acquisition Regulations System AGENCY FOR... Development (USAID) Mentor-Protégé Program 719.273-9 Obligations under the Mentor-Protégé Program. (a) A Mentor or Protégé may voluntarily withdraw from the Program. However, in no event shall such withdrawal...

A mentor training program improves mentoring competency for researchers working with early-career investigators from underrepresented backgrounds.

PubMed

Johnson, Mallory O; Gandhi, Monica

2015-08-01

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

Mentoring Early-Career Faculty Researchers Is Important-But First "Train the Trainer".

PubMed

Sood, Akshay; Tigges, Beth; Helitzer, Deborah

2016-12-01

It has long been known that mentoring is critical to the success of junior faculty researchers. The controlled intervention study by Libby et al published in this issue of Academic Medicine demonstrates that institutional investment in a mentored research career development program for early-career faculty investigators provided significant long-term gains in grant productivity. Academic institutions hoping to replicate this program's success by launching similar mentoring programs for their junior faculty investigators will, however, find that the Achilles' heel lies in the scarcity of skilled research mentors and the relative lack of attention to and recognition of the importance of a supportive institutional climate for mentoring. It is essential, therefore, to begin by developing programs to "train the trainer" as well as programs and policies to support mentors. As a recent trial at 16 Clinical and Translational Science Award institutions demonstrated, competency-based, structured research mentor training can improve mentors' skills.In this Commentary, the authors offer a comprehensive two-pronged framework for mentor development with elements that address both individual mentoring competencies and the institutional climate for mentoring. The framework depicts the gaps, activities, and outcomes that a mentor development program can address. Activities directed at changing the institutional climate related to mentor development should complement training activities for individual mentors. The authors propose that employing this framework's approach to mentor development will lead to the desired impact: to increase the competence, productivity, and retention of a diverse clinical and translational research workforce.

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

PubMed

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.

Mentornet - E-Mentoring for Women Students in Engineering and Science

NASA Astrophysics Data System (ADS)

Single, Peg Boyle; Muller, Carol B.; Cunningham, Christine M.; Single, Richard M.; Carlsen, William S.

MentorNet www.MentorNet.net;, the E-Mentoring Network for Diversity in Engineering and Science, addresses the underrepresentation of women in science, technology, engineering, and mathematics "STEM". MentorNet offers a multiinstitutional, structured, electronic mentoring "e-mentoring" program that pairs undergraduate and graduate students, primarily women, with professionals and supports them through e-mentoring relationships of specified lengths. The program evaluations established that over 90% of the participants would recommend MentorNet to a friend or colleague. The e-mentoring program allowed participants to establish satisfactory and beneficial e-mentoring relationships based on investments of approximately 20 minutes per week - in between more serious exchanges, email exchanges that included light-hearted social interactions and jokes were an important aspect of sustaining e-mentoring relationships. Participation in MentorNet increased the students' self-confidence in their f elds - desire to obtain work in industry, national laboratories, or national agencies; and intent to pursue careers in their fields. Three years of evaluation results support the need for and efficacy of the program.

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

PubMed

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 perceptions. Revising communication expectations and time commitment to improve career development may help our young acute care surgeons.

48 CFR 352.219-70 - Mentor-protégé program.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 48 Federal Acquisition Regulations System 4 2010-10-01 2010-10-01 false Mentor-protégé program... Mentor-protégé program. As prescribed in 319.270-1(a), the Contracting Officer shall insert the following provision: Mentor-Protégé Program (January 2010) (a) Large business prime contractors serving as mentors in...

Forming University and Teacher Partnerships in an Effort to Reframe and Rethink Mentoring Programs

ERIC Educational Resources Information Center

Guise, Megan

2013-01-01

Although there is some agreement in the field of education as to what constitutes a mentor and the roles and responsibilities of a mentor, mentoring programs vary drastically across states and across schools with respect to the amount of structure and the resources available to implement these programs. Too often, mentoring programs take on a…

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

PubMed

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

2018-03-01

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

Attracting Students Into Science: Insights From a Summer Research Internship Program for Community College Students in Colorado

NASA Astrophysics Data System (ADS)

Anderson, S. P.; Smith, L. K.; Gold, A. U.; Batchelor, R. L.; Monday, B.

2014-12-01

Research Experience for Undergraduates (REU) programs commonly serve students already committed to careers in science. To spark student interest in the sciences early in their college career, the CIRES diversity initiative teamed with the Boulder Creek Critical Zone Observatory to build an REU for Colorado community college students. A group of 7 students was selected from consideration of diversity, prior training, and personal statements. Each student was paired with a research science mentor. Field excursions and team-building exercises filled the first week of the 8-week program. Students received weekly training in science communication, responsible conduct of research, use of spreadsheet and graphing software, and statistical analysis. Each student presented their research in a poster session, an oral presentation, and a written report. Several aspects of this pilot program worked well. The students formed a very supportive cohort, despite the fact that they were not in residence. Cohesion grew out of the immersion in field trips, and was reinforced with weekly check-ins. The trainings were essential for seeing projects through to written and oral presentations. Teaming students for fieldwork was an effective strategy to build support, and reduce mentor fatigue. Each student produced useful data. In the future, we would include a workshop on personal finances to address a clear need. Transportation support will be provided. A residential program might attract some but could preclude participation of students with families or other life-issues. Personal tutoring tailored to research projects would address low math skills. All 7 students completed the program; several elected to submit to the undergraduate virtual poster session at Fall AGU. Students all reported enormous personal and academic growth. Some are discussing transfer and graduate school opportunities with their mentors. The enthusiasm and appreciation of the students was unparalleled.

Development and implementation of a peer mentoring program for early career gerontological faculty.

PubMed

Bryant, Ashley Leak; Aizer Brody, Abraham; Perez, Adriana; Shillam, Casey; Edelman, Linda S; Bond, Stewart M; Foster, Victoria; Siegel, Elena O

2015-05-01

The Hartford Gerontological Nursing Leaders (HGNL) formerly known as the Building Academic Geriatric Nursing Capacity Initiative (BAGNC), in conjunction with the National Hartford Centers of Gerontological Nursing Excellence (NHCGNE), developed and executed a peer mentoring program beginning in 2011 to enhance both (a) the experience of newly selected scholars and fellows to the NHCGNE and (b) the ongoing professional development of HGNL members. The purpose of this article is to describe key strategies used to develop and execute the peer mentoring program and to present formative program evaluation. The program was launched in January 2011 with seven peer mentor and mentee matches. In June 2012, the peer mentoring committee solicited feedback on the development of the peer mentoring program and changes were made for the subsequent cohorts. An additional 12 matches were made in the following 2 years (2012 and 2013), for a total of 31 matches to date. We have learned several key lessons from our three cohorts regarding how to structure, implement, and carefully evaluate a peer mentoring program. Informal evaluation of our peer mentoring program noted several challenges for both peer mentors and mentees. Having knowledge of and addressing those challenges may increase the overall quality and effectiveness of peer mentoring programs and, in turn, benefit academic nursing by strengthening the faculty workforce. Findings from development and implementation of a peer mentoring program for gerontological faculty could lead to new and adaptable programs in a variety of clinical and education settings. © 2015 Sigma Theta Tau International.

Evaluating a Psychology Graduate Student Peer Mentoring Program

ERIC Educational Resources Information Center

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…

Mentoring for Professional Geropsychology within a Doctoral Program

ERIC Educational Resources Information Center

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…

Perceived Mentoring Practices in Developmental-Behavioral Pediatrics Fellowship Programs

PubMed Central

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

2017-01-01

Objective Junior physicians describe mentoring relationships as integral to their career development and success. Current evidence suggests that mentoring is under-utilized despite interest from trainees. The purpose of this study is to describe the mentoring practices in developmental-behavioral pediatric (DBP) fellowship programs and identify mentoring needs of DBP fellows and recent graduates. Methods Developmental-behavioral pediatric fellows and recent graduates less than 5 years out of training from a US-based DBP fellowship program were contacted through their program directors to complete a survey on their mentoring experiences in fellowship and early career. Results A total of 90 respondents completed the entire survey including 47 current DBP fellows and 43 recent graduates. Only 52% of respondents reported having a formal faculty mentor during their fellowship. Only 45% of recent graduates reported that they currently have a mentor, of those without a current mentor 83% said they would like to have a mentor. Adequate mentoring during fellowship was lowest for career development and research (34% and 27%). Satisfaction with mentoring was associated with having a formal mentor (p<0.001) and receiving mentoring in multiple areas (p<0.001). Qualitative responses suggested that effective mentoring addresses the mentee’s career goals, provides insight into being a developmental-behavioral pediatrician, navigating academics and involves a personal relationship. Conclusion Results suggest an opportunity for improved mentoring in DBP fellowship programs, particularly in the areas of career development and research and that there is a significant need for mentorship among recent graduates. Findings from this study can inform program improvement in mentoring for DBP fellows and recent graduates. PMID:28460369

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

PubMed

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.

Exploring the possibility of one-on-one mentoring as an alternative to the current student support system in medical education

PubMed Central

2018-01-01

Purpose The purpose of this study was to explore the possibility of mentoring as an alternative to the current student support system based on our experiences of developing, operating, and evaluating a mentoring program. Methods In 2014 and 2015, a total of 29 mentoring pairs were selected to be trained as mentors and mentees. The mentoring program was evaluated by the following methods. First, at the end of the one-on-one mentoring program, the mentee made a presentation summarizing their experiences and submitted a portfolio. Second, suggestions from the mentors and mentees were gathered from a survey and from a focus group interview. The quantitative data were analysed using descriptive statistics, frequency, and the Mann-Whitney U-test using SPSS version 21.0. Results One-on-one mentoring sessions were carried out an average of five times during the semester. The topics of discussion were very diverse, including career coaching, personal counselling, journal club, field trips, leisure activities, and volunteering. Mentors and mentees showed high satisfaction rates regarding the content and administration of the program (mentors: 4.15±0.59, mentees: 4.00±1.58). However, the duration of the mentoring program was given a comparatively low rating (mentors: 3.15±1.09, mentees:3.24±1.03). Conclusion Overall, the implementation of the mentoring program was successful. Based on the content of the main activities, we can confirm the possibility of implementing an individualized support program for solving the mentoring issues faced by medical students. PMID:29860778

How Mentor Identity Evolves: Findings From a 10-Year Follow-Up Study of a National Professional Development Program.

PubMed

Balmer, Dorene F; Darden, Alix; Chandran, Latha; D'Alessandro, Donna; Gusic, Maryellen E

2018-02-20

Despite academic medicine's endorsement of professional development and mentoring, little is known about what junior faculty learn about mentoring in the implicit curriculum of professional development programs, and how their mentor identity evolves in this context. The authors explored what faculty-participants in the Educational Scholars Program implicitly learned about mentoring and how the implicit curriculum affected mentor identity transformation. Semi-structured interviews with 19 of 36 former faculty-participants were conducted in 2016. Consistent with constructivist grounded theory, data collection and analysis overlapped. The authors created initial codes informed by Ibarra's model for identity transformation, iteratively revised codes based on patterns in incoming data, and created visual representations of relationships amongst codes in order to gain a holistic and shared understanding of the data. In the implicit curriculum, faculty-participants learned the importance of having multiple mentors, the value of peer mentors, and the incremental process of becoming a mentor. The authors used Ibarra's model to understand how the implicit curriculum worked to transform mentor identity: faculty-participants reported observing mentors, experimenting with different ways to mentor and to be a mentor, and evaluating themselves as mentors. The Educational Scholars Program's implicit curriculum facilitated faculty-participants taking on a mentor identity via opportunities it afforded to watch mentors, experiment with mentoring, and evaluate self as mentor, key ingredients for professional identity construction. Leaders of professional development programs can develop faculty as mentors by capitalizing on what faculty-participants learn in the implicit curriculum and deliberately structuring post-graduation mentoring opportunities.

48 CFR 519.7005 - Measurement of program success.

Code of Federal Regulations, 2010 CFR

2010-10-01

... SOCIOECONOMIC PROGRAMS SMALL BUSINESS PROGRAMS GSA Mentor-Protégé Program 519.7005 Measurement of program success. The overall success of the GSA Mentor-Protégé Program encompassing all participating mentors and..., and percentage of subcontracts awarded to protégés by mentor firms under GSA contracts since the date...

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

Code of Federal Regulations, 2010 CFR

2010-10-01

... Mentor-Protégé Program. 619.202-70 Section 619.202-70 Federal Acquisition Regulations System DEPARTMENT... Mentor-Protégé Program. (a) Purpose. The Mentor-Protégé Program is designed to motivate and encourage... service-disabled veteran-owned small business (SDVOSB) are the same as found in FAR 2.101. Mentor means a...

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

ERIC Educational Resources Information Center

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…

Comparison of the Impacts of Telementoring Services on Proteges' Academic Achievements and Opinions

ERIC Educational Resources Information Center

Esgi, Necmi

2011-01-01

The aim of the research is to compare the impacts of telementoring services, delivered using chat with video, chat with instant message, mobile phone, discussion board and video conference on proteges' academic achievements and opinions. Telementoring services, made up with five different instruments, were administered to a group of proteges,…

Targeted Mentoring: Evaluation of a Program

PubMed Central

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. PMID:20046917

48 CFR 1819.7203 - Mentor approval process.

Code of Federal Regulations, 2013 CFR

2013-10-01

... by NASA OSBP. (f) A template of the mentor application is available at: http://www.osbp.nasa.gov. ... ADMINISTRATION SOCIOECONOMIC PROGRAMS SMALL BUSINESS PROGRAMS NASA Mentor-Protégé Program 1819.7203 Mentor approval process. (a) An entity seeking to participate as a mentor must apply to the NASA Headquarters...

48 CFR 1819.7203 - Mentor approval process.

Code of Federal Regulations, 2014 CFR

2014-10-01

... by NASA OSBP. (f) A template of the mentor application is available at: http://www.osbp.nasa.gov. ... ADMINISTRATION SOCIOECONOMIC PROGRAMS SMALL BUSINESS PROGRAMS NASA Mentor-Protégé Program 1819.7203 Mentor approval process. (a) An entity seeking to participate as a mentor must apply to the NASA Headquarters...

48 CFR 1819.7203 - Mentor approval process.

Code of Federal Regulations, 2012 CFR

2012-10-01

... by NASA OSBP. (f) A template of the mentor application is available at: http://www.osbp.nasa.gov. ... ADMINISTRATION SOCIOECONOMIC PROGRAMS SMALL BUSINESS PROGRAMS NASA Mentor-Protégé Program 1819.7203 Mentor approval process. (a) An entity seeking to participate as a mentor must apply to the NASA Headquarters...

48 CFR 1819.7203 - Mentor approval process.

Code of Federal Regulations, 2011 CFR

2011-10-01

... by NASA OSBP. (f) A template of the mentor application is available at: http://www.osbp.nasa.gov. ... ADMINISTRATION SOCIOECONOMIC PROGRAMS SMALL BUSINESS PROGRAMS NASA Mentor-Protégé Program 1819.7203 Mentor approval process. (a) An entity seeking to participate as a mentor must apply to the NASA Headquarters...

48 CFR 1819.7203 - Mentor approval process.

Code of Federal Regulations, 2010 CFR

2010-10-01

... by NASA OSBP. (f) A template of the mentor application is available at: http://www.osbp.nasa.gov. ... ADMINISTRATION SOCIOECONOMIC PROGRAMS SMALL BUSINESS PROGRAMS NASA Mentor-Protégé Program 1819.7203 Mentor approval process. (a) An entity seeking to participate as a mentor must apply to the NASA Headquarters...

Electronic Mentoring of LIS Research Utilizing BITNET: An ACRL Pilot Project.

ERIC Educational Resources Information Center

Gregory, Vicki L.

1992-01-01

Describes an ACRL (American College and Research Libraries) project that utilized the electronic conferencing facility of BITNET to provide a system of mentoring for academic librarians conducting research. Results of an electronic mail survey of participants that examined experience levels, attitudes, problems, and communication patterns are…

Best practices and pearls in interdisciplinary mentoring from Building Interdisciplinary Research Careers in Women's Health Directors.

PubMed

Guise, Jeanne-Marie; Nagel, Joan D; Regensteiner, Judith G

2012-11-01

Increasingly, national programs and leaders are looking at interdisciplinary collaborations as essential to future research. Twelve years ago, the National Institutes of Health (NIH) Office of Research on Women's Health (ORWH) developed and implemented the Building Interdisciplinary Research Careers in Women's Health (BIRCWH) K12 program to focus on interdisciplinary mentored career development for junior faculty in women's health research. We applied a mixed-methods approach using an electronic survey and in-person presentations and discussions to understand best practices and lessons learned for interdisciplinary mentoring across BIRCWH K12 program leaders. We received responses from all 29 active BIRCWH programs. Factors associated with success included ensuring sufficient protected time for regular (weekly or biweekly) mentoring; mentors promoting the research independence of the Scholar; a team mentoring approach, including career as well as content mentors; and explicit and clear expectations outlined between the Scholar and mentor. The majority of programs conduct formal evaluations of mentorship, and 79% of programs offer training in mentorship for either Scholars, mentors, or both. This article presents program leaders' best practices, challenges, and lessons learned from mentoring junior faculty who are conducting women's health research, whether basic, clinical, behavioral, translational, or health services research, using an interdisciplinary mentoring approach.

Best Practices and Pearls in Interdisciplinary Mentoring from Building Interdisciplinary Research Careers in Women's Health Directors

PubMed Central

Nagel, Joan D.; Regensteiner, Judith G.

2012-01-01

Abstract Background Increasingly, national programs and leaders are looking at interdisciplinary collaborations as essential to future research. Twelve years ago, the National Institutes of Health (NIH) Office of Research on Women's Health (ORWH) developed and implemented the Building Interdisciplinary Research Careers in Women's Health (BIRCWH) K12 program to focus on interdisciplinary mentored career development for junior faculty in women's health research. Methods We applied a mixed-methods approach using an electronic survey and in-person presentations and discussions to understand best practices and lessons learned for interdisciplinary mentoring across BIRCWH K12 program leaders. Results and Conclusions We received responses from all 29 active BIRCWH programs. Factors associated with success included ensuring sufficient protected time for regular (weekly or biweekly) mentoring; mentors promoting the research independence of the Scholar; a team mentoring approach, including career as well as content mentors; and explicit and clear expectations outlined between the Scholar and mentor. The majority of programs conduct formal evaluations of mentorship, and 79% of programs offer training in mentorship for either Scholars, mentors, or both. This article presents program leaders' best practices, challenges, and lessons learned from mentoring junior faculty who are conducting women's health research, whether basic, clinical, behavioral, translational, or health services research, using an interdisciplinary mentoring approach. PMID:22994986

Perceived Mentoring Practices in Developmental-Behavioral Pediatrics Fellowship Programs.

PubMed

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

2017-05-01

Junior physicians describe mentoring relationships as integral to their career development and success. Current evidence suggests that mentoring is under-utilized despite interest from trainees. The purpose of this study is to describe the mentoring practices in developmental-behavioral pediatric (DBP) fellowship programs and identify mentoring needs of DBP fellows and recent graduates. DBP fellows and recent graduates less than 5 years out of training from US-based DBP fellowship programs were contacted to complete a survey on their mentoring experiences in fellowship and early career. A total of 90 respondents completed the entire survey including 47 current DBP fellows and 43 recent graduates. Only 52% of respondents reported having a formal faculty mentor during their fellowship. Only 45% of recent graduates reported that they currently have a mentor, of those without a current mentor 83% said they would like to have a mentor. Adequate mentoring during fellowship was lowest for career development and research (34% and 27%). Satisfaction with mentoring was associated with having a formal mentor (p < .001) and receiving mentoring in multiple areas (p < .001). Qualitative responses suggested that effective mentoring addresses the mentee's career goals, provides insight into being a developmental-behavioral pediatrician, assists in navigating academics, and involves a personal relationship. Results suggest opportunities for improved mentoring in DBP fellowship programs, particularly in the areas of career development and research and that there is a significant need for mentorship among recent graduates. Findings from this study can inform program improvement in mentoring for DBP fellows and recent graduates.

The Development, Implementation, and Assessment of an Innovative Faculty Mentoring Leadership Program

PubMed Central

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

2014-01-01

Effective mentoring is an important component of academic success. Few programs exist to both improve the effectiveness of established mentors and cultivate a multi-specialty mentoring community. In 2008, in response to a faculty survey on mentoring, leaders at Brigham and Women’s Hospital developed the Faculty Mentoring Leadership Program (FMLP) as a peer-learning experience for mid-career and senior faculty physician and scientist mentors to enhance their skills and leadership in mentoring 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 co-facilitators engaged the diverse group of 16 participants in interactive discussions about cases based on the participants’ experiences. While the co-facilitators 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 post-session and post-course (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. PMID:23095917

Structures, processes and outcomes of the Aussie Heart Guide Program: A nurse mentor supported, home based cardiac rehabilitation program for rural patients with acute coronary syndrome.

PubMed

Frohmader, Terence J; Lin, Frances; Chaboyer, Wendy P

2018-03-01

Cardiac rehabilitation has a number of benefits for patients, yet participation in it is sub-optimal, especially in regional Australia. Innovative models of cardiac rehabilitation are needed to improve participation. Providing nurse mentors to support patients transitioning from hospital to home represents a new model of service delivery in Australia. To explore the impact of a home-based cardiac rehabilitation program in assisting patients to recover from Acute Coronary Syndrome and meeting the expectations of nurse mentors delivering the program. This case study was underpinned by the structure, process and outcomes model and occurred in three Australian hospitals 2008-2011. Thirteen patients recovering from acute coronary syndrome were interviewed by telephone and seven nurse mentors completed a survey after completing the program. Mentor perceptions concerning the structures of the home-based CR program included the timely recruitment of patients, mentor training to operationalise the program, commitment to development of the mentor role, and the acquisition of knowledge and skills about cognitive behavioural therapy and patient centred care. Processes included the therapeutic relationship between mentors and patients, suitability of the program and the promotion of healthier lifestyle behaviours. Outcomes identified that patients were satisfied with the program's audiovisual resources, and the level of support and guidance provided by their nurse mentors. Mentors believed that the program was easy to use in terms of its delivery. Patients believed the program assisted their recovery and were satisfied with the information, guidance and support received from mentors. There were positive signs that the program influenced patients' decisions to change unhealthy lifestyle behaviours. Outcomes highlighted both rewards and barriers associated with mentoring patients in their homes by telephone. Experience gained from developing a therapeutic relationship with patients during their recovery, assisted nurses in developing the mentor role. Crown Copyright © 2017. Published by Elsevier Ltd. All rights reserved.

Identifying and Developing Leadership Competencies in Health Research Organizations: A Pilot Study

PubMed Central

Davidson, Pamela L.; Azziz, Ricardo; Morrison, James; Rocha, Janet; Braun, Jonathan

2018-01-01

We investigated leadership competencies for developing senior and emerging leaders and the perceived effectiveness of leadership development programs in Health Research Organizations (HROs). A pilot study was conducted to interview HRO executives in Southern California. Respondents represented different organizational contexts to ensure a diverse overview of strategic issues, competencies, and development needs. We analyzed qualitative and quantitative data using an innovative framework for analyzing HRO leadership development. The National Center for Healthcare Leadership ‘Health Leadership Competency Model’ was used as the foundation of our competency research. Top strategic issues included economic downturn and external funding, the influence of governmental policies and regulations, operating in global markets, and forming strategic alliances. High priority NCHL leadership competencies required to successfully lead an HRO include talent development, collaboration, strategic orientation, and team leadership. Senior executives need financial skills and scientific achievement; emerging leaders need technical/scientific competence, information seeking, and a strong work ethic. About half of the respondents reported having no leadership development program (LDP). Almost all reported their organization encourages mentoring, but less than one-third reported an active formalized mentoring program. We conclude that uncertainties and challenges related to healthcare reform and the continued budget deficits will require HRO restructuring to contain costs, remove barriers to innovation, and show value-add in accelerating discovery to improve clinical care, patient outcomes, and community health. Successful leaders will need to become more strategic, entrepreneurial, and resourceful in developing research alliances, executing research operations, and continually improving performance at all levels of the HRO. PMID:29749995

A mentor-protégé program for new faculty, Part II: Stories of mentors.

PubMed

Wilson, Carol B; Brannan, Jane; White, Anne

2010-12-01

Mentorship has been identified as an influential factor in retaining new nursing faculty. A mentor-protégé program for novice faculty was implemented to promote development of the protégés in their role as nurse educators. A qualitative research study conducted to illuminate the meaning of experiences of mentors led to the emergence of four patterns: The Significance of the Mentor-Protégé Relationship, Communication as Important Between Mentor and Protégé, The Mentor-Protégé Program-Protégé's Perspectives, and The Mentoring Role as Expert Educator. The data from the study support the significance of providing mentorship to novice or new nurse educators. The data suggest that mentors benefit from participation in a mentor-protégé program as much as the protégés. Similar programs are needed in nursing if we are to mentor and encourage faculty to begin and remain in the role of educators to combat the future nurse educator shortage. Copyright 2010, SLACK Incorporated.

Developing Mentors: An Analysis of Shared Mentoring Practices

ERIC Educational Resources Information Center

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…

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

PubMed

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

2016-06-01

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

E-Mentoring for New Principals: A Case Study of a Mentoring Program

ERIC Educational Resources Information Center

Russo, Erin D.

2013-01-01

This descriptive case study includes both new principals and their mentor principals engaged in e-mentoring activities. This study examines the components of a school district's mentoring program in order to make sense of e-mentoring technology. The literature review highlights mentoring practices in education, and also draws upon e-mentoring…

Mexican Space Agency and NASA Agreement

NASA Image and Video Library

2013-03-18

Leland Melvin (right), NASA Associate Administrator for Education, along with the head of the Mexican Space Agency, Dr. Francisco Javier Mendieta Jimenez shake hands after signing a Reimbursable Space Act Agreement (RSAA) for a NASA International Internship Program as NASA Administrator Charles Bolden looks on, Monday, March 18, 2013 at NASA Headquarters in Washington. The International Internship Program is a pilot program developed at NASA which will provide and avenue for non-US students to come to NASA for an internship. US students will be paired with a foreign student to work on a NASA research project under the guidance of a mentor. This is the first NASA-Mexico agreement signed. Photo Credit: (NASA/Carla Cioffi)

Mexican Space Agency and NASA Agreement

NASA Image and Video Library

2013-03-18

Leland Melvin (right), NASA Associate Administrator for Education, along with the head of the Mexican Space Agency, Dr. Francisco Javier Mendieta Jimenez pose for a photo after signing a Reimbursable Space Act Agreement (RSAA) for a NASA International Internship Program as NASA Administrator Charles Bolden looks on, Monday, March 18, 2013 at NASA Headquarters in Washington. The International Internship Program is a pilot program developed at NASA which will provide and avenue for non-US students to come to NASA for an internship. US students will be paired with a foreign student to work on a NASA research project under the guidance of a mentor. This is the first NASA-Mexico agreement signed. Photo Credit: (NASA/Carla Cioffi)

Increasing Retention of Women in Engineering at WSU: A Model for a Women's Mentoring Program

ERIC Educational Resources Information Center

Poor, Cara J.; Brown, Shane

2013-01-01

Concerns with the retention of women in engineering have led to the implementation of numerous programs to improve retention, including mentoring programs. The college of engineering at Washington State University (WSU) started a novel women's mentoring program in 2008, using professional engineers who graduated from WSU as mentors. The program is…

48 CFR 819.7106 - Eligibility of Mentor and Protégé firms.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 48 Federal Acquisition Regulations System 5 2010-10-01 2010-10-01 false Eligibility of Mentor and... VETERANS AFFAIRS SOCIOECONOMIC PROGRAMS SMALL BUSINESS PROGRAMS VA Mentor-Protégé Program 819.7106 Eligibility of Mentor and Protégé firms. Eligible business entities approved as mentors may enter into...

Mentors' Perspectives on the Effectiveness of a Teacher Mentoring Program

ERIC Educational Resources Information Center

Tant-Tierce, Tabatha

2013-01-01

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

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

PubMed Central

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:26384479

The Impact of Role Modeling on Proteges' Personal Learning and Work-to-Family Enrichment

ERIC Educational Resources Information Center

Kwan, Ho Kwong; Mao, Yina; Zhang, Haina

2010-01-01

The present study investigates the impact of role modeling as perceived by proteges on their personal learning (i.e., relational job learning and personal skill development) and work-to-family enrichment (WFE). Results from a two-wave field survey of 173 proteges in the People's Republic of China indicate that role modeling positively affects…

Mentoring in Nursing: An Integrative Review of Commentaries, Editorials, and Perspectives Papers.

PubMed

Lin, Jian; Chew, Yi Rong; Toh, Ying Pin; Radha Krishna, Lalit Kumar

Although pivotal to mentoring success, scant data on mentoring relationships continue to hamper the application of mentoring programs in nursing education. To address this gap and circumnavigate mentoring's context-specific nature, this narrative review analyzes the perspectives and opinions of nurse mentors and mentees. The aim is to identify common themes in their mentoring experiences to better nurture effective mentoring relationships and programs in nursing.

Training the next generation of research mentors: the University of California, San Francisco, Clinical & Translational Science Institute Mentor Development Program.

PubMed

Feldman, Mitchell D; Huang, Laurence; Guglielmo, B Joseph; Jordan, Richard; Kahn, James; Creasman, Jennifer M; Wiener-Kronish, Jeanine P; Lee, Kathryn A; Tehrani, Ariane; Yaffe, Kristine; Brown, Jeanette S

2009-06-01

Mentoring is a critical component of career development and success for clinical translational science research faculty. Yet few programs train faculty in mentoring skills. We describe outcomes from the first two faculty cohorts who completed a Mentor Development Program (MDP) at UCSF. Eligibility includes having dedicated research time, expertise in a scientific area and a desire to be a lead research mentor. A post-MDP survey measured the program's impact on enhancement of five key mentoring skills, change in the Mentors-in-Training (MIT) self-rated importance of being a mentor to their career satisfaction, and overall confidence in their mentoring skills. Since 2007, 29 MITs participated in and 26 completed the MDP. Only 15% of the MITs reported any previous mentor training. Overall, 96% of MITs felt that participation in the MDP helped them to become better mentors. A majority reported a significant increase in confidence in mentoring skills and most reported an increased understanding of important mentoring issues at UCSF. MITs reported increased confidence in overall and specific mentoring skills after completion of the MDP. The MDP can serve as a model for other institutions to develop the next generation of clinical-translational research mentors.

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

PubMed

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 developed, but would need to be rigorously assessed based on evidence of their value in terms of both their impact on the career paths of juniors and their benefit for the mentors. Medical schools could then be monitored with respect to the provision of mentorships as a quality characteristic.

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

PubMed Central

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, more mentoring programs should be developed, but would need to be rigorously assessed based on evidence of their value in terms of both their impact on the career paths of juniors and their benefit for the mentors. Medical schools could then be monitored with respect to the provision of mentorships as a quality characteristic. PMID:20433727

Mentors' Perspectives on Group Mentorship: A Descriptive Study of Two Programs in Child and Adolescent Psychiatry

ERIC Educational Resources Information Center

Alleyne, Shirley Diana; Horner, Michelle Schnabel; Walter, Garry; Fleisher, Stacia Hall; Arzubi, Eric; Martin, Andres

2009-01-01

Objective: The authors assess mentors' perceptions of mentoring and experiences participating in an intensive, small-group mentorship program, with particular attention to potential challenges in their retention and the recruitment of new mentors to similar, future programs. Methods: Similar group mentorship programs were implemented at two child…

Minorities Striving and Pursuing Higher Degrees of Success in Earth System Science (MS PHD'S) Beyond the PhD Professional Development Program: A Pilot Project

NASA Astrophysics Data System (ADS)

Johnson, A.; Jearld, A.; Williamson Whitney, V.; Huggans, M.; Ricciardi, L.; Thomas, S. H.; Jansma, P. E.

2012-12-01

In 2011 the Minorities Striving and Pursuing Higher Degrees of Success in Earth System Science (MS PHD'S)® initiative launched its newest activity entitled the MS PHD'S "Beyond the PhD (B-PhD) Professional Development Program." This exciting new program was designed to facilitate the development of a new community of underrepresented minority (URM) doctoral candidates and recent doctorate degree recipients in Earth system science (ESS)-related fields. The MS PHD'S B-PhD provides customized support and advocacy for MS PHD'S B-PhD participants in order to facilitate smoother and informed transitions from graduate school, to postdoctoral and tenure-track positions, as well as other "first" jobs in government, industry, and non-profit organizations. In November 2011 the first cohort of MS PHD'S B-PhD participants engaged in intensive sessions on the following topics: "Toolkits for Success for Academia, Business/Industry, Federal Government and Non-Profits", "Defining Short, Mid and Long Term Career Goals", "Accessing and Refining Skill Sets and Other Door Openers", "International Preparation and Opportunities", "Paying it Forward/Lifting as You Climb", and "Customized Strategies for Next Steps". This pilot event, which was hosted by the University of Texas at Arlington's (UTA) College of Science, also provided opportunities for participants to serve as guest lecturers in the UTA's Colleges of Science and Engineering and included one-on-one discussions with MS PHD'S B-PhD mentors and guest speakers who are well established within their individual ESS fields. Insights regarding opportunities, challenges and obstacles commonly faced by URMs within the ESS fields, as well as strategies for success were shared by MS PHD'S B-PhD mentors and guest speakers. Survey results indicate that MS PHD'S B-PhD participants appreciated not only the material covered during this pilot activity, but also appreciated the opportunity to become part of a community of young URM ESS professionals who are committed to achieving successful careers and supporting one another. This presentation will discuss outcomes from this pilot project, the use of social media to track and support ongoing MS PHD'S B-PhD activities, and "next steps" for the MS PHD'S B-PhD Professional Development Program.

48 CFR 1819.7205 - Mentor-protégé agreements.

Code of Federal Regulations, 2014 CFR

2014-10-01

...://www.osbp.nasa.gov. ... ADMINISTRATION SOCIOECONOMIC PROGRAMS SMALL BUSINESS PROGRAMS NASA Mentor-Protégé Program 1819.7205 Mentor... agreement as a condition for award of a contract by the mentor, including a subcontract under a NASA...

48 CFR 1819.7205 - Mentor-protégé agreements.

Code of Federal Regulations, 2012 CFR

2012-10-01

...://www.osbp.nasa.gov. ... ADMINISTRATION SOCIOECONOMIC PROGRAMS SMALL BUSINESS PROGRAMS NASA Mentor-Protégé Program 1819.7205 Mentor... agreement as a condition for award of a contract by the mentor, including a subcontract under a NASA...

48 CFR 1819.7205 - Mentor-protégé agreements.

Code of Federal Regulations, 2011 CFR

2011-10-01

...://www.osbp.nasa.gov. ... ADMINISTRATION SOCIOECONOMIC PROGRAMS SMALL BUSINESS PROGRAMS NASA Mentor-Protégé Program 1819.7205 Mentor... agreement as a condition for award of a contract by the mentor, including a subcontract under a NASA...

48 CFR 1819.7205 - Mentor-protégé agreements.

Code of Federal Regulations, 2013 CFR

2013-10-01

...://www.osbp.nasa.gov. ... ADMINISTRATION SOCIOECONOMIC PROGRAMS SMALL BUSINESS PROGRAMS NASA Mentor-Protégé Program 1819.7205 Mentor... agreement as a condition for award of a contract by the mentor, including a subcontract under a NASA...

Focus on Mentee-Mentor Relationships: The 10th Grade Implementation of iMentor's College Ready Program. Report

ERIC Educational Resources Information Center

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

2016-01-01

The iMentor College Ready Program combines school-based mentoring with technology and aspects of whole school reform. The program strives to create strong relationships between low-income youth and college-educated mentors--relationships that it hopes to leverage to help students develop the mindsets, skills, and knowledge necessary to enroll and…

Focus on Mentee-Mentor Relationships: The 10th Grade Implementation of iMentor's College Ready Program. Executive Summary

ERIC Educational Resources Information Center

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

2016-01-01

The iMentor College Ready Program is a model that combines school-based mentoring with technology and aspects of whole school reform. The program aims to create strong relationships between low-income youth and college-educated mentors--and to leverage these relationships to help students develop the mindsets, skills, and knowledge necessary to…

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

ERIC Educational Resources Information Center

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…

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

ERIC Educational Resources Information Center

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.…

Acceptability of a reflective e-portfolio instituted in an orthodontic specialist programme: a pilot study.

PubMed

Tonni, I; Oliver, R G

2013-08-01

The purpose of the study was to highlight students' and mentors' acceptability of a reflective e-portfolio instituted in a postgraduate orthodontic programme in the UK. A reflective e-portfolio was developed on the basis of principles provided by a literature search and was piloted for 2 months with six students and seven mentors. At the end of the experience, mentors' and students' acceptability of the e-portfolio with a reflective component was studied using questionnaires. The data were analysed using basic quantitative and qualitative methods. Students' response highlighted acceptability issues related to each aspect of the e-portfolio derived from the literature: relevance of the e-portfolio reflective part; time required for the process; support and mentoring; the implementation method; and the electronic medium. Mentors showed a more positive attitude towards the e-portfolio, expressing only some concerns about the time involved in using it. Furthermore, the analysis of the data highlighted some other acceptability matters: the specificity of the e-portfolio, the communication amongst students and the relationship between students and mentors. The future successful implementation of the reflective e-portfolio will depend on the productive management of the acceptability issues identified by students and mentors, in particular:(i)the specificity of the e-portfolio that would avoid its overlapping with other part of the programme;(ii)the increasing communication amongst students to improve their knowledge of the reflective writing process; and (iii)the development of a relationship between students and mentors helping to create the appropriate environment for reflection. © 2013 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

The Changing Faces of Mentorship: Application of a Developmental Network Framework in a Health Services Research Career Development Program

PubMed Central

Finney, John W.; Bi, Xiaoyu; Maisel, Natalya C.; Hayashi, Ko P.; Weitlauf, Julie C.; Cronkite, Ruth C.

2015-01-01

Abstract Historically, mentorship has been conceived of as a dyadic relationship between a senior mentor and an early‐career investigator. Models involving multiple mentors have gained favor in recent years, but empirical research on multiple‐mentor models has been lacking. The current work aims to fill this gap by describing a long‐standing health services research mentoring program at the U.S. Department of Veterans Affairs which has adopted a network‐based approach to mentoring. As part of a broader project, we surveyed VA HSR&D Career Development Awardees who received an award between 2000 and 2012. In total, 133 awardees participated (84%). Awardees reported on the structure of mentoring relationships with their two most influential mentors. Awardees were mentored by teams consisting of one to five mentors (M = 2.7 mentors). Most often, one mentor served as primary mentor while one or more mentors played a supporting role. In most cases, an awardee‘s primary mentor was co‐located with the awardee, with fewer secondary mentors co‐located. More recently funded CDAs had more mentors and were less likely to be co‐located with secondary mentors. The VA HSR&D CDA program incorporates current thinking about Developmental Network models of mentorship into a comprehensive program providing a rich mentorship experience for its awardees. PMID:26663417

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

PubMed

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

2015-01-01

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

Mentoring new nurse practitioners to accelerate their development as primary care providers: a literature review.

PubMed

Harrington, Susan

2011-04-01

To provide a review of the literature regarding programs for mentoring new nurse practitioners (NPs) to accelerate their development as primary care providers. A search was conducted in PubMed, Ovid, CINAHL, and Cochrane Database of Systematic Reviews. There is currently a critical shortage of primary care providers and an aging population requiring management of chronic medical conditions. Although NPs are trained in health promotion, disease prevention, and medical management and are well equipped to treat patients in primary care, the work can be overwhelming to the novice NP. A mentoring program could help the new NP further develop competencies and capabilities as a provider. However, there is a gap in the literature concerning any mentoring programs for novice NPs. Nonetheless, the literature review has provided a mentoring definition, program models, desired characteristics of nurse mentors, and barriers to mentoring programs. It has also described the benefits, goals and outcomes of a mentoring relationship. These insights from the literature provide a foundation for future mentoring program development. A mentoring program for new NPs working in primary care could accelerate productivity, increase job satisfaction, and provide longevity in the primary care setting. ©2011 The Author(s) Journal compilation ©2011 American Academy of Nurse Practitioners.

Students helping students: vertical peer mentoring to enhance the medical school experience.

PubMed

Andre, Christine; Deerin, Jessica; Leykum, Luci

2017-05-02

Effective mentoring is an important component of medical student professional development. We provide a description of the mentoring program at our institution. Our institution UTHSCSA implemented a student-advising program (Veritas) with clinical faculty mentors and senior students (MiMs). The MiMs provided vertical peer mentoring to more junior students as an adjunct to faculty advising. The MiMs lead small group discussions that foster camaraderie, share academic and career information and promote professional identity. An optional MiM elective more intensively develops mentorship and leadership skills through a formal curriculum. The authors used annual survey data of all students as well as student mentors to evaluate program effectiveness. Overall, student perception of the program improved each year across multiple domains, including feeling more prepared, supported and satisfied with their overall experience in medical school. Student mentors also found the process rewarding and helpful to their future careers as physicians. The authors suggest implementing a vertical peer-mentoring program can be an effective adjunct to faculty mentoring.

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

PubMed

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 Fellows and host institutions. © 2011 Joseph K.B. Matovu et al.

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

PubMed Central

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

2011-01-01

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-on training in HIV/AIDS program leadership and management for both Fellows and host institutions. PMID:21364774

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

ERIC Educational Resources Information Center

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…

Making Mentoring Work

ERIC Educational Resources Information Center

Weisling, Nina F.; Gardiner, Wendy

2018-01-01

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

Mentoring Program Enhancements Supporting Effective Mentoring of Children of Incarcerated Parents.

PubMed

Stump, Kathryn N; Kupersmidt, Janis B; Stelter, Rebecca L; Rhodes, Jean E

2018-04-26

Children of incarcerated parents (COIP) are at risk for a range of negative outcomes; however, participating in a mentoring relationship can be a promising intervention for these youth. This study examined the impact of mentoring and mentoring program enhancements on COIP. Secondary data analyses were conducted on an archival database consisting of 70,729 matches from 216 Big Brothers Big Sisters (BBBS) local agencies to establish the differential effects of mentoring on COIP. A subset of 45 BBBS agencies, representing 25,252 matches, participated in a telephone interview about program enhancements for better serving COIP. Results revealed that enhanced program practices, including having specific program goals, providing specialized mentor training, and receiving additional funding resulted in better outcomes for COIP matches. Specifically, specialized mentor training and receiving additional funding for serving matches containing COIP were associated with longer and stronger matches. Having specific goals for serving COIP was associated with higher educational expectations in COIP. Results are discussed in terms of benefits of a relationship-based intervention for addressing the needs of COIP and suggestions for program improvements when mentoring programs are serving this unique population of youth. © Society for Community Research and Action 2018.

Development and Implementation of a Peer Mentoring Program for Early Career Gerontological Faculty

PubMed Central

Bryant, Ashley Leak; Brody, Ab; Perez, Adriana; Shillam, Casey; Edelman, Linda S.; Bond, Stewart M.; Foster, Victoria; Siegel, Elena

2016-01-01

Purpose In conjunction with the National Hartford Centers of Gerontological Nursing Excellence (NHCGNE), formerly known as the Building Academic Geriatric Nursing Capacity Initiative (BAGNC), the Hartford Gerontological Nursing Leaders (HGNL) developed and executed a program beginning in 2011 to enhance both (a) the experience of newly selected scholars and fellows to the NHCGNE and (b) the ongoing professional development of the HGNL. The purpose of this article is to describe key strategies used to develop and execute the mentoring program and to present the formative and summative program evaluation. Design The program was launched in January 2011 with seven peer mentor and mentee matches. In June 2012, the peer mentoring committee solicited feedback on the development of the peer mentoring program and changes were made for the subsequent cohorts. Findings An additional 12 matches were made in the following 2 years (2012 and 2013), for a total of 31 matches to date. We have learned several key lessons from our three cohorts regarding how to structure, implement, and carefully evaluate a peer mentoring program. Conclusions Informal evaluation of our peer mentoring program noted several challenges for both peer mentors and mentees. Having knowledge of and addressing those challenges may increase the overall quality and effectiveness of peer mentoring programs and, in turn, benefit academic nursing by strengthening the faculty workforce. Clinical Relevance Findings from development and implementation of a peer mentoring program for gerontological faculty could lead to new and adaptable programs in a variety of clinical and education settings. PMID:25808927

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

Code of Federal Regulations, 2010 CFR

2010-10-01

... International Development (USAID) Mentor-Protégé Program. 719.273 Section 719.273 Federal Acquisition.... Agency for International Development (USAID) Mentor-Protégé Program 719.273 The U.S. Agency for International Development (USAID) Mentor-Protégé Program. ...

Public health laboratory workforce outreach in Hawai'i: CLIA-focused student internship pilot program at the state laboratories.

PubMed

Whelen, A Christian; Kitagawa, Kent

2013-01-01

Chronically understaffed public health laboratories depend on a decreasing number of employees who must assume broader responsibilities in order to sustain essential functions for the many clients the laboratories support. Prospective scientists considering a career in public health are often not aware of the requirements associated with working in a laboratory regulated by the Clinical Laboratory Improvement Amendments (CLIA). The purpose of this pilot internship was two-fold; introduce students to operations in a regulated laboratory early enough in their academics so that they could make good career decisions, and evaluate internship methodology as one possible solution to workforce shortages. Four interns were recruited from three different local universities, and were paired with an experienced State Laboratories Division (SLD) staff mentor. Students performed tasks that demonstrated the importance of CLIA regulations for 10-15 hours per week over a 14 week period. Students also attended several directed group sessions on regulatory lab practice and quality systems. Both interns and mentors were surveyed periodically during the semester. Surveys of mentors and interns indicated overall positive experiences. One-on-one pairing of experienced public health professionals and students seems to be a mutually beneficial arrangement. Interns reported that they would participate if the internship was lower paid, unpaid, or for credit only. The internship appeared to be an effective tool to expose students to employment in CLIA-regulated laboratories, and potentially help address public health laboratory staffing shortfalls. Longer term follow up with multiple classes of interns may provide a more informed assessment.

48 CFR 852.219-71 - VA mentor-protégé program.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 48 Federal Acquisition Regulations System 5 2010-10-01 2010-10-01 false VA mentor-protégÃ....219-71 VA mentor-protégé program. As prescribed in 819.7115(a), insert the following clause: VA Mentor-Protégé Program (DEC 2009) (a) Large businesses are encouraged to participate in the VA Mentor-Protégé...

Peer Mentoring in Engineering: (Un)Shared Experience of Undergraduate Peer Mentors and Mentees

ERIC Educational Resources Information Center

Lim, Jae Hoon; MacLeod, Bailey P.; Tkacik, Peter T.; Dika, Sandra L.

2017-01-01

In this qualitative study, we explored the experiences of 26 engineering student mentors and mentees in a peer mentoring program. We found that mentors and mentees exploited the mentoring program's fluid structure and situated social relationships to enact a specific type of academic/professional goal and identity conducive to their entry to one…

An Examination of New Counselor Mentor Programs

ERIC Educational Resources Information Center

Bass, Erin; Gardner, Lauren; Onwukaeme, Chika; Revere, Dawn; Shepherd, Denise; Parrish, Mark S.

2013-01-01

An analysis of current new counselor mentor programs reveals the need for such programs, but information regarding established programs is limited. A review of the literature addresses program characteristics and data obtained from existing mentor program participants. An overview of four programs explaining the framework outlined for mentoring…

Mentoring Programs for Underrepresented Minority Faculty in Academic Medical Centers: A Systematic Review of the Literature

PubMed Central

Beech, Bettina M.; Calles-Escandon, Jorge; Hairston, Kristen G.; Langdon, Sarah E.; Latham-Sadler, Brenda A.; Bell, Ronny A.

2013-01-01

Purpose Mentoring is critical for career advancement in academic medicine. However, underrepresented minority (URM) faculty often receive less mentoring than their nonminority peers. The authors conducted a comprehensive review of published mentoring programs designed for URM faculty to identify “promising practices.” Method Databases (PubMed, PsycINFO, ERIC, PsychLit, Google Scholar, Dissertations Abstracts International, CINHAL, Sociological Abstracts) were searched for articles describing URM faculty mentoring programs. The RE-AIM framework (Reach, Effectiveness, Adoption, Implementation, and Maintenance) formed the model for analyzing programs. Results The search identified 73 citations. Abstract reviews led to retrieval of 38 full-text articles for assessment; 18 articles describing 13 programs were selected for review. The reach of these programs ranged from 7 to 128 participants. Most evaluated programs on the basis of the number of grant applications and manuscripts produced or satisfaction with program content. Programs offered a variety of training experiences, and adoption was relatively high, with minor changes made for implementing the intended content. Barriers included time-restricted funding, inadequate evaluation due to few participants, significant time commitments required from mentors, and difficulty in addressing institutional challenges faced by URM faculty. Program sustainability was a concern because programs were supported through external funds, with minimal institutional support. Conclusions Mentoring is an important part of academic medicine, particularly for URM faculty who often experience unique career challenges. Despite this need, relatively few publications exist to document mentoring programs for this population. Institutionally supported mentoring programs for URM faculty are needed, along with detailed plans for program sustainability. PMID:23425989

The culture of mentoring: Ethnocultural empathy and ethnic identity in mentoring for minority girls.

PubMed

Peifer, Janelle S; Lawrence, Edith C; Williams, Joanna Lee; Leyton-Armakan, Jen

2016-07-01

Many mentoring programs place minority group mentees with majority group mentors. These programs aim to promote beneficial outcomes for their diverse participants. The present study explores mentors of color and White mentors' ethnocultural empathy and ethnic identities in association with their minority group mentees' ethnic identities. Our study examined 95 mentoring pairs of middle school girls of color and college student women from both majority and minority group cultural backgrounds. A series of linear regressions revealed an association between mentors' ethnocultural empathy and EI exploration/commitment and minority group mentees' ethnic identity exploration, regardless of the mentors' majority group status. The results of this preliminary study suggest that mentors' cultural identity and empathy may be linked with mentees' willingness to explore their own ethnic identities. We discuss the implications for mentoring programs that seek to build participants' ethnic identities and ethnocultural empathy. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Preparing Interprofessional Faculty to Be Humanistic Mentors for Medical Students: The GW-Gold Mentor Development Program.

PubMed

Blatt, Benjamin; Plack, Margaret M; Simmens, Samuel J

2018-01-01

The GW-Gold Humanistic Mentor Development Program addresses the challenge faced by medical schools to educate faculty to prepare students for humanistic practice. Grounded in Branch's Teaching Professional and Humanistic Values model, the program prepares interprofessional faculty mentoring teams in humanistic communities of practice. The teams consist of physician-psychosocial professional pairs, each mentoring a small student group in their professional development course. Through GW-Gold workshops, faculty mentors develop interprofessional humanistic communities of practice, preparing them to lead second such communities with their students. This article describes the program and its evaluation. To assess outcomes and better understand the mentor experience, we used a mixed-method validating triangulation design consisting of simultaneous collection of quantitative (mentor and student surveys) and qualitative (open-ended survey questions and focus group) data. Data were analyzed in parallel and merged at the point of interpretation, allowing for triangulation and validation of outcomes. Mentors rated the program highly, gained confidence in their humanistic skills, and received high scores from students. Three themes emerged that validated program design, confirmed outcomes, and expanded on the mentor experience: (1) Interprofessional faculty communities developed through observation, collaboration, reflection, and dialogue; (2) Humanistic mentors created safe environments for student engagement; and (3) Engaging in interprofessional humanistic communities of practice expanded mentors' personal and professional identities. Outcomes support the value of the GW-Gold program's distinctive features in preparing faculty to sustain humanism in medical education: an interprofessional approach and small communities of practice built on humanistic values.

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

ERIC Educational Resources Information Center

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…

78 FR 66905 - Agency Information Collection Activities; Comment Request; Evaluating the Retired Mentors for...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-11-07

...; Comment Request; Evaluating the Retired Mentors for Teachers Program AGENCY: Institute of Education... considered public records. Title of Collection: Evaluating the Retired Mentors for Teachers Program. OMB... study of the Retired Mentors for New Teachers program for probationary teachers developed by the Aurora...

48 CFR 1819.7202 - Eligibility.

Code of Federal Regulations, 2010 CFR

2010-10-01

... SOCIOECONOMIC PROGRAMS SMALL BUSINESS PROGRAMS NASA Mentor-Protégé Program 1819.7202 Eligibility. (a) Eligibility of Mentors: To be eligible to participate as a mentor, an entity must be— (1) A large prime... mentor even if they currently are not performing under a NASA contract with an approved subcontracting...

Integrating Mentoring with Curriculum: Mentor Leadership Programs for Schools

ERIC Educational Resources Information Center

Townsend, Wayne

2015-01-01

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

Teacher Mentoring as a Community Effort

ERIC Educational Resources Information Center

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…

The Mentoring Experience: Leadership Development Program Perspectives

ERIC Educational Resources Information Center

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

2017-01-01

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

Views of radiology program directors on the role of mentorship in the training of radiology residents.

PubMed

Donovan, Andrea

2010-03-01

The successful mentoring of resident physicians has been linked to several beneficial outcomes for trainees including increased research productivity, improved career satisfaction, and retention in academics. Female residents may have greater difficulty establishing mentoring relationships than male residents. The purpose of this study was to assess the attitudes of radiology residency program directors toward the subject of mentorship, to determine the prevalence of formal mentoring programs, and to evaluate several issues specifically pertaining to the mentoring of female residents. An anonymous, voluntary survey was sent to 156 members of the Association of Program Directors in Radiology. The survey assessed views on mentorship during residency training, the potential role of mentorship in resident career development, and the prevalence of mentorship programs in residency programs. Subanalyses evaluated survey responses according to program director sex. Seventy program directors (45%) responded to the survey. The majority of respondents (85%) agreed it is important for residents to have mentors, but only 52% thought that current residents had identified mentors. Compared with male program directors, female program directors differed in their views on the role of mentorship and of the importance of female resident access to female mentors. Program directors consider mentoring relationships to be an important resource for resident professional development and a potential resource to increase the proportion of residents pursuing academic careers and positions of leadership. Female residents may have specific mentoring needs that should be explored with further study.

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

NASA Astrophysics Data System (ADS)

Hasenkopf, C. A.

2012-12-01

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

49 CFR Appendix D to Part 26 - Mentor-Protégé Program Guidelines

Code of Federal Regulations, 2010 CFR

2010-10-01

... 49 Transportation 1 2010-10-01 2010-10-01 false Mentor-Protégé Program Guidelines D Appendix D... D to Part 26—Mentor-Protégé Program Guidelines (A) The purpose of this program element is to further... and assistance from other firms. To operate a mentor-protégé program, a recipient must obtain the...

48 CFR 352.219-71 - Mentor-protégé program reporting requirements.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 48 Federal Acquisition Regulations System 4 2010-10-01 2010-10-01 false Mentor-protégé program... Clauses 352.219-71 Mentor-protégé program reporting requirements. As prescribed in 319.270-1(b), the Contracting Officer shall insert the following clause: Mentor-Protégé Program Reporting Requirements (January...

48 CFR 819.7103 - Non-affiliation.

Code of Federal Regulations, 2010 CFR

2010-10-01

... PROGRAMS SMALL BUSINESS PROGRAMS VA Mentor-Protégé Program 819.7103 Non-affiliation. A Protégé firm will not be considered an affiliate of a mentor firm solely on the basis that the protégé firm is receiving developmental assistance from the mentor firm under VA's Mentor-Protégé Program. The determination of...

Impact Evaluation of the U.S. Department of Education's Student Mentoring Program. Final Report. NCEE 2009-4047

ERIC Educational Resources Information Center

Bernstein, Lawrence; Rappaport, Catherine Dun; Olsho, Lauren; Hunt, Dana; Levin, Marjorie

2009-01-01

This report summarizes the findings from a national evaluation of mentoring programs funded under the U.S. Department of Education's Student Mentoring Program. The impact evaluation used an experimental design in which students were randomly assigned to a treatment or control group. Thirty-two purposively selected School Mentoring Programs and…

Long-term follow-up of a facilitated peer mentoring program.

PubMed

Mayer, Anita P; Blair, Janis E; Ko, Marcia G; Patel, Salma I; Files, Julia A

2014-03-01

Mentoring plays an important role in career success of academic medical faculty. New mentoring models such as peer mentoring have emerged. To evaluate the long-term impact of a facilitated peer mentoring program on academic achievements. Women faculty at the instructor or assistant professor rank were recruited to voluntarily participate in a facilitated peer mentoring program. Recruitment occurred over 3.8 years between 2005 and 2009. A 26-item questionnaire to assess academic skill, career satisfaction, and self-efficacy was administered before program participation and again with seven additional questions in 2011. Curriculum vitae were reviewed retrospectively to tally peer-reviewed publications, other academic activities, and promotions. Participants had long-term improvement in their perceived mastery of academic skills. Peer-reviewed publications, book chapters, abstracts, posters, and other academic activities increased when activities before the program were compared to those in the five years after program enrollment. At follow-up, participants reported positive perceptions of the program and 44% continued to work with their original peer mentor groups. Involvement in the facilitated peer mentoring program was associated with increased skills and academic activities for most participants. Future studies are needed to assess its applicability and success among various demographic groups in academic medicine.

The medical students' perspective of faculty and informal mentors: a questionnaire study.

PubMed

Park, Jay J H; Adamiak, Paul; Jenkins, Deirdre; Myhre, Doug

2016-01-08

Student mentoring is an important aspect of undergraduate medical education. While medical schools often assign faculty advisors to medical students as mentors to support their educational experience, it is possible for the students to pursue mentors informally. The possible role of these informal mentors and their interactions with the students in a faculty mentorship program has not been reported. This study builds upon previous work that suggested many students have informal mentors, and that there might be interplay between these two types of mentors. This study was conducted to report the experience of undergraduate medical students in a faculty mentorship program of their faculty mentors and if applicable, of their informal mentors. One month before residency (post-graduate training for Canadians) ranking, the survey was administered to the graduating class of 2014 at the University of Calgary's Cumming School of Medicine. The survey was created from focus groups of the previous graduating class of 2013. The survey investigated meeting characteristics and the students' perceptions of faculty advisors and informal mentors, and the students' intended choice for residency. The study response rate was 86% (95 of 111); 58% (54 of 93) of the students reported having an informal mentor. There was no reported difference in satisfaction ratings of the Faculty mentorship program between students with only faculty mentors and those with also informal mentors. Students' reporting of their satisfaction with the Faculty mentorship program and the faculty mentors did not differ between the students with informal mentors and those with faculty mentors only. The students' meeting frequency, discussed topics, and perceived characteristics of faculty mentors were not associated with having an informal mentor. The students generally perceived their informal mentors more positively than their faculty mentors. The reported student career intention was associated with the discipline of informal mentors and not with the discipline of faculty mentors. Informal mentorship was common for medical students. The presence of an informal mentor was not associated with dissatisfaction with the Faculty advisor or with the mentorship program. It is likely students may pursue informal mentorship for career-related reasons.

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

PubMed

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

2015-12-01

Research projects in translational science are increasingly complex and require interdisciplinary collaborations. In the context of training translational researchers, this suggests that multiple mentors may be needed in different content areas. This study explored mentoring structure as it relates to perceived mentoring effectiveness and other characteristics of master's-level trainees in clinical-translational research training programs. A cross-sectional online survey of recent graduates of clinical research master's program was conducted. Of 73 surveys distributed, 56.2% (n = 41) complete responses were analyzed. Trainees were overwhelmingly positive about participation in their master's programs and the impact it had on their professional development. Overall the majority (≥75%) of trainees perceived they had effective mentoring in terms of developing skills needed for conducting clinical-translational research. Fewer trainees perceived effective mentoring in career development and work-life balance. In all 15 areas of mentoring effectiveness assessed, higher rates of perceived mentor effectiveness was seen among trainees with ≥2 mentors compared to those with solo mentoring (SM). In addition, trainees with ≥2 mentors perceived having effective mentoring in more mentoring aspects (median: 14.0; IQR: 12.0-15.0) than trainees with SM (median: 10.5; IQR: 8.0-14.5). Results from this survey suggest having ≥2 mentors may be beneficial in fulfilling trainee expectations for mentoring in clinical-translational training. © 2015 Wiley Periodicals, Inc.

The Virtual Mentor: Harnessing the Power of Technology to Connect K-12 Students with Collegiate Mentors

ERIC Educational Resources Information Center

Ohlson, Matthew; Ehrlich, Suzanne; Lerman, Justin; Pascale, Amanda

2017-01-01

Research shows that mentoring is a way to enhance learning teaching and learning outcomes. CAMP (Collegiate Achievement Mentoring Program) Osprey is a mentoring program where collegiate students serve as leadership mentors to at-risk K12 students. To overcome geographic and financial barriers faced by our high-poverty, urban and rural partners,…

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

PubMed

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.

Mentoring for Mentors: The Music Mentor Plus Program

ERIC Educational Resources Information Center

Berg, Margaret H.; Rickels, David A.

2018-01-01

The Music Mentor Plus program was designed to introduce mentoring strategies teachers can implement during supervision of student teachers and early field experience interns, while also fostering connections between field-based modeling and university methods course content. Throughout the 2015-2016 school year, seven music teachers and two…

Assessing the demand and preferred format of a student leadership development program at Pacific.

PubMed

Hammer, Daniel A; Nadershahi, Nader A

2011-08-01

Dental students are future leaders of health care and the dental profession. The purpose of this study was to assess the interest in leadership development programs at the University of the Pacific Arthur A. Dugoni School of Dentistry and compare the results with similar studies. In April 2010, two surveys were administered. Of the 462 students enrolled, 58 percent completed the survey. Of the eighty-one faculty members and administrators who attended the Spring Faculty Development Day, 85 percent completed the survey. This study confirmed claims that students find it most effective to learn leadership from mentors. Over 80 percent of the student respondents indicated that faculty mentorship would be the most beneficial aspect of a leadership development program. Sixty-two percent of the faculty respondents said they would serve as mentors. Following mentorship, small-group discussion (74 percent), public speaking (56 percent), dental society member mentorship (40 percent), panel discussions (39 percent), community outreach (39 percent), and capstone project (13 percent) followed in popularity. This study established a foundation to develop a pilot for the Dugoni Practical Leadership Initiative at Pacific based on the preferences of the participants in this survey. With more data and longitudinal studies, we will assess how these programs translate to leadership in dental school and after graduation.

A Pilot Study of Parent Mentors for Early Childhood Obesity.

PubMed

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

2016-01-01

Objective. To assess the feasibility of a parent mentor model of intervention for early childhood obesity using positive deviance-based methods to inform the intervention. Methods. In this pilot, randomized clinical trial, parent-child dyads (age: 2-5) with children whose body mass index (BMI) was ≥95th percentile were randomized to parent mentor intervention or community health worker comparison. The child's height and weight were measured at baseline, after the six-month intervention, and six months after the intervention. Feasibility outcomes were recruitment, participation, and retention. The primary clinical outcome was BMI z-score change. Results. Sixty participants were enrolled, and forty-eight completed the six-month intervention. At baseline, the BMI z-score in the parent mentor group was 2.63 (SD = 0.65) and in the community health worker group it was 2.61 (SD = 0.89). For change in BMI z-score over time, there was no difference by randomization group at the end of the intervention: -0.02 (95% CI: -0.26, 0.22). At the end of the intervention, the BMI z-score for the parent mentor group was 2.48 (SD = 0.58) and for the community health worker group it was 2.45 (SD = 0.91), both reduced from baseline, p < 0.001. Conclusion. The model of a parent mentor clinical trial is feasible, and both randomized groups experienced small, sustained effects on adiposity in an obese, Hispanic population.

Future HIV Mentoring Programs to Enhance Diversity.

PubMed

Stoff, David M; Cargill, Victoria A

2016-09-01

This paper proposes a general template to guide future mentoring program development addressing: (i) considerations to ensure an adequate research workforce; (ii) key guidelines and principles of mentoring; and (iii) use of a logic model to develop program milestones, outcomes and evaluation. We focus on these areas to guide and inform the most effective mentoring program components, which we find to be more helpful than identifying specific features and ingredients. Although the focus is on the development of a new generation of investigators from diverse backgrounds, this template may also apply to mentoring programs for other investigators and for disciplines beyond HIV.

The community health worker cultural mentoring project: preparing professional students for team work with health workers from urban communities.

PubMed

Sherwen, Laurie N; Schwolsky-Fitch, Elena; Rodriquez, Romelia; Horta, Greg; Lopez, Ivanna

2007-01-01

Community Health Workers or CHWs (also known by a variety of alternative titles) are health workers drawn from communities to provide access to care for members of their communities. CHWs have been documented as effective in delivering a variety of services in a culturally-sensitive manner, and in providing a bridge between health professionals and underserved or minority communities. Yet, CHWs have not been well incorporated into interdisciplinary health care teams. The majority of health professionals are not even aware of the possible role and skills of CHWs. Believing that the best time to educate professionals about this valuable health worker and ensure that CHWs become part of interdisciplinary health care teams is during the student years, the Hunter College Schools of the Health Professions, and the Community Health Worker Network of New York City developed a pilot project, the Community Health Worker Cultural Mentoring Project. Community Health Workers, who were members of the Network, served as "community mentors" for health professions students drawn from the programs of community health education, nursing, and nutrition. CHWs worked with faculty of selected courses in each of the professional programs, and served as panelists in these courses, presenting information about health beliefs and alternative health practices of diverse cultural groups in communities of New York City. Class sessions were first held in the fall of 2004; subsequent sessions were held in following semesters. Approximately 40 students participated in 7 classes, with 6 CHWs serving as mentors - two per class. At the end of the classroom presentations, students wrote reflections relating to their understanding of the CHW role and relevance for their future interdisciplinary practice. The majority of reflections met the goal of increasing professional students' understanding of the CHW role and skills. At this point, quantitative and qualitative data will need to be collected to verify the benefits of CHWs serving as cultural mentors, in order to determine the value of such panels being incorporated into health professions' education programs.

A mentor development program for clinical translational science faculty leads to sustained, improved confidence in mentoring skills.

PubMed

Feldman, Mitchell D; Steinauer, Jody E; Khalili, Mandana; Huang, Laurence; Kahn, James S; Lee, Kathryn A; Creasman, Jennifer; Brown, Jeanette S

2012-08-01

Mentorship is crucial for academic productivity and advancement for clinical and translational (CT) science faculty. However, little is known about the long-term effects of mentor training programs. The University of California, San Francisco (UCSF), Clinical and Translational Science Institute launched a Mentor Development Program (MDP) in 2007 for CT faculty. We report on an evaluation of the first three cohorts of graduates from the MDP. In 2010, all Mentors in Training (MITs) who completed the MDP from 2007 to 2009 (n= 38) were asked to complete an evaluation of their mentoring skills and knowledge; all MITs (100%) completed the evaluation. Two-thirds of MDP graduates reported that they often apply knowledge, attitudes, or skills obtained in the MDP to their mentoring. Nearly all graduates (97%) considered being a mentor important to their career satisfaction. Graduates were also asked about the MDP's impact on specific mentoring skills; 95% agreed that the MDP helped them to become a better mentor and to focus their mentoring goals. We also describe a number of new initiatives to support mentoring at UCSF that have evolved from the MDP. To our knowledge, this is the first evaluation of the long-term impact of a mentor training program for CT researchers. © 2012 Wiley Periodicals, Inc.

Maori in Partnership: A Peer Mentoring Model for Tertiary Indigenous Staff in New Zealand

ERIC Educational Resources Information Center

Kensington-Miller, Barbara; Ratima, Matiu

2015-01-01

This article presents a professional development programme which brought an indigenous minority group of tertiary staff together. We describe a peer-mentoring model, piloted in 2009 at The University of Auckland, New Zealand with university staff in order to promote staff advancement. The participants were all Maori, the indigenous people of New…

Peer Mentoring for International Students in a UK Law School: Lessons from a Pilot Case Study

ERIC Educational Resources Information Center

Ragavan, Shamini K.

2014-01-01

This qualitative study discusses the impact of a support network for international students of culturally diverse backgrounds using a peer mentoring scheme. The scheme focused on facilitating cultural integration in the international student community in Newcastle and sought to engender a cooperative community among new students. Data obtained…

Focus groups for developing a peer mentoring program to improve self-management in pediatric inflammatory bowel disease.

PubMed

Mackner, Laura M; Ruff, Jessica M; Vannatta, Kathryn

2014-10-01

Inflammatory bowel disease (IBD) presents challenges for self-management in many areas. A peer mentoring program may offer advantages over other forms of self-management interventions because youth may be more receptive to learning self-management skills from a peer than from a parent or professional. The purpose of the present study was to identify themes from focus groups to inform development of a peer mentoring program for improving self-management in pediatric IBD. Focus groups were conducted for youth ages 12 to 17, stratified by age (3 groups; n = 14), young adults ages 18 to 20 (1 group; n = 5), and parents of the youth (3 groups; n = 17). Broad questions covered program goals, general program characteristics, mentor/mentee characteristics, and family involvement, and transcriptions were analyzed via directed content analysis, with the a priori codes specified as the broad questions above. Participants identified the primary goals of a program as support, role model, information/education, and fun. They described a program that would include a year-long, 1-on-1 mentor relationship with a peer who has had IBD for at least a year, educational group activities, fun activities that are not focused on IBD, expectations for in-person contact 1 to 2 times per month, and mentor-to-mentor and parent support. Many of the suggestions from the focus groups correspond with research findings associated with successful mentoring programs. Using participants' suggestions and empirically based best practices for mentoring may result in an effective peer mentoring program for improving self-management in youth with IBD.

Faculty Mentoring Programs: Reenvisioning Rather than Reinventing the Wheel

ERIC Educational Resources Information Center

Zellers, Darlene F.; Howard, Valerie M.; Barcic, Maureen A.

2008-01-01

In this review, the authors trace the evolution of mentoring programs in the United States in business and academe, provide insight on the challenges associated with the study of mentoring, and identify the limited research-based studies of faculty mentoring programs that currently inform our understanding of this professional development practice…

Peer Mentoring in Post-Secondary Education: Implications for Research and Practice

ERIC Educational Resources Information Center

Budge, Stephanie

2006-01-01

Research on mentoring in higher education is increasingly widespread. This article aims to provide insight into different kinds of mentoring programs and the research conducted to determine the effectiveness of these programs. A review of the literature revealed multiple definitions of what mentoring means, how programs operate, and types of…

48 CFR 1819.7209 - Credit agreements.

Code of Federal Regulations, 2010 CFR

2010-10-01

... ADMINISTRATION SOCIOECONOMIC PROGRAMS SMALL BUSINESS PROGRAMS NASA Mentor-Protégé Program 1819.7209 Credit agreements. (a) The credit permits the mentor to include the cost it expends on a mentor-protégé agreement as... Plan. The following provisions apply to all credit mentor-protégé agreements: (1) Developmental...

Illinois Work-Based Learning Programs: Worksite Mentor Knowledge and Training

ERIC Educational Resources Information Center

Chadd, Julie; Anderson, Marcia A.

2005-01-01

Teacher-coordinators and worksite mentors of high school work-based learning programs throughout Illinois were the subjects of this study which described worksite mentors' knowledge of teaching work skills to students participating in work-based learning programs and the nature of the training provided to these worksite mentors. There were no…

The Effect of a Collaborative Mentoring Program on Beginning Science Teachers' Inquiry-Based Teaching Practice

ERIC Educational Resources Information Center

Nam, Jeonghee; Seung, Eulsun; Go, MunSuk

2013-01-01

This study investigated how a collaborative mentoring program influenced beginning science teachers' inquiry-based teaching and their reflection on practice. The one-year program consisted of five one-on-one mentoring meetings, weekly science education seminars, weekly mentoring group discussions, and self-evaluation activities. The participants…

Increasing Nursing Faculty Research: The Iowa Gerontological Nursing Research and Regional Research Consortium Strategies

PubMed Central

Maas, Meridean L.; Conn, Vicki; Buckwalter, Kathleen C.; Herr, Keela; Tripp-Reimer, Toni

2012-01-01

Purpose Research development and regional consortium strategies are described to assist schools in all countries extend their gerontological nursing research productivity. The strategies, collaboration and mentoring experiences, and outcomes are also shared to illustrate a highly successful approach in increasing faculty programs of nursing research in a focused area of inquiry. Design A case description of gerontological nursing research development and regional consortium strategies in schools of nursing is used. The regional consortium included 17 schools of nursing that are working to increase faculty programs of gerontological nursing research. Survey responses describing publications, presentations, and research funding awards from 65 of 114 total faculty participants in consortium opportunities (pilot and mentoring grant participants, participants in summer scholars’ grantsmanship seminars) were collected annually from 1995 through 2008 to describe outcomes. Findings From 1994 through 2008, faculty participants from the consortium schools who responded to the annual surveys reported a total of 597 gerontological nursing publications, 527 presentations at research conferences, funding of 221 small and internal grants, and 130 external grant awards, including 47R-series grants and 4 K awards. Conclusions There is an urgent need for more nurse faculty with programs of research to inform the health care of persons and support the preparation of nurse clinicians and faculty. The shortage of nurse scientists with active programs of gerontological research is especially serious and limits the number of faculty who are needed to prepare future gerontological nurses, particularly those with doctoral degrees who will assume faculty positions. Further, junior faculty with a gerontological nursing research foci often lack the colleagues, mentors, and environments needed to develop successful research careers. The outcomes of the development and regional consortium strategies suggest that the principles of extending collaboration, mentoring, and resource sharing are useful to augment faculty research opportunities, networking and support, and to increase productivity in individual schools. Clinical Relevance Clinical relevance includes: (a) implications for preparing nurse scientists and academicians who are and will be needed to train nurses for clinical practice, and (b) development of more faculty programs of research to provide systematic evidence to inform nursing practice. PMID:19941587

48 CFR 819.7107 - Selection of Protégé firms.

Code of Federal Regulations, 2010 CFR

2010-10-01

... SOCIOECONOMIC PROGRAMS SMALL BUSINESS PROGRAMS VA Mentor-Protégé Program 819.7107 Selection of Protégé firms. (a) Mentor firms will be solely responsible for selecting protégé firms. Mentors are encouraged to.... (b) Mentors may have multiple protégés. However, to preserve the integrity of the Program and assure...

High School Students as Mentors: Findings from the Big Brothers Big Sisters School-Based Mentoring Impact Study

ERIC Educational Resources Information Center

Herrera, Carla; Kauh, Tina J.; Cooney, Siobhan M.; Grossman, Jean Baldwin; McMaken, Jennifer

2008-01-01

High schools have recently become a popular source of mentors for school-based mentoring (SBM) programs. The high school Bigs program of Big Brothers Big Sisters of America, for example, currently involves close to 50,000 high-school-aged mentors across the country. While the use of these young mentors has several potential advantages, their age…

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

PubMed

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.

Best Practices in Mentoring in NOAA Scholarship Programs

NASA Astrophysics Data System (ADS)

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.

MS PHD'S PDP: Vision, Design, Implementation, and Outcomes of a Minority-Focused Earth System Sciences Program

NASA Astrophysics Data System (ADS)

Habtes, S. Y.; Mayo, M.; Ithier-Guzman, W.; Pyrtle, A. J.; Williamson Whitney, V.

2007-05-01

As minorities are predicted to comprise at least 33% of the US population by the year 2010, their representation in the STEM fields, including the ocean sciences, is still poorly established. In order to advance the goal of better decision making, the Ocean Sciences community must achieve greater levels of diversity in membership. To achieve this objective of greater diversity in the sciences, the Minorities Striving and Pursuing Higher Degrees of Success in Earth System Science® Professional Development Program (MS PHD'S PDP), which was launched in 2003, is supported via grants from NASA's Office of Earth Science, and NSF's Directorate for Geosciences. The MS PHD'S PDP is designed to provide professional and mentoring experiences that facilitate the advancement of minorities committed to achieving outstanding Earth System Science careers. The MS PHD'S PDP is structured in three phases, connected by engagement in a virtual community, continuous peer and mentor to mentee interactions, and the professional support necessary for ensuring the educational success of the student participants. Since the pilot program in 2003, the MSPHD'S PDP, housed at the University of South Florida's College of Marine Science, has produced 4 cohorts of students. Seventy-five have completed the program; of those 6 have earned their doctoral degrees. Of the 45 current participants 10 are graduate students in Marine Science and 15 are still undergraduates, the remaining 10 participants are graduate students in other STEM fields. Since the implementation of the MSPHD'S PDP a total of 87 students and 33 scientist mentors have become part of the MSPHD'S virtual community, helping to improve the learning environment for current and future participants as well as build a community of minority students that encourages each other to pursue their academic degrees.

48 CFR 1019.202-70-7 - Mentor firms.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 48 Federal Acquisition Regulations System 5 2010-10-01 2010-10-01 false Mentor firms. 1019.202-70... SOCIOECONOMIC PROGRAMS SMALL BUSINESS PROGRAMS Policies 1019.202-70-7 Mentor firms. A mentor firm may be either... developmental assistance to enhance the capabilities of protégés to perform as subcontractors. Mentors will be...

Impacts of a Peer Mentoring Program on Preservice Physical Educators' Development

ERIC Educational Resources Information Center

Faucette, Nell; Nugent, Peg

2017-01-01

Today, new and redesigned mentoring roles are being explored in teacher education programs. According to literature, having peers mentor less experienced colleagues can benefit both groups. In this study, 11 senior physical education majors served as mentors to 15 juniors. Mentoring sessions occurred during regularly scheduled classes for all.…

REFORMA/UCLA Mentor Program: A Mentoring Manual.

ERIC Educational Resources Information Center

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…

Barriers and Facilitators of Mentoring for Trainees and Early Career Investigators in Rheumatology Research: Current State, Identification of Needs, and Road Map to an Inter-Institutional Adult Rheumatology Mentoring Program.

PubMed

Ogdie, Alexis; Sparks, Jeffrey A; Angeles-Han, Sheila T; Bush, Kathleen; Castelino, Flavia V; Golding, Amit; Jiang, Yihui; Kahlenberg, J Michelle; Kim, Alfred H J; Lee, Yvonne C; Machireddy, Kirthi; Ombrello, Michael J; Shah, Ami A; Wallace, Zachary S; Nigrovic, Peter A; Makris, Una E

2018-03-01

To determine perceived barriers and facilitators to effective mentoring for early career rheumatology investigators and to develop a framework for an inter-institutional mentoring program. Focus groups or interviews with rheumatology fellows, junior faculty, and mentors were conducted, audiorecorded, and transcribed. Content analysis was performed using NVivo software. Themes were grouped into categories (e.g., mentor-mentee relationship, barriers, and facilitators of a productive relationship). Rheumatology fellows and early career investigators were also surveyed nationwide to identify specific needs to be addressed through an inter-institutional mentoring program. Twenty-five individuals participated in focus groups or interviews. Attributes of the ideal mentee-mentor relationship included communication, accessibility, regular meetings, shared interests, aligned goals, and mutual respect. The mentee should be proactive, efficient, engaged, committed, focused, accountable, and respectful of the mentor's time. The mentor should support/promote the mentee, shape the mentee's goals and career plan, address day-to-day questions, provide critical feedback, be available, and have team leadership skills. Barriers included difficulty with career path navigation, gaining independence, internal competition, authorship, time demands, funding, and work-life balance. Facilitators of a successful relationship included having a diverse network of mentors filling different roles, mentor-mentee relationship management, and confidence. Among 187 survey respondents, the primary uses of an inter-institutional mentoring program were career development planning and oversight, goal-setting, and networking. In this mixed-methods study, tangible factors for optimizing the mentor-mentee relationship were identified and will inform the development of an adult rheumatology inter-institutional mentoring program. © 2017, American College of Rheumatology.

48 CFR 519.7012 - Developmental assistance.

Code of Federal Regulations, 2010 CFR

2010-10-01

... SOCIOECONOMIC PROGRAMS SMALL BUSINESS PROGRAMS GSA Mentor-Protégé Program 519.7012 Developmental assistance. The forms of developmental assistance a mentor can provide to a protégé include: (a) Management... Mentor-Protégé Program Manager. ...

Managing Mentoring Programs.

ERIC Educational Resources Information Center

IUME Briefs, 1992

1992-01-01

Some programs for helping at-risk youth achieve excellent results, while others do not. One reason for program success can be proper management. Mentoring is a promising strategy for helping at-risk youth. Planners who want to create effective mentoring programs should look at the implementation experiences of other youth programs. Evaluations…

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

PubMed

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.

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

Code of Federal Regulations, 2010 CFR

2010-10-01

... 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 or... BDP or separately, you may establish a “mentor-protégé” program, in which another DBE or non-DBE firm...

Development and psychometric testing of the nursing student mentors' competence instrument (MCI): A cross-sectional study.

PubMed

Tuomikoski, Anna-Maria; Ruotsalainen, Heidi; Mikkonen, Kristina; Miettunen, Jouko; Kääriäinen, Maria

2018-06-05

Mentors require competence at a diverse array of skills to mentor students during clinical practice. According to the latest evidence, competence at mentoring includes: knowledge, skills and attributes of individual students' learning objectives, core elements of nursing, learning processes, a reciprocal and trustful relationship, feedback, evaluation, cooperation with stakeholders, and the mentor's personal qualities. The purpose of the study was to test psychometric properties of a mentor's competence instrument developed to self-evaluate mentors' competence at mentoring nursing students in clinical practice. A cross-sectional, descriptive, explorative study design was used. Data were collected from mentors at five university hospitals in Finland in 2016. A total of 576 mentors participated in this study. The instrument was developed through systematic review, experts' evaluations, and pilot versions of the instrument tested in previous studies. The construct validity and reliability of the instrument were tested using exploratory factor analysis (EFA) with promax rotation and Cronbach's alpha. A 10-factor model showed that the instrument has acceptable construct validity. Cronbach's alpha values for the subscales observed ranged from 0.76 to 0.90. The instrument exhibited acceptable psychometric properties, thereby proving itself a valuable tool for evaluating mentors' competence at mentoring students. Further assessments of its reliability, validity and generality for measuring mentor's competence for mentoring students in different contexts and cultures are recommended. Copyright © 2018 Elsevier Ltd. All rights reserved.

Diabetes educator mentorship program: mentors requested.

PubMed

Beck, Joni K; Traficano, Sheryl E

2015-02-01

The purpose of this article is to describe the Diabetes Educator Mentorship Program, communicate mentors' experiences and perceptions during the first 3 years following implementation, and provide strategies to encourage mentoring. Creation of this collaborative program has fostered successful attainment of additional certified diabetes educators who obtained diabetes self-management education and support (DSMES) practice requirement hours through a voluntary Diabetes Educator Mentorship Program. There is a significant need for additional mentors to meet the growing need for mentoring partnerships. Increasing the number of mentors will provide more opportunities to those seeking to gain DSMES experience and will ultimately expand the number of health professionals available to educate those with diabetes or prediabetes. © 2014 The Author(s).

48 CFR 819.7108 - Application process.

Code of Federal Regulations, 2010 CFR

2010-10-01

... SOCIOECONOMIC PROGRAMS SMALL BUSINESS PROGRAMS VA Mentor-Protégé Program 819.7108 Application process. (a) Firms interested in becoming approved mentor-protégé participants must submit a joint written VA Mentor-Protégé Agreement to the VA OSDBU for review and approval. The proposed Mentor-Protégé Agreement will be...

48 CFR 1019.202-70-10 - Application process for mentor firms to participate in the program.

Code of Federal Regulations, 2010 CFR

2010-10-01

... mentor firms to participate in the program. 1019.202-70-10 Section 1019.202-70-10 Federal Acquisition...-70-10 Application process for mentor firms to participate in the program. (a) Firm interested in becoming a mentor firm may apply in writing to Treasury's OSBD. The application will be evaluated based...

An Investigation of Same- versus Cross-Gender Matching for Boys in Formal School-Based Mentoring Programs

ERIC Educational Resources Information Center

Kanchewa, Stella S.; Rhodes, Jean E.; Schwartz, Sarah E. O.; Olsho, Lauren E. W.

2014-01-01

Although assigned mentoring relationships have typically involved same-gender matches, a growing number of programs, particularly those in schools, have begun pairing female mentors with male mentees. This practice stems, in large part, from the relative dearth of male mentors and programs' efforts to increase the availability of youth mentoring…

Goal Attainment Scaling as an Effective Strategy to Assess the Outcomes of Mentoring Programs for Troubled Youth

ERIC Educational Resources Information Center

Balcazar, Fabricio E.; Davies, Gethin L.; Viggers, Dave; Tranter, Gary

2006-01-01

Mentoring programs are increasingly popular as preventive and/or supportive interventions for youth with various needs. A meta-analysis of mentoring program effects conducted by DuBois, Holloway, Valentine, and Cooper (2002) suggests that youth from backgrounds of risk (defined broadly) have the capacity to benefit from mentoring, especially when…

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

ERIC Educational Resources Information Center

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…

A Study of Student Interaction in an Online Learning Environment Specially Crafted for Cross-Level Peer Mentoring

ERIC Educational Resources Information Center

Ruane, Regina

2012-01-01

This study explored the ways that students in an online teacher education program connected in a specially crafted peer mentoring program developed for cross-level peer mentoring. Program administrators developed the peer mentoring site in response to observations that enrolled students, particularly new students, were often unsure of how to…

A Mentoring Program for Inquiry-Based Teaching in a College Geometry Class

ERIC Educational Resources Information Center

Miller, Nathaniel; Wakefield, Nathan

2014-01-01

This paper describes a mentoring program designed to prepare novice instructors to teach a college geometry class using inquiry-based methods. The mentoring program was used in a medium-sized public university with approximately 12,000 undergraduate students and 1,500 graduate students. The authors worked together to implement a mentoring program…

48 CFR 3052.219-72 - Evaluation of prime contractor participation in the DHS mentor-protégé program.

Code of Federal Regulations, 2010 CFR

2010-10-01

... contractor participation in the DHS mentor-protégé program. 3052.219-72 Section 3052.219-72 Federal... Evaluation of prime contractor participation in the DHS mentor-protégé program. As prescribed in (HSAR) 48... the DHS Mentor-Protégé Program (JUN 2006) This solicitation contains a source selection factor or...

48 CFR 1819.7201 - Scope of subpart.

Code of Federal Regulations, 2010 CFR

2010-10-01

... SOCIOECONOMIC PROGRAMS SMALL BUSINESS PROGRAMS NASA Mentor-Protégé Program 1819.7201 Scope of subpart. (a) This subpart implements the NASA Mentor-Protégé Program (hereafter referred to as the Program... establishment of long-term business relationships between protégés and mentors. (b) Under the Program, eligible...

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

PubMed

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.

Supporting learner-centered technology integration through situated mentoring

NASA Astrophysics Data System (ADS)

Rosenberg, Marian Goode

Situated mentoring was used as a professional development method to help 11 high school science teachers integrate learner-centered technology. The teachers' learner-centered technology beliefs and practices as well as their perception of barriers to learner-centered technology integration were explored before and after participating in the mentoring program. In addition, the participants' thoughts about the effectiveness of various components of the mentoring program were analyzed along with the mentor's observations of their practices. Situated mentoring can be effective for supporting learner-centered technology integration, in particular decreasing the barriers teachers experience. Goal setting, collaborative planning, reflection, and onsite just-in-time support were thought to be the most valuable components of the mentoring program.

Mentoring: A Representative Bibliography.

ERIC Educational Resources Information Center

Norton, Cheryl S.

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

Focus on Mentee-Mentor Relationships: The 10th Grade Implementation of iMentor's College Ready Program. Technical Appendices

ERIC Educational Resources Information Center

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

2016-01-01

This document presents the technical appendices that accompany the full report entitled:"Focus on Mentee-Mentor Relationships: The 10th Grade Implementation of iMentor's College Ready Program." The appendices include: (1) Mentor Survey Construct Items; (2) Qualative Data Collection and Analysis Methods; and (3) Methods for Estimating the…

Mentoring Undergraduate Students in Estuarine Research Experiences: Different Strokes for Different Folks

NASA Astrophysics Data System (ADS)

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.

Nurse mentor perceptions in the delivery of a home-based cardiac rehabilitation program to support patients living in rural areas: An interpretive study.

PubMed

Frohmader, Terence J; Lin, Frances; Chaboyer, Wendy P

2017-05-01

Home-based cardiac rehabilitation (CR) programs improve health outcomes for people diagnosed with heart disease. Mentoring of patients by nurses trained in CR has been proposed as an innovative model of cardiac care. Little is known however, about the experience of mentors facilitating such programs and adapting to this new role. The aim of this qualitative study was to explore nurse mentor perceptions of their role in the delivery of a home-based CR program for rural patients unable to attend a hospital or outpatient CR program. Seven nurses mentored patients by telephone providing patients with education, psychosocial support and lifestyle advice during their recovery. An open-ended survey was administered to mentors by email and findings revealed mentors perceived their role to be integral to the success of the program. Nurses were satisfied with the development of their new role as patient mentors. They believed their collaborative skills, knowledge and experience in coronary care, timely support and guidance of patients during their recovery and use of innovative audiovisual resources improved the health outcomes of patients not able to attend traditional programs. Cardiac nurses in this study perceived that they were able to successfully transition from their normal work practices in hospital to mentoring patients in their homes. Crown Copyright © 2017. Published by Elsevier Ltd. All rights reserved.

A Mentor Development Program for Clinical Translational Science Faculty Leads to Sustained, Improved Confidence in Mentoring Skills

PubMed Central

Feldman, Mitchell D.; Steinauer, Jody E.; Khalili, Mandana; Huang, Laurence; Kahn, James S.; Lee, Kathryn A.; Creasman, Jennifer; Brown, Jeanette S.

2012-01-01

Abstract Mentorship is crucial for academic productivity and advancement for clinical and translational (CT) science faculty. However, little is known about the long‐term effects of mentor training programs. The University of California, San Francisco (UCSF), Clinical and Translational Science Institute launched a Mentor Development Program (MDP) in 2007 for CT faculty. We report on an evaluation of the first three cohorts of graduates from the MDP. In 2010, all Mentors in Training (MITs) who completed the MDP from 2007 to 2009 (n= 38) were asked to complete an evaluation of their mentoring skills and knowledge; all MITs (100%) completed the evaluation. Two‐thirds of MDP graduates reported that they often apply knowledge, attitudes, or skills obtained in the MDP to their mentoring. Nearly all graduates (97%) considered being a mentor important to their career satisfaction. Graduates were also asked about the MDP's impact on specific mentoring skills; 95% agreed that the MDP helped them to become a better mentor and to focus their mentoring goals. We also describe a number of new initiatives to support mentoring at UCSF that have evolved from the MDP. To our knowledge, this is the first evaluation of the long‐term impact of a mentor training program for CT researchers. Clin Trans Sci 2012; Volume 5: 362–367 PMID:22883616

48 CFR 819.7101 - Purpose.

Code of Federal Regulations, 2010 CFR

2010-10-01

... SMALL BUSINESS PROGRAMS VA Mentor-Protégé Program 819.7101 Purpose. The VA Mentor-Protégé Program is... businesses (VOSBs) in enhancing their capabilities to perform contracts and subcontracts for VA. The Mentor...

48 CFR 519.7008 - Selection of protégé firms.

Code of Federal Regulations, 2010 CFR

2010-10-01

... SOCIOECONOMIC PROGRAMS SMALL BUSINESS PROGRAMS GSA Mentor-Protégé Program 519.7008 Selection of protégé firms. (a) Mentor firms will be solely responsible for selecting protégé firms. Mentors are encouraged to... subcontractor or a newly selected subcontractor for the prime contractor's GSA contract. (b) Mentor firms may...

48 CFR 1819.7204 - Protégé selection.

Code of Federal Regulations, 2010 CFR

2010-10-01

... ADMINISTRATION SOCIOECONOMIC PROGRAMS SMALL BUSINESS PROGRAMS NASA Mentor-Protégé Program 1819.7204 Protégé selection. (a) Mentors will be solely responsible for selecting protégés. Mentors are required to identify... agency employing the blind or severely disabled. (b) The selection of protégés by a mentor may not be...

48 CFR 552.219-75 - GSA Mentor-Protégé Program.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 48 Federal Acquisition Regulations System 4 2010-10-01 2010-10-01 false GSA Mentor-ProtégÃ....219-75 GSA Mentor-Protégé Program. As prescribed in 519.7017(a), insert the following clause: GSA Mentor-ProtéGé Program (SEP 2009) (a) Prime contractors, including small businesses, are encouraged to...

Student Mentoring Programs: Education's Monitoring and Information Sharing Could Be Improved. Report to Congressional Requesters. GAO-04-581

ERIC Educational Resources Information Center

Shaul, Marnie S.

2004-01-01

As part of the No Child Left Behind Act of 2001 (NCLB), Congress authorized a school-based mentoring grant program. This study examined: the basic elements, policies, and procedures of successful mentoring programs; key characteristics of NCLB-funded mentoring efforts (the extent to which they had the basic elements, policies, and procedures of…

48 CFR 1852.219-77 - NASA Mentor-Protégé Program.

Code of Federal Regulations, 2012 CFR

2012-10-01

... 48 Federal Acquisition Regulations System 6 2012-10-01 2012-10-01 false NASA Mentor-ProtégÃ... and Clauses 1852.219-77 NASA Mentor-Protégé Program. As prescribed in 1819.7215, insert the following clause: NASA Mentor-Protégé Program (Month/Year) (a) Prime contractors are encouraged to participate in...

48 CFR 1852.219-77 - NASA Mentor-Protégé Program.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 48 Federal Acquisition Regulations System 6 2010-10-01 2010-10-01 true NASA Mentor-ProtégÃ... and Clauses 1852.219-77 NASA Mentor-Protégé Program. As prescribed in 1819.7215, insert the following clause: NASA Mentor-Protégé Program (MAY 2009) (a) Prime contractors are encouraged to participate in the...

48 CFR 1852.219-77 - NASA Mentor-Protégé Program.

Code of Federal Regulations, 2013 CFR

2013-10-01

... 48 Federal Acquisition Regulations System 6 2013-10-01 2013-10-01 false NASA Mentor-ProtégÃ... and Clauses 1852.219-77 NASA Mentor-Protégé Program. As prescribed in 1819.7215, insert the following clause: NASA Mentor-Protégé Program (Month/Year) (a) Prime contractors are encouraged to participate in...

48 CFR 1852.219-77 - NASA Mentor-Protégé Program.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 48 Federal Acquisition Regulations System 6 2011-10-01 2011-10-01 false NASA Mentor-ProtégÃ... and Clauses 1852.219-77 NASA Mentor-Protégé Program. As prescribed in 1819.7215, insert the following clause: NASA Mentor-Protégé Program (Month/Year) (a) Prime contractors are encouraged to participate in...

48 CFR 1852.219-77 - NASA Mentor-Protégé Program.

Code of Federal Regulations, 2014 CFR

2014-10-01

... 48 Federal Acquisition Regulations System 6 2014-10-01 2014-10-01 false NASA Mentor-ProtégÃ... and Clauses 1852.219-77 NASA Mentor-Protégé Program. As prescribed in 1819.7215, insert the following clause: NASA Mentor-Protégé Program (Month/Year) (a) Prime contractors are encouraged to participate in...

An Investigation of the Relationship between Factors of Beginning Teachers' Development within a Mentor-Based Induction Program

ERIC Educational Resources Information Center

Davis, James Kenny

2017-01-01

This dissertation was a quantitative, correlational study that examined the impact of the mentor component of a mentor-based induction program on three factors of new teacher development and support. The focus of this study was on beginning teachers participating in a district-supported mentoring program designed to support and acclimate teachers…

An Analysis on the Experience of Mentoring Support in a College Alternative Teacher Certification Program

ERIC Educational Resources Information Center

Kilgore, Debra V.

2011-01-01

The purpose of this research study was to explore how college alternative teacher certification (ATC) participants experience mentoring support. The goal was to obtain a rich and deep understanding of the nature of the mentoring experience in a college ATC program through the perspectives of mentees and their mentors. The ATC program was the…

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

ERIC Educational Resources Information Center

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…

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

PubMed

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.

Mexican Space Agency and NASA Agreement

NASA Image and Video Library

2013-03-18

NASA Administrator Charles Bolden (center) presents Dr. Francisco Javier Mendieta Jimenez, Director General of the Mexican Space Agency, a NASA montage in honor of the Reimbursable Space Act Agreement (RSAA) signed between the two agencies, Monday, March 18, 2013 at NASA Headquarters in Washington. Leland Melvin (right), NASA Associate Administrator for Education looks on. The International Internship Program is a pilot program developed at NASA which will provide and avenue for non-US students to come to NASA for an internship. US students will be paired with a foreign student to work on a NASA research project under the guidance of a mentor. This is the first NASA-Mexico agreement signed. Photo Credit: (NASA/Carla Cioffi)

E-learning in a virtual science camp for urban youth

PubMed Central

Holden, Lynne; Morrison, Andrew; Berger, Wallace; Siegel, Elliot

2014-01-01

The Virtual Science Camp (VSC) is a unique demonstration of synchronous e-learning developed by Mentoring in Medicine (MIM). This paper reports on a pilot offering during the summer of 2012 that taught advanced biological concepts, healthy living and health care career opportunities to medically underserved urban youth. Livestream’s interactive video technology was used to engage a diverse audience of mostly high school students at remote sites in a new two week instructional program that provided custom course content free of charge over the internet. We describe the technical and program preparations undertaken, their implementation, the IT environment, a multi-faceted evaluation plan, the results of the experiment, and lessons learned. PMID:24733956

The Women in Emergency Medicine Mentoring Program: An Innovative Approach to Mentoring

PubMed Central

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

2012-01-01

Background 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. Objective To describe the content, perceived value, and ongoing achievements of a mentoring program for women in emergency medicine. Methods 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. Results 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. Conclusion 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. PMID:23997883

Experiences and Perceptions of Mentors in a Community Mentoring Program for At-Risk Students

ERIC Educational Resources Information Center

Allen, Belinda K.

2013-01-01

This phenomenological case study explored the perceptions and experiences of mentors who work for a community-based mentoring program that was created to provide at-risk minority students with male role models. Most studies from the past 20 years have assessed mainly the academic, social, and emotional outcomes of mentoring among at-risk minority…

Student Perceptions of Benefits and Challenges of Peer Mentoring Programs: Divergent Perspectives from Mentors and Mentees

ERIC Educational Resources Information Center

Gunn, Frances; Lee, Seung Hwan; Steed, Madelyn

2017-01-01

In this exploratory research, the authors categorize the benefits and challenges of participating in a mentoring program from the perspectives of mentors and mentees. The authors use the mentoring framework proposed by Crisp and Cruz in 2009 to inform educators. The authors report the percentage of mention, the level of occurrence, and the effect…

The Effect of a Collaborative Mentoring Program on Beginning Science Teachers' Inquiry-based Teaching Practice

NASA Astrophysics Data System (ADS)

Nam, Jeonghee; Seung, Eulsun; Go, MunSuk

2013-03-01

This study investigated how a collaborative mentoring program influenced beginning science teachers' inquiry-based teaching and their reflection on practice. The one-year program consisted of five one-on-one mentoring meetings, weekly science education seminars, weekly mentoring group discussions, and self-evaluation activities. The participants were three beginning science teachers and three mentors at the middle school level (7-9th grades) in an urban area of South Korea. For each beginning teacher, five lessons were evaluated in terms of lesson design/implementation, procedural knowledge, and classroom culture by using the Reformed Teaching Observation Protocol. Five aspects of the beginning teachers' reflections were identified. This study showed that a collaborative mentoring program focusing on inquiry-based science teaching encouraged the beginning teachers to reflect on their own perceptions and teaching practice in terms of inquiry-based science teaching, which led to changes in their teaching practice. This study also highlighted the importance of collaborative interactions between the mentors and the beginning teachers during the mentoring process.

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

PubMed

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.

Teaching Certificate Program Participants' Perceptions of Mentor-Mentee Relationships.

PubMed

Sheehan, Amy Heck; Gonzalvo, Jasmine D; Ramsey, Darin C; Sprunger, Tracy L

2016-04-25

Objective. To assess teaching certificate program (TCP) participants' perceptions of mentor-mentee relationships. Methods. A 15-item survey instrument was administered to all 2014-2015 participants of the Indiana Pharmacy Teaching Certificate (IPTeC) program. Results. One hundred percent of IPTeC program participants (83/83) responded to the survey. The majority of participants indicated that having a professional mentor was either very important (52%) or important (47%) to their professional development and preferred to choose their own professional mentor (53%). Mentor characteristics rated as highly important by mentees included having similar clinical practice interests (82%), having similar research interests (66%), and being available to meet face-to-face (90%). Age, race, and gender of the mentor were not rated by mentees as important. Conclusion. Teaching certificate program participants place high importance on having a professional mentor. Mentorship of pharmacists completing TCPs should be a priority for current pharmacy faculty members so adequate guidance is available to future pharmacy educators.

The benefits of being a senior mentor: Cultivating resilience through the mentorship of health professions students.

PubMed

Halpin, Sean N; Dillard, Rebecca L; Idler, Ellen; Clevenger, Carolyn; Rothschild, Elizabeth; Blanton, Sarah; Wilson, Jessica; Flacker, Jonathan M

2017-01-01

Senior Mentor Programs (SMPs) pair community-dwelling older adults with health professions students to facilitate knowledge, improve communication skills, and promote positive attitudes regarding the aging process. Although evidence exists that SMPs meet these goals, the programs' psychosocial impact on the senior mentors remains unexplored. The current study assessed 101 mostly female (64.4%) senior mentors (M age = 77.6) pre- and postprogram. Although mentors had no change in the amount of perceived ageism experienced or expectation of experiencing ageism, their concern/anxiety over ageism significantly decreased from pre- (M = 21.58) to posttest (M = 20.19). Qualitative thematic analysis indicated meaningfulness of program and scheduling difficulties as prevalent themes. Mentors who reported less concern about ageism following the program were more likely to have experienced ageism in the year prior to the program and to attend religious services more often, another potential intergenerational contact. These results highlight possible benefits of mentor service for older adults.

Enhancing leadership and relationships by implementing a peer mentoring program.

PubMed

Gafni Lachter, Liat R; Ruland, Judith P

2018-03-30

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

Career support in medicine - experiences with a mentoring program for junior physicians at a university hospital.

PubMed

Buddeberg-Fischer, Barbara; Vetsch, Esther; Mattanza, Guido

2004-07-01

Until now, mentoring has hardly been used by the medical profession in German-speaking countries as a means of supporting junior physicians in their careers. The aim of the mentoring project described here was to obtain information for promoting and developing future mentoring programs at a university hospital. A new integrated mentoring model was developed and implemented over a 12-month period. Peer groups were advised on the mentoring process by mentors and program managers. A total of eight mentoring groups (40 peers) from four departments of a university hospital took part in the project: four voluntarily, and four on a compulsory basis. The evaluation was carried out using qualitative methods for analysis of the group protocols and the focus group interviews with the participants. Group discussions revealed that individual mentees, young female physicians in particular, developed concrete career plans and initiated further career-relevant steps. Some mentees - again more women than men - were promoted to senior physician posts. Further measurable career steps were increased research and publishing activity, and research fellowships abroad. The group process developed in five typical phases (forming, storming, norming, performing, and finalizing), which differed according to whether the groups had been formed on a voluntary or compulsory basis. In the evaluation interviews, mentees emphasized the following as effective mentoring factors: Concrete definition of own career goals; exchange of experiences within the peer groups; support and motivation from the mentors; and fostering of the group process by the program managers. Participation in mentoring programs has to be voluntary. Mentees are motivated, autonomous, goal-oriented and prepared to take action. Mentors serve as examples and advisers. They derive satisfaction from being held in high esteem, as well as from the advancement of their own careers. Program managers have experience in systems theory and group dynamics, structure the group processes, and evaluate the quality of the results. Hospital management should regard mentoring as a business strategy and a means of staff development and quality management, and provide the necessary resources. The mentoring program presented here is being extended to other departments of the hospital on the basis of the positive experiences it has offered.

Hybrid-Mentoring Programs for Beginning Elementary Science Teachers

ERIC Educational Resources Information Center

Bang, EunJin

2013-01-01

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

School-Based Peer Mentoring in High School: A Program Evaluation Study

ERIC Educational Resources Information Center

Cooper, Felicia Cecile

2017-01-01

The dissertation is an initial investigation of a peer mentoring program in a suburban high school in the southeastern United States. Additionally, the Peer Mentoring Program (PMP) study examined whether the Program improves academic performance and attendance, and decreases referrals. Utilizing an experimental design, a Participant and a…

The Mentoring Toolkit 2.0: Resources for Developing Programs for Incarcerated Youth. Guide

ERIC Educational Resources Information Center

Zaugg, Nathan; Jarjoura, Roger

2017-01-01

"The Mentoring Toolkit 2.0: Resources for Developing Programs for Incarcerated Youth" provides information, program descriptions, and links to important resources that can assist juvenile correctional facilities and other organizations to design effective mentoring programs for neglected and delinquent youth, particularly those who are…

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

PubMed

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.

Increasing self-esteem and school connectedness through a multidimensional mentoring program.

PubMed

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

2002-09-01

High levels of self-esteem and positive school, peer, and family connections represent protective factors against youth involvement in risky behavior. This paper reports findings from year one of the Healthy Kids Mentoring Program, a multidisciplinary mentoring program for fourth-grade students in a Midwestern public school. In October 2000, 28 fourth-grade students were admitted into the program, based on findings from a 55-item survey distributed to all fourth-grade students (N = 283) regarding overall self-esteem, school, peer, and family connectedness and involvement in risky behavior. The program, which ran from January 2000 to May 2000, consisted of four components: 1) relationship building, 2) self-esteem enhancement, 3) goal setting, 4) academic assistance. Pretest-Posttest data showed significant improvements at posttest in mentored students' self-esteem levels and positive connections to school, peers, and family. Mentored students also were significantly less likely to be depressed or involved in bullying and fighting at posttest than at pretest. Compared to nonmentored students, mentored students reported significantly higher school and family connectedness scores at posttest. Recommendations for effective mentoring program design are offered.

48 CFR 3052.219-71 - DHS mentor-protégé program.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 48 Federal Acquisition Regulations System 7 2010-10-01 2010-10-01 false DHS mentor-protégÃ... CONTRACT CLAUSES Text of Provisions and Clauses 3052.219-71 DHS mentor-protégé program. As prescribed in (HSAR) 48 CFR 3019.708-70(b), insert the following clause: DHS Mentor-Protégé Program (JUN 2006) (a...

77 FR 9659 - General Services Administration Acquisition Regulation; Information Collection; GSA Mentor...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-02-17

... Services Administration Acquisition Regulation; Information Collection; GSA Mentor-Prot[eacute]g[eacute... collection concerning the GSA Mentor-Prot[eacute]g[eacute] Program, General Service Administration...- 0286, GSA Mentor-Prot[eacute]g[eacute] Program by any of the following methods: Regulations.gov : http...

48 CFR 1819.7205 - Mentor-protégé agreements.

Code of Federal Regulations, 2010 CFR

2010-10-01

... in— (i) General business management, including organizational management, financial management, personnel management, marketing, business development, and overall business planning; (ii) Engineering... ADMINISTRATION SOCIOECONOMIC PROGRAMS SMALL BUSINESS PROGRAMS NASA Mentor-Protégé Program 1819.7205 Mentor...

Investigating Patterns of Participation and Conversation Content in an Online Mentoring Program for Northern Canadian Youth

ERIC Educational Resources Information Center

Wallis, Julie A. M.; Riddell, Julia K.; Pepler, Debra J.; Smith, Claire; Silvertown, Josh

2015-01-01

In this study, we describe participant characteristics, conversation content, and program success of an online mentoring program for northern Canadian youth. We investigate the associations between demographics and program success. The profiles and conversations of students and mentors that participated in the program between 2009 and 2013 were…

Bringing Together Mentoring, Technology, and Whole-School Reform: A First Look at the iMentor College Ready Program. Report

ERIC Educational Resources Information Center

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

2015-01-01

iMentor's College Ready Program is a unique approach that combines elements of school-based mentoring, whole school reform, and technology in an effort to help students develop the full suite of knowledge, behaviors, and skills they need to complete high school and enroll and thrive in college. iMentor partners with high schools that serve…

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

ERIC Educational Resources Information Center

Calvery, Suzannah Vallejo

2013-01-01

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

A Formal Mentorship Program for Faculty Development

PubMed Central

Le, Jennifer; Nazer, Lama; Hess, Karl; Wang, Jeffrey; Law, Anandi V.

2014-01-01

Objective. To describe the development, implementation, and evaluation of a formal mentorship program at a college of pharmacy. Methods. After extensive review of the mentorship literature within the health sciences, a formal mentorship program was developed between 2006 and 2008 to support and facilitate faculty development. The voluntary program was implemented after mentors received training, and mentors and protégés were matched and received an orientation. Evaluation consisted of conducting annual surveys and focus groups with mentors and protégés. Results. Fifty-one mentor-protégé pairs were formed from 2009 to 2012. A large majority of the mentors (82.8%-96.9%) were satisfied with the mentorship program and its procedures. The majority of the protégés (≥70%) were satisfied with the mentorship program, mentor-protégé relationship, and program logistics. Both mentors and protégés reported that the protégés most needed guidance on time management, prioritization, and work-life balance. While there were no significant improvements in the proteges’ number of grant submissions, retention rates, or success in promotion/tenure, the total number of peer-reviewed publications by junior faculty members was significantly higher after program implementation (mean of 7 per year vs 21 per year, p=0.03) in the college’s pharmacy practice and administration department. Conclusions. A formal mentorship program was successful as measured by self-reported assessments of mentors and protégés. PMID:24954940

Development and outcomes of an online-onsite hybrid dental admissions enhancement pilot program.

PubMed

Hanson, Carrie L; Van Ness, Chris; Gadbury-Amyot, Cynthia C; Crain, Geralyn

2014-10-01

The University of Missouri-Kansas City (UMKC) School of Dentistry has piloted two years of an Admissions Enhancement Program (AEP) with students from underrepresented minority groups and/or economically disadvantaged areas of Missouri interested in applying to dental school. The AEP utilizes an innovative online-onsite hybrid format to elevate students' foundational knowledge in biology, chemistry, organic chemistry, and quantitative reasoning. The online component includes interaction with UMKC instructors using tablet technology and Wimba virtual classroom sessions. The onsite component engages students in academic and professional development, enrichment activities targeting skills training, experience in dental labs and clinics, and mentoring in preparing the dental school application, essay writing, and interviewing. Results to date indicate overall program satisfaction among AEP participants and a dental school acceptance rate of 73.7 percent (14/19 students). Participants reported the mock interviews and essay-writing portions contributed to their becoming competitive candidates for the admission process, and the online material enhanced their preparation for the Dental Admission Test (DAT). Pre- and post-AEP data show participant DAT Academic Average scores increased by two points. The school will continue to monitor program participants in subsequent years.

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

PubMed

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. Copyright © 2016 John Wiley & Sons, Ltd.

77 FR 31016 - General Services Administration Acquisition Regulation; Submission for OMB Review; GSA Mentor...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-05-24

... Services Administration Acquisition Regulation; Submission for OMB Review; GSA Mentor-Prot[eacute]g[eacute... collection concerning the GSA Mentor-Prot[eacute]g[eacute] Program, General Service Administration... Collection 3090- 0286, GSA Mentor-Prot[eacute]g[eacute] Program by any of the following methods: Regulations...

Mentoring and the Business Environment: Asset or Liability?

ERIC Educational Resources Information Center

Caruso, Richard E.

A study examined mentoring as a means of furthering the career development of managers, technicians, and highly skilled workers employed by Motorola Incorporated, which has had a formal mentoring program in operation since 1980. Senior managers and new employees who were paired in Motorola's mentoring program were surveyed to determine their…

A Synergistic Approach to Faculty Mentoring

ERIC Educational Resources Information Center

Goodwin, Laura D.

2004-01-01

Following a comparison of two approaches to mentoring--the traditional model and a relatively new "synergistic" or co-mentoring model--a new formal mentoring program for faculty in the School of Education at the University of Colorado at Denver, based on the synergistic approach, is described. First-year program evaluation data revealed…

High School Teen Mentoring Handbook

ERIC Educational Resources Information Center

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…

Mentoring and Student Support in Online Doctoral Programs

ERIC Educational Resources Information Center

Kumar, Swapna; Coe, Catherine

2017-01-01

The increase in online graduate programs and the online mentoring of student research have led to the need to identify challenges faced by online mentees and successful strategies used by online mentors during the dissertation process. Based on semistructured interviews with ten graduates, strategies for online mentoring and areas of support…

Factors That Influence the Attrition of Mentors in Rural Areas

ERIC Educational Resources Information Center

Givens, Sharon Leenese

2012-01-01

This research is a qualitative case study exploring the factors that influence the attrition of mentors in rural areas. Mentoring initiatives and programs have proliferated throughout schools in an effort to provide students with positive role models, increase graduation rates and improve overall performance Mentoring programs are an increasingly…

48 CFR 852.219-72 - Evaluation factor for participation in the VA mentor-protégé program.

Code of Federal Regulations, 2010 CFR

2010-10-01

... participation in the VA mentor-protégé program. 852.219-72 Section 852.219-72 Federal Acquisition Regulations... Texts of Provisions and Clauses 852.219-72 Evaluation factor for participation in the VA mentor-protégé... the VA Mentor-Protégé Program (DEC2009) This solicitation contains an evaluation factor or sub-factor...

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

Code of Federal Regulations, 2010 CFR

2010-10-01

..., Department of State Mentor-Protégé Program Application. 653.219-71 Section 653.219-71 Federal Acquisition...-4053, Department of State Mentor-Protégé Program Application. As prescribed in 619.102-70(i), DS-4053 is prescribed for use in applying for an agreement under the Department of State Mentor-Protégé...

48 CFR 719.273-1 - Purpose.

Code of Federal Regulations, 2010 CFR

2010-10-01

... PROGRAMS SMALL BUSINESS PROGRAMS The U.S. Agency for International Development (USAID) Mentor-Protégé Program 719.273-1 Purpose. The USAID Mentor-Protégé Program is designed to assist small business... capabilities to perform contracts and sub-contracts for USAID and other Federal agencies. The Mentor-Protégé...

48 CFR 819.7115 - Solicitation provisions.

Code of Federal Regulations, 2010 CFR

2010-10-01

... SOCIOECONOMIC PROGRAMS SMALL BUSINESS PROGRAMS VA Mentor-Protégé Program 819.7115 Solicitation provisions. (a) Insert 852.219-71, VA Mentor-Protégé Program, in solicitations that include FAR clause 52.219-9, Small Business Subcontracting Plan. (b) Insert 852.219-72, Evaluation Factor for Participation in the VA Mentor...

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

Code of Federal Regulations, 2010 CFR

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 Mentor...

48 CFR 519.7009 - Application process.

Code of Federal Regulations, 2010 CFR

2010-10-01

... SOCIOECONOMIC PROGRAMS SMALL BUSINESS PROGRAMS GSA Mentor-Protégé Program 519.7009 Application process. (a) Prime contractors interested in becoming a mentor firm must apply in writing by submitting the GSA Form 3695 to the GSA Mentor-Protégé Program Manager, at GSA Office of Small Business Utilization (E...

Designing and Implementing a Mentoring Program to Support Clinically-Based Teacher Education

ERIC Educational Resources Information Center

Henning, John E.; Gut, Dianne; Beam, Pamela

2015-01-01

This article describes one teacher preparation program's approach to designing and implementing a mentoring program to support clinically-based teacher education. The design for the program is based on an interview study that compared the mentoring experiences of 18 teachers across three different contexts: student teaching, early field…

Improving the Mentoring Experience for Pre-College Program Participants through Organizational Change and Leadership

ERIC Educational Resources Information Center

McCargo, Donavan D.

2011-01-01

This qualitative action research investigated the experiences of mentors and program participants of a pre-college program designed to assist students in grades 7-12 progress through secondary education and eventually pursue a college degree. The pre-college program afterschool mentoring component played a significant role in keeping program…

Evaluating Mentoring Programs. P/PV Brief

ERIC Educational Resources Information Center

Grossman, Jean Baldwin

2009-01-01

This methodological brief is designed to provide both program operators and researchers with practical advice about how to assess a program's implementation and impact. Adapted from an article that first appeared in "The Handbook of Youth Mentoring" (DuBois and Karcher, ed. 2005), the brief focuses on the evaluation of mentoring programs, but the…

Mentor Advice Giving in an Alternative Certification Program for Secondary Science Teaching: Opportunities and Roadblocks in Developing a Knowledge Base for Teaching

NASA Astrophysics Data System (ADS)

Upson Bradbury, Leslie; Koballa, Thomas R., Jr.

2007-12-01

Mentoring is often an important component of alternative certification programs, yet little is known about what novices learn about science teaching through mentoring relationships. This study investigated the advice given by two mentor science teachers to their protégés. Findings indicate that mentors gave more advice related to general pedagogical knowledge than science-specific pedagogical content knowledge. Specifically, there was little to no advice related to the topics of inquiry, the nature of science, or the development of scientific literacy. Implications call for an increase in communication between university teacher education programs and school-based mentors, the development of benchmarks to help guide mentor-protégé interactions, and the importance of a multiyear induction process.

Student Interns Work on Mars

NASA Technical Reports Server (NTRS)

Bowman, C. D.; Bebak, M.; Bollen, D. M.; Curtis, K.; Daniel, C.; Grigsby, B.; Herman, T.; Haynes, E.; Lineberger, D. H.; Pieruccini, S.

2004-01-01

The exceptional imagery and data acquired by the Mars Exploration Rovers since their January 2004 landing have captured the attention of scientists, the public, and students and teachers worldwide. One aspect of particular interest lies with a group of high school teachers and students actively engaged in the Athena Student Interns Program. The Athena Student Interns Program (ASIP) is a joint effort between NASA s Mars Public Engagement Office and the Athena Science Investigation that began in early 1999 as a pilot student-scientist research partnership program associated with the FIDO prototype Mars rover field test . The program is designed to actively engage high school students and their teachers in Mars exploration and scientific inquiry. In ASIP, groups of students and teachers from around the country work with mentors from the mission s Athena Science Team to carry out an aspect of the mission.

The Effectiveness of the AAS REU Program

NASA Astrophysics Data System (ADS)

Hemenway, M. K.; Boyce, P. B.; Milkey, R. W.

1996-05-01

In an attempt to address the particular needs of astronomy faculty and undergraduate students, in 1991 the Education Office of the American Astronomical Society approached the National Science Foundation with a unique proposal for funding through the Research Experiences for Undergraduates program. The goals of the AAS program were to "slow the hemorrhage of students out of science...", extend the REU program to non-NSF-funded scientists, to reach under-represented women and minority students particularly in small educational institutions, and to encourage research scientists there to mentor students. As this grant has now expired, the AAS has surveyed the 44 mentors and their students to assess the program's effect on the mentor and the mentor's career; the educational institution; and the student's education and career choices. More than half the mentors responded by the abstract deadline. The program clearly had an effect upon the individuals involved. The greatest effect (in 85% of the cases) was to develop more interest in the mentor's research project both among the students and among the mentor's faculty colleagues. The mentors rated the grant to be a medium or strong factor in their student's decision to pursue graduate study, which 90% of them did. All but one of the AAS-REU students attended an AAS meeting and 3/4 of those gave a paper on their project research. Over 90% of the mentors felt that the research experience strongly promoted a greater interest in science, a greater understanding of science and a desire to continue in science. According to the mentors, this was a very positive and beneficial program for the students as well as for themselves.

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

Code of Federal Regulations, 2011 CFR

2011-10-01

... 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 for...

Bringing Together Mentoring, Technology, and Whole-School Reform: A First Look at the iMentor College Ready Program. Technical Appendices

ERIC Educational Resources Information Center

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

2015-01-01

iMentor's College Ready Program is a unique approach that combines elements of school-based mentoring, whole school reform, and technology in an effort to help students develop the full suite of knowledge, behaviors, and skills they need to complete high school and enroll and thrive in college. iMentor partners with high schools that serve…

Bringing Together Mentoring, Technology, and Whole-School Reform: A First Look at the iMentor College Ready Program. Executive Summary

ERIC Educational Resources Information Center

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

2015-01-01

iMentor's College Ready Program is a unique approach that combines elements of school-based mentoring, whole school reform, and technology in an effort to help students develop the full suite of knowledge, behaviors, and skills they need to complete high school and enroll and thrive in college. iMentor partners with high schools that serve…

Strengthening Self-efficacy through Supportive Mentoring

NASA Astrophysics Data System (ADS)

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.

Mentors' Personal Growth and Development in a College Access Mentorship Program

ERIC Educational Resources Information Center

Haber-Curran, Paige; Everman, Daphne; Martinez, Melissa A.

2017-01-01

As the prevalence of mentoring programs in higher education institutions continues to grow, there remains little research on the growth and development that comes from serving as a mentor. In this phenomenological study, the researchers examined college students' personal and educational gains through serving as mentors to high school students in…

76 FR 70828 - Proposed Information Collection (Mentor-Protégé Program Application and Reports) Activity...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-11-15

... DEPARTMENT OF VETERANS AFFAIRS [OMB Control No. 2900-0723] Proposed Information Collection (Mentor... in response to the notice. This notice solicits comments on information needed to establish a mentor... will be used to institute a mentor-prot[eacute]g[eacute] program whereby large businesses agree to...

48 CFR 819.7113 - Reports.

Code of Federal Regulations, 2010 CFR

2010-10-01

... SMALL BUSINESS PROGRAMS VA Mentor-Protégé Program 819.7113 Reports. (a) Mentor and protégé entities shall submit to VA's OSDBU bi-annual reports on progress under the Mentor-Protégé Agreement. VA will evaluate reports by considering the following: (1) Specific actions taken by the mentor during the...

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

ERIC Educational Resources Information Center

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

2015-01-01

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

Leading the Teacher Induction and Mentoring Program. Second Edition

ERIC Educational Resources Information Center

Sweeny, Barry W.

2007-01-01

While resources are abundant for helping the mentor and the new teacher, very little has been written to guide the leaders of teacher and mentor development. This book provides an effective, proven model for developing, implementing, evaluating, and sustaining an induction and mentoring program that results in highly qualified teachers. A…

EnvironMentors: Mentoring At-Risk High School Students through University Partnerships

ERIC Educational Resources Information Center

Monk, Melissa H.; Baustian, Melissa M.; Saari, Courtney R.; Welsh, Susan; D'Elia, Christopher F.; Powers, Joseph E.; Gaston, Suzan; Francis, Pamela

2014-01-01

Informal place-based environmental education is a proven approach for increasing environmental awareness for students in urban cities. This article describes and qualitatively evaluates the first two academic years of the EnvironMentors program at Louisiana State University (LSU-EM), which is part of a national network of EnvironMentors programs.…

Expectation Congruency and Psychosocial Support in Formal Agriculture Teacher Mentoring Relationships

ERIC Educational Resources Information Center

Tummons, John; Kitchel, Tracy; Garton, Bryan L.

2016-01-01

Educational leaders have widely implemented mentoring and induction programs to support beginning teachers as they enter the profession. A variety of contextual factors within the mentoring dyad and program may impact the mentoring relationship and subsequent support received by the beginning teacher. The purpose of this study was to describe the…

Classroom Management Intervention: The Effects of Training and Mentoring on the Inductee Teacher's Behavior.

ERIC Educational Resources Information Center

Stallion, Brenda K.; Zimpher, Nancy L.

1991-01-01

Study assessed a classroom management program embedded in a mentor and beginning teacher induction program. Researchers assigned mentor/beginning teacher pairs to treatment conditions. Some pairs completed a midyear classroom management intervention workshop. Trained teachers received higher ratings than untrained ones. The presence of mentors did…

Relationship of Peer Mentoring to Academic Success and Social Engagement for First Year College Students

ERIC Educational Resources Information Center

Mitchell, Brenda O.

2013-01-01

A correlational explanatory research design examined the relationship between peer mentoring, academic success and social engagement of first year college students participating in a peer mentoring program at a research one university in the southeastern United States. One hundred thirty-eight participants from the peer mentoring program responded…

Mentoring in Early Care and Education: Refining an Emerging Career Path.

ERIC Educational Resources Information Center

Whitebook, Marcy; And Others

This report presents information collected at a pre-conference roundtable on various aspects of mentoring programs which are seen as a potential solution to the staffing crisis in early childhood education. Part 1 defines the terms "mentoring" and "mentoring programs." It describes the nature of the relationship between mentors…

Mentors also need support: a study on their difficulties and resources in medical schools.

PubMed

Gonçalves, Marina de Castro Nascimento; Bellodi, Patricia Lacerda

2012-01-01

Mentors have been recognized as important elements in the personal and professional development of medical students. However, few investigations have sought to understand their development, needs and difficulties. Our objective was to investigate the perceptions of a group of mentors regarding difficulties experienced over time and the resources used to face up to them. Qualitative exploratory study on mentors at Faculdade de Medicina da Universidade de São Paulo (FMUSP). In the FMUSP Mentoring Program, mentors follow and guide students throughout the course, and are responsible for heterogeneous group of students, in relation to the academic year. Semi-structured interviews were conducted with 14 FMUSP mentors. For many of the mentors, the difficulties related to initial doubts about the role, frustration with the students' attendance and overloading of daily tasks. To address such difficulties, these mentors used external resources and their own life experience and personal way of dealing with situations. Some mentors did not perceive difficulties for themselves or for students. Like in other mentoring programs, many difficulties perceived by mentors seem to be derived from the context of medical education itself. However, unlike in other experiences, FMUSP mentors do not feel that there is lack of support for their role, since this is regularly provided in the structure and dynamics of the program. The "difficulty in perceiving difficulties", presented by some mentors, demands further investigation for better and greater understanding.

Supporting mentors working with students with intellectual disabilities in higher education.

PubMed

Giust, Amanda M; Valle-Riestra, Diana M

2017-06-01

Project Panther LIFE is an inclusive postsecondary transition program for students with intellectual disabilities providing university access and participation with the primary goal of employment at program completion. Students in the program receive support from their academic mentors and peer coaches during the academic year. This study examines the skills and activities mentors use during their weekly sessions with students with intellectual disabilities and identifies areas in which mentors may require further support or training. Data analysis revealed major themes related to inclusion, self-determination, and adaptive behavior skills. Upon review of the data, we suggest that mentors need ongoing support from transition programs especially in areas related to encouraging self-advocacy and supporting time management.

48 CFR 519.7017 - Contract clauses.

Code of Federal Regulations, 2010 CFR

2010-10-01

... PROGRAMS SMALL BUSINESS PROGRAMS GSA Mentor-Protégé Program 519.7017 Contract clauses. (a) The contracting officer shall insert the clause at 552.219-75, GSA Mentor-Protégé Program, in all unrestricted... small business protégé. (b) The contracting officer shall insert the clause at 552.219-76, Mentor...

48 CFR 519.7003 - General policy.

Code of Federal Regulations, 2010 CFR

2010-10-01

... PROGRAMS SMALL BUSINESS PROGRAMS GSA Mentor-Protégé Program 519.7003 General policy. (a) A large business prime contractor that meets the requirements at section 519.7006, and is approved as a mentor firm by the Mentor-Protégé Program Manager, may enter into an Agreement with a small business concern, small...

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

ERIC Educational Resources Information Center

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.…

Benefits and Barriers: Case Study of a Government Technology-Mediated Group Mentoring Program

ERIC Educational Resources Information Center

Harris, Brigitte; Cheng, Kwan Fan; Gorley, Charlotte

2015-01-01

Purpose: This study aims to describe the design of a provincial government ministry group mentoring program and examine mentees' and mentors' experiences in the program. Design/methodology/approach: A total of 151 mentees rated their satisfaction in a post-program survey. The survey was followed by in-depth, semi-structured interviews with 10…

Beyond supervised learning: A multi-perspective approach to outpatient physical therapy mentoring.

PubMed

Buning, Megan M; Buning, Shaun W

2018-02-23

Novice physical therapists face multiple challenges as they transition to autonomous, efficient, and seasoned therapists. Mentoring is known to facilitate growth among novice therapists; however, formalized mentoring programs within the outpatient setting are scarce or management-centered. This study sought to explore the most desired components of a formal mentoring program from multiple perspectives. An inductive qualitative inquiry explored perceptions of participants (n = 35) from four populations. Interviews were conducted with students (n = 5) and novice therapists (n = 5), and survey data was collected from faculty (n = 7) and expert therapists (n = 18). Thematic content analysis was used for data analysis. Three primary themes emerged as program emphasis: 1) Program function; 2) novice therapists' needs; and 3) the making of a mentorship (including mentor/mentee characteristics and matching strategy). This study captured multiple perspectives as to the components of interest in development of a formalized mentoring program for novice therapists in the outpatient setting. As the profession continues to emphasize standards for guided learning, steps must be taken by individual employers to promote and facilitate the most effective practices. Findings provide depth and suggestions for developing an outpatient-mentoring program.

Multilevel approach to mentoring in the Research Experiences for Undergraduates programs

NASA Astrophysics Data System (ADS)

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 researchers but rarely taught to future scientists. In addition, REU students act as mentors themselves to the middle and high school students in Biosphere 2 Science Academy sharing with them exciting research they are doing and their experiences about doing science and life in college.

Evaluating and giving feedback to mentors: new evidence-based approaches.

PubMed

Anderson, Lauren; Silet, Karin; Fleming, Michael

2012-02-01

A comprehensive mentoring program includes a variety of components. One of the most important is the ongoing assessment of and feedback to mentors. Scholars need strong active mentors who have the expertise, disposition, motivation, skills, and the ability to accept feedback and to adjust their mentoring style. Assessing the effectiveness of a given mentor is no easy task. Variability in learning needs and academic goals among scholars makes it difficult to develop a single evaluation instrument or a standardized procedure for evaluating mentors. Scholars, mentors, and program leaders are often reluctant to conduct formal evaluations, as there are no commonly accepted measures. The process of giving feedback is often difficult and there is limited empirical data on efficacy. This article presents a new and innovative six-component approach to mentor evaluation that includes the assessment of mentee training and empowerment, peer learning and mentor training, scholar advocacy, mentee-mentor expectations, mentor self-reflection, and mentee evaluation of their mentor. © 2012 Wiley Periodicals, Inc.

College Student Mentors and Latino Youth: A Qualitative Study of the Mentoring Relationship

ERIC Educational Resources Information Center

Knoche, Lisa L.; Zamboanga, Byron L.

2006-01-01

This phenomenological study describes the meaning of mentoring relationships from the perspectives of six purposefully selected mentors involved in the Latino Achievement Mentoring Program (LAMP), and investigates underlying themes regarding the mentors' relationships. Clusters of themes pertaining to the mentors' relationship with the mentee, the…

Dental Students' Perceived Value of Peer-Mentoring Clinical Leadership Experiences.

PubMed

Sheridan, Rachel A; Hammaker, Daniel J; de Peralta, Tracy L; Fitzgerald, Mark

2016-03-01

This pilot study compared second- and fourth-year dental students' perceived values of newly implemented clinical leadership experiences (CLEs) at one U.S. dental school during the 2012-13 academic year. In the CLEs, fourth-year (D4) students mentored second-year (D2) dental students during faculty-supervised patient treatment. The two cohorts' perceived value of the experiences was measured with questionnaires consisting of five-point Likert scale questions and open text responses. Out of a total of 114 D2 and 109 D4 students, 46 D2 students and 35 D4 students participated (response rates of 40.4% and 32.1%, respectively). While responses from both cohorts showed they highly valued the CLEs, the D2s perceived greater value: 4.07 (0.53) v. 3.51 (0.95), p<0.003. Both cohorts reported feeling that D4s were prepared to mentor D2s, that the CLEs had educational benefits, and that the CLEs increased their comfort with peer communication. Theme analysis of open text questions revealed that the respondents perceived the D4s were more accessible than faculty and provided guidance and individual attention; the CLEs increased student comfort; the CLEs reinforced D4 skills, knowledge, and confidence; and the CLEs provided management, leadership, and collaborative work experience. Theme analysis also highlighted student concerns about a lack of program structure. Overall, the majority of both groups valued CLEs in their dental education. Particular advantages they perceived were increased comfort, guidance, and attention. Further program development should address student concerns. These results suggest that similar programs should be considered and/or expanded in other dental schools' curricula.

Qualitative Evaluation of a Practice-based Experience Pilot Program for Master of Pharmacy Students in Scotland

PubMed Central

Hendry, Gillian; Winn, Philip; Wiggins, Sally

2016-01-01

Objective. To determine the views of pharmacists in central Scotland regarding experiential education for MPharm students. Methods. A thematic analysis was completed by Ms. Gillian Hendry and Dr. Sally Wiggins of interviews conducted with ten practicing pharmacists paired with first-year master of pharmacy (MPharm) students during the 2011-2012 academic year. Relevant comments from the interviews were manually sorted in a Microsoft Excel spreadsheet to bring similarly themed material together to facilitate the identification and naming of recurring themes and subthemes. Results. The pharmacists were unanimous in their opinion that experiential education was valuable for MPharm students and, in particular, that it helped students to develop self-confidence. The pharmacists derived personal satisfaction in developing mentor/mentee relationships with students. They also recognized the value that students provided to the workforce as well as the educational value to themselves in supervising students. The participants’ primary dissatisfaction was that the pharmacy workflow limited the time they could spend mentoring students. Conclusion. The results provide guidance to the academic community and the pharmacy practice community in the United Kingdom (UK) regarding the design and integration of experiential education courses in MPharm degree programs. PMID:28179714

Microgravity

NASA Image and Video Library

2001-04-26

The first NASA Dropping In a Microgravity Environment (DIME) student competition pilot project came to a conclusion at the Glenn Research Center in April 2001. The competition involved high-school student teams who developed the concept for a microgravity experiment and prepared an experiment proposal. The two student teams - COSI Academy, sponsored by the Columbus Center of Science and Industry, and another team from Cincinnati, Ohio's Sycamore High School, designed a microgravity experiment, fabricated the experimental apparatus, and visited NASA Glenn to operate their experiment in the 2.2 Second Drop Tower. NASA and contractor personnel who conducted the DIME activity with the students. Shown (L-R) are: Eric Baumann (NASA, 2.2-second Drop Tower Facility manager), Daniel Dietrich (NASA) mentor for Sycamore High School team), Carol Hodanbosi (National Center for Microgravity Research; DIME staff), Richard DeLombard (NASA; DIME staff), Jose Carrion (GRC Akima, drop tower technician), Dennis Stocker (NASA; DIME staff), Peter Sunderland (NCMR, mentor for COSI Academy student team), Sandi Thompson (NSMR sabbatical teacher; DIME staff), Dan Woodard (MASA Microgravity Outreach Program Manager), Adam Malcolm (NASA co-op student; DIME staff), Carla Rosenberg (NCMR; DIME staff), and Twila Schneider (Infinity Technology; NASA Microgravity Research program contractor). This image is from a digital still camera; higher resolution is not available.

Predictors of Premature Match Closure in Youth Mentoring Relationships.

PubMed

Kupersmidt, Janis B; Stump, Kathryn N; Stelter, Rebecca L; Rhodes, Jean E

2017-03-01

Although mentoring is a popular and effective means of intervention with youth, the positive effects of mentoring can be diminished by premature match closure of relationships. Program, mentor, and mentee characteristics were examined as predictors of premature match closure. Secondary data analyses were conducted on a large national database of mentoring programs consisting of match and youth risk information from 170 mentoring programs and 6468 matches from across the U.S. Premature closure was associated with mentee age at match inception and 19 individual mentee characteristics. The set of mentee characteristics were examined as part of a cumulative risk index encompassing seven conceptually combined categories including family background characteristics, school functioning problems, engagement in risky health behaviors, self-regulation difficulties, engagement in illegal or criminal activities, and internalizing and externalizing behavior problems. Both the age of mentees when matched and the cumulative risk index score significantly predicted premature closure. Results are discussed in terms of directions for future research and suggestions for enhancing mentoring program practices. © Society for Community Research and Action 2017.

48 CFR 719.273-6 - Application process.

Code of Federal Regulations, 2010 CFR

2010-10-01

... SOCIOECONOMIC PROGRAMS SMALL BUSINESS PROGRAMS The U.S. Agency for International Development (USAID) Mentor-Protégé Program 719.273-6 Application process. Entities interested in becoming a Mentor firm must... the Mentor-Protégé Agreement and shall be evaluated for approval. Evaluations will consider the nature...

48 CFR 819.7105 - Incentives for prime contractor participation.

Code of Federal Regulations, 2010 CFR

2010-10-01

... VETERANS AFFAIRS SOCIOECONOMIC PROGRAMS SMALL BUSINESS PROGRAMS VA Mentor-Protégé Program 819.7105... mentor to provide developmental assistance, as described in 819.7110 to fulfill the terms of their... mentor's responsible audit agency under FAR 42.703-1, VA will consider these costs in determining...

Mentor Program Provides STEM Options

ERIC Educational Resources Information Center

Abdul-alim, Jamaal

2011-01-01

The ACE Mentor Program provides early career exposure, mentoring, and scholarships to high school students in an attempt to encourage them to enter one of the three fields that make up the ACE acronym: (1) architecture; (2) construction; and (3) engineering. Founded in 1993 by longtime engineering consultant Charles Thornton, the program is…

University of Virginia Graduate Mentoring Institute: A Model Program for Graduate Student Success

ERIC Educational Resources Information Center

Spivey-Mooring, Tazzarae; Apprey, Cheryl Burgan

2014-01-01

This study examines an innovative model program for the mentorship of diverse graduate students entitled the "Inter-Ethnic/Interdisciplinary Mentoring Institute for Graduate Education" (i.e., "Mentoring Institute"), which was established by the Graduate Student Diversity Programs in the Office of the Vice President for Research…

An Alternative Approach for MBA Mentor Programs: Empower the Protégé

ERIC Educational Resources Information Center

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…

76 FR 1658 - 60-Day Notice of Proposed Information Collection: DS 4053, Department of State Mentor-Protégé...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-01-11

... 4053, Department of State Mentor-Prot[eacute]g[eacute] Program Application, OMB 1405-0161 ACTION... Collection: Department of State Mentor-Prot[eacute]g[eacute] Program Application. OMB Control Number: OMB...: Small and large for-profit companies planning to team together in an official mentor-prot[eacute]g...

78 FR 69171 - 60-Day Notice of Proposed Information Collection: Department of State Mentor Protégé Program...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-11-18

...: Department of State Mentor Prot[eacute]g[eacute] Program Application ACTION: Notice of request for public... [email protected] . SUPPLEMENTARY INFORMATION: Title of Information Collection: Department of State Mentor... planning to team together in an official mentor-prot[eacute]g[eacute] capacity to enhance the capabilities...

76 FR 25733 - 30-Day Notice of Proposed Information Collection DS 4053, Department of State Mentor-Protégé...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-05-05

... Collection DS 4053, Department of State Mentor-Prot[eacute]g[eacute] Program Application ACTION: Notice of... Information Collection: Department of State Mentor-Prot[eacute]g[eacute] Program Application. OMB Control...-4053. Respondents: Small and large for-profit companies planning to team together in an official mentor...

77 FR 3842 - Agency Information Collection (Mentor-Protégé Program Application and Reports) Activities Under...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-01-25

... DEPARTMENT OF VETERANS AFFAIRS [OMB Control No. 2900-0723] Agency Information Collection (Mentor... will be used to institute a mentor-prot[eacute]g[eacute] program whereby large businesses agree to... developmental plan contained in the approved agreement and to report the specific actions taken by the mentor to...

Evaluating the Mentor-Mentee Relationship in the 4-H Tech Wizards Program

ERIC Educational Resources Information Center

Toelle, Andy; Terry, Bryan D.; Broaddus, Brent; Kent, Heather; Barnett, Lauren

2015-01-01

Youth rely on mentors to provide camaraderie, encouragement, and guidance. The authors asserted that the measurement of youth-mentor relationship would vastly improve the reaching effects of mentorship and expose areas of potential improvement. A questionnaire was given to youth at the beginning and end of a small group mentoring program. The…

Set up for Success: An Examination of the Ronald E. McNair Postbaccalaureate Achievement Program's Mentoring Component

ERIC Educational Resources Information Center

Wyre, Dwuena Cene

2011-01-01

Often, individuals are set up to fail. However, effective mentoring can set individuals up to succeed. This nonexperimental cross-sectional, predictive study examines the Ronald E. McNair Postbaccalaureate Achievement Program's mentoring component. Specific focus is placed on faculty mentor competency and its impact on McNair student intent to…

Skill and Knowledge Acquisition in the Workplace: A Case Study of Mentor-Apprentice Relationships in Youth Apprenticeship Programs.

ERIC Educational Resources Information Center

Evanciew, Cheryl E. P.; Rojewski, Jay W.

1999-01-01

Observations of mentor-apprentice interactions in a secondary youth apprenticeship program revealed the following: (1) apprentices had opportunities for socially shared, hands-on applied activities; (2) mentors instructed, demonstrated, coached, and explained; (3) no mentors had formal training in instruction; and (4) apprentices were able to…

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

ERIC Educational Resources Information Center

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…

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

ERIC Educational Resources Information Center

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

2005-01-01

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

Exploring Mentor and Mentee Perceptions of Mentoring Programs for At-Risk Students: A Case Study

ERIC Educational Resources Information Center

Richard, Eric

2012-01-01

At-risk youth face many difficulties including higher dropout rates, lack of positive adult support, poor neighborhood conditions, exposure to violence, and a lack of parental support and family stability. Mentoring programs for at-risk youth may help mitigate these difficulties, but the quality of the mentor-mentee relationship is predictive of…

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

ERIC Educational Resources Information Center

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…

The Mentor inside You

ERIC Educational Resources Information Center

Kerlin, Christine

2016-01-01

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

Supporting student skill development in undergraduate research experiences through the development of a self-reflection guide

NASA Astrophysics Data System (ADS)

Hubenthal, M.; Brudzinski, M.

2016-12-01

There has been an increased emphasis on documenting the benefits of participating in undergraduate research opportunities (URO) and developing an understanding of the factors that influence these benefits. While tools to effectively measure the behavior, attitude, skills, interest, and/or knowledge (BASIK) that result from UROs have matured, little focus has been placed on developing practical tools and strategies to support students and mentors as they work to develop the BASIK being measured. Viewed through the lens of constructivism, a URO can be examined as a cognitive apprenticeship (CA) where learning occurs through several key methods: modeling, coaching, scaffolding, articulation, reflection, and exploration. In a study of UROs as CA, Feldman et al., (2013) found reflection to be one of the least commonly initiated methods employed by interns and mentors, and concluded, "there is need for professors to be more proactive in helping their students gain intellectual proficiency". This work, in its pilot stages, seeks to address this gap through the development of an intern self-reflection guide and implementation plan to further increase students' skill development. The guide is being developed based on IRIS's existing self-reflection tool. However, it has recently been revised to bring its constructs and items into better alignment with those of the Undergraduate Research Student Self-Assessment (URSSA) tool. The URSSA was selected because it is designed to measure skills and has recently undergone a validation study. In addition, it serves as the basis for the development of a new tool, the NSF Biology REU CORE. The revised self-reflection guide and protocol were piloted this summer in IRIS Summer REU program. The alignment between the constructs of the URSSA and the self-reflection guide will be presented along with findings from the 2016 program evaluation. Future development of the intervention will include a validation of the items on the self-reflection guide as well as the development of additional guidance for the mentors about the implementation process. Feldman, A., Divoll, K. A., & Rogan-Klyve, A. (2013). Becoming Researchers: The Participation of Undergraduate and Graduate Students in Scientific Research Groups. Science Education, 97(2), 218-243.

48 CFR 819.7109 - VA review of application.

Code of Federal Regulations, 2010 CFR

2010-10-01

... SOCIOECONOMIC PROGRAMS SMALL BUSINESS PROGRAMS VA Mentor-Protégé Program 819.7109 VA review of application. (a) VA OSDBU will review the information to establish the mentor and protégé eligibility and to ensure... charge to apply for the Mentor-Protégé Program. (b) After OSDBU completes its review and provides written...

48 CFR 519.7007 - Protégé firms.

Code of Federal Regulations, 2010 CFR

2010-10-01

... PROGRAMS SMALL BUSINESS PROGRAMS GSA Mentor-Protégé Program 519.7007 Protégé firms. (a) For selection as.../mentor assigns to the subcontract; and (3) Eligible (not listed in the “Excluded Parties List System”) for U.S. Government contracts and not excluded from the Mentor-Protégé Program under section 519.7014...

Effects of the Just One Mentoring Program on Student Persistence at Milwaukee Area Technical College

ERIC Educational Resources Information Center

Palmer, Emma

2015-01-01

This dissertation investigated the effects of the intervention of the Just One Mentoring Program on student persistence in completing their career programs. The population for this study consisted of a heterogeneous group of students enrolled in the Just One Mentoring Program during summer 2003 through fall 2006 at a community college located in…

A Sophomore-to-Junior Mentoring Program that Works: The SAM Program at the University of Texas Pan American

ERIC Educational Resources Information Center

Reyes, Maria Elena

2012-01-01

In an effort to increase the retention rates of college sophomores in a Hispanic Serving Institution in south Texas, university administrators created and implemented a successful peer mentoring model, the Sophomore Academic Mentoring (SAM) Program. Results suggest that the program has contributed to an increase in retention for second year,…

Improving Program Design and Assessment with Broadening Participation Resources

NASA Astrophysics Data System (ADS)

Siegfried, D.; Johnson, A.; Thomas, S. H.; Fauver, A.; Detrick, L.

2012-12-01

Many theoretical and research-based approaches suggest how to best use mentoring to enhance an undergraduate research program. The Institute for Broadening Participation's Pathways to Engineering and Pathways to Ocean Sciences projects synthesized a set of mentoring studies, theoretical sources, and other texts pertinent to undergraduate research program design into a suite of practical tools that includes an online mentoring manual, an online reference library of mentoring and diversity literature, and practical guides such as Using Social Media to Build Diversity in Your REU. The overall goal is to provide easy-to-access resources that can assist faculty and program directors in implementing or honing the mentoring elements in their research programs for undergraduates. IBP's Online Mentoring Manual addresses common themes, such as modeling, student self-efficacy, career development, retention and evaluation. The Online Diversity Reference Library provides a comprehensive, annotated selection of key policy documents, research studies, intervention studies, and other texts on broadening participation in science, technology, engineering and mathematics. IBP's suite of tools provides the theoretical underpinnings and research findings that can help leaders in education integrate site-appropriate mentoring elements into their educational programs. Program directors and faculty from a variety of program types and disciplines have benefitted from using the Manual and other resources. IBP continues the work of translating and synthesizing theory to practice and welcomes your participation and partnership in that effort.

A Multifaceted Mentoring Program for Junior Faculty in Academic Pediatrics.

PubMed

Chen, Mary M; Sandborg, Christy I; Hudgins, Louanne; Sanford, Rania; Bachrach, Laura K

2016-01-01

The departure of physician-scientists from education and research into clinical practice is a growing challenge for the future of academic medicine. Junior faculty face competing demands for clinical productivity, teaching, research, and work-life integration, which can undermine confidence in the value of an academic career. Mentorship is important to foster career development and satisfaction in junior faculty. The goals of this academic pediatrics department were to develop, implement, and evaluate a multifaceted pediatric mentoring program to promote retention and satisfaction of junior faculty. Program elements included one-on-one mentor-mentee meetings, didactic workshops, grant review assistance, and facilitated peer-group mentoring. Program effectiveness was assessed using annual surveys of mentees and structured mentee exit interviews, as well as retention data for assistant professors. The mentees were instructors and assistant professors in the department of pediatrics. Seventy-nine mentees participated in the program from 2007 through 2014. The response rate from seven annual surveys was 84%. Sixty-nine percent of mentees felt more prepared to advance their careers, 81% had a better understanding of the criteria for advancement, 84% were satisfied with the program, and 95% found mentors accessible. Mentees who exited the program reported they most valued the one-on-one mentoring and viewed the experience positively regardless of promotion. Retention of assistant professors improved after initiation of the program; four of 13 hired from 2002 to 2006 left the institution, whereas 18 of 18 hired from 2007 to 2014 were retained. This multifaceted mentoring program appeared to bolster satisfaction and enhance retention of junior pediatric faculty. Mentees reported increased understanding of the criteria for promotion and viewed the program as a positive experience regardless of career path. Individual mentor-mentee meetings were needed at least twice yearly to establish the mentoring relationship. Identifying "next steps" at the end of individual meetings was helpful to hold both parties accountable for progress. Mentees most valued workshops fostering development of tangible skills (such as scientific writing) and those clarifying the criteria for promotion more transparent. Facilitated peer-group mentoring for mentees at the instructor rank provided valuable peer support.

A Multi-faceted Mentoring Program for Junior Faculty in Academic Pediatrics

PubMed Central

Chen, Mary M.; Sandborg, Christy I.; Hudgins, Louanne; Sanford, Rania; Bachrach, Laura K.

2016-01-01

Problem The departure of physician-scientists from education and research into clinical practice is a growing challenge for the future of academic medicine. Junior faculty face competing demands for clinical productivity, teaching, research and work-life integration which can undermine confidence in the value of an academic career. Mentorship is important to foster career development and satisfaction in junior faculty. Intervention The goals of this academic pediatrics department were to develop, implement, and evaluate a multi-faceted pediatric mentoring program to promote retention and satisfaction of junior faculty. Program elements included one-on-one mentor-mentee meetings, didactic workshops, grant review assistance, and facilitated peer-group mentoring. Program effectiveness was assessed using annual surveys of mentees, structured mentee exit interviews as well as retention data for assistant professors. Context The mentees were Instructors and Assistant Professors in the department of pediatrics Outcome Seventy-nine mentees participated in the program from 2007 through 2014. The response rate from seven annual surveys was 84%. Sixty-nine percent of mentees felt more prepared to advance their careers, 81% had a better understanding of the criteria for advancement, 84% were satisfied with the program, and 95% found mentors accessible. Mentees who exited the program reported they most valued the one-on-one mentoring and viewed the experience positively regardless of promotion. Retention of Assistant Professors improved after initiation of the program; 4 of 13 hired from 2002–2006 left the institution whereas 18 of 18 hired from 2007–2014 were retained. Lessons Learned This multi-faceted mentoring program appeared to bolster satisfaction and enhance retention of junior pediatric faculty. Mentees reported increased understanding of the criteria for promotion and viewed the program as a positive experience regardless of career path. Individual mentor-mentee meetings were needed at least twice yearly to establish the mentoring relationship. Identifying “next steps” at the end of individual meetings was helpful to hold both parties accountable for progress. Mentees most valued workshops fostering development of tangible skills (such as scientific writing) and those clarifying the criteria for promotion more transparent. Facilitated peer-group mentoring for mentees at the Instructor rank provided valuable peer support. PMID:27054562

Utilizing Peer Mentor Roles in Learning Communities

ERIC Educational Resources Information Center

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.

Mentoring Matters.

ERIC Educational Resources Information Center

Highsmith, Robert J.; Denes, Ronni; Pierre, Marie M.

1998-01-01

The National Action Council for Minorities in Engineering (NACME) mentors underrepresented students and encourages their significant achievements in science, mathematics, and engineering. NACME develops many of its mentoring strategies through its Corporate Scholars Program (CSP), a comprehensive scholarship program that links engineering…

Evaluation of a novel mentor program to improve surgical care for US hospitals.

PubMed

Berian, Julia R; Thomas, Juliana M; Minami, Christina A; Farrell, Paula R; O'Leary, Kevin J; Williams, Mark V; Prachand, Vivek N; Halverson, Amy L; Bilimoria, Karl Y; Johnson, Julie K

2017-04-01

To evaluate a novel mentor program for 27 US surgeons, charged with improving quality at their respective hospitals, having been paired 1:1 with 27 surgeon mentors through a state-wide quality improvement (QI) initiative. Mixed-methods utilizing quantitative surveys and in-depth semi-structured interviews. The Illinois Surgical Quality Improvement Collaborative (ISQIC) utilized a novel Mentor Program to guide surgeons new to QI. All mentor-mentee pairs received the survey (n = 27). Purposive sampling identified a subset of mentors (n = 8) and mentees (n = 4) for in-depth semi-structured interviews. Surgeons with expertise in QI mentored surgeons new to QI. (i) Quantitative: self-reported satisfaction with the mentor program; (ii) Qualitative: key themes suggesting actions and strategies to facilitate mentorship in QI. Mentees expressed satisfaction with the mentor program (n = 24, 88.9%) and agreed that mentorship is vital to ISQIC (n = 24, 88.9%). Analysis of interview data revealed four key themes: (i) nuances of data management, (ii) culture of quality and safety, (iii) mentor-mentee relationship and (iv) logistics. Strategies from these key themes include: utilize raw data for in-depth QI understanding, facilitate presentations to build QI support, identify opportunities for in-person meetings and establish scheduled conference calls. The mentor's role required sharing experiences and acting as a resource. The mentee's role required actively bringing questions and identifying barriers. Mentorship plays a vital role in advancing surgeon knowledge and engagement with QI in ISQIC. Key themes in mentorship reflect strategies to best facilitate mentorship, which may serve as a guide to other collaboratives. © The Author 2017. Published by Oxford University Press in association with the International Society for Quality in Health Care. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com

In it for the long-term: defining the mentor-protégé relationship in a clinical research training program.

PubMed

Santoro, Nanette; McGinn, Aileen P; Cohen, Hillel W; Kaskel, Frederick; Marantz, Paul R; Mulvihill, Michael; Schoenbaum, Ellie

2010-06-01

To define the characteristics of effective mentor-protégé relationships in a Clinical Research Training Program (CRTP) and to assess the agreement among mentors and protégés regarding those attributes. The authors administered an anonymous survey to protégés who completed the Albert Einstein College of Medicine's CRTP during its first seven years (2000-2006) and their mentors. Statements included aspects of mentoring thought to be important within the program, such as availability (Statement 1) and oversight of the thesis process (Statements 2-4). Additional statements were related both to career development (e.g., looking out for the best interests of the scholar and assisting in negotiations for a faculty position after program completion [Statements 5 and 6]) and to the expectation that the mentor would continue to be a resource for the protégé in years to come (Statement 7). The authors assessed overall agreement among mentors and protégés, using matched pair analysis. Overall response was 70.7% (133/188), with fewer matched pairs (n = 50, 50%). Seventy-five percent of respondents agreed strongly or somewhat with all statements. Analysis indicated significant agreement with Statements 2, 4, 6, and 7. Median scores from protégés did not differ whether their mentor responded (paired) or not (unpaired); however, mentor-protégé pairs had significantly greater agreement with Statements 3-7 than unpaired mentors and protégés (P < .01). Mentors and protégés seemed to agree that mentors within a CRTP demonstrated effective mentor attributes, including fostering a long-term relationship with the protégé.

Characteristics of mentoring relationships formed by medical students and faculty

PubMed Central

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 (p<0.001). Topics primarily discussed include the mentee's personal goals (65.5%), career planning (59.6%), and experiences abroad (57.6%). Mentees mostly perceived their mentors 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

Effects of an obesity management mentoring program for Korean children.

PubMed

Lee, Gyu-Young; Choi, Yun-Jung

2016-08-01

This research aimed to develop and test a mentored obesity management program guiding physical exercise, improving eating habits, and promoting self-esteem among elementary school learners. A nonequivalent control group pretest-posttest design was used. Thirty learners were recruited through convenience sampling from two elementary schools, then evenly assigned to the experimental and control groups. Six nursing students were mentored, receiving 16h of mentorship training. A 10-week mentored obesity management program promoting physical exercise and proper nutrition was developed and provided. The two groups' pretest and posttest body mass index and self-esteem differences were statistically significant. Most participants were satisfied with the program, endorsing its provision in the regular school curriculum. A mentored obesity management program for elementary school learners would effectively manage weight and improve self-esteem. Programs purportedly curtailing childhood obesity should be expanded, and school policies regulated to enable implementation. Copyright © 2016 Elsevier Inc. All rights reserved.

Maximizing a Multilevel Mentoring Model to Improve Research Experiences for Undergraduates Student Outcomes

NASA Astrophysics Data System (ADS)

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.

The use of peer mentors to enhance a smoking cessation intervention for persons with serious mental illnesses.

PubMed

Dickerson, Faith B; Savage, Christina L G; Schweinfurth, Lucy A B; Medoff, Deborah R; Goldberg, Richard W; Bennett, Melanie; Lucksted, Alicia; Chinman, Matthew; Daumit, Gail; Dixon, Lisa; DiClemente, Carlo

2016-03-01

We evaluated a well-specified peer mentor program that enhanced a professionally led smoking cessation group for persons with serious mental illnesses. Participants were 8 peer mentors, persons with serious mental illnesses who had successfully quit smoking, and 30 program participants, persons with serious mental illnesses enrolled in a 6-month intervention. Peer mentors were trained and then helped to deliver a smoking cessation group and met with program participants individually. We assessed the mentors' skills after training, their fidelity to the model, and the program's feasibility and acceptability. We also measured the smoking outcomes of the program participants including change in exhaled carbon monoxide, a measure of recent smoking, and aspects of the peer mentor-program participant relationship. Peer mentors attained a mean score of 13.6/14 on role play assessments after training and delivered the intervention with fidelity as assessed by adherence and competence ratings (mean scores of 97% and 93%, respectively). The feasibility and acceptability of the intervention was demonstrated in that 28/30 participants met with their peer mentors regularly and only 1 participant and no peer mentor discontinued in the study. Both parties rated the interpersonal alliance highly, mean of 5.9/7. The program participants had a decline in carbon monoxide levels and number of cigarettes smoked per day (repeated measures ANOVA F = 6.04, p = .008; F = 15.87, p < .001, respectively). A total of 22/30 (73%) made a quit attempt but only 3 (10%) achieved sustained abstinence. Our study adds to the growing literature about peer-delivered interventions. (c) 2016 APA, all rights reserved).

48 CFR 519.7004 - Incentives for prime contractors.

Code of Federal Regulations, 2010 CFR

2010-10-01

... SOCIOECONOMIC PROGRAMS SMALL BUSINESS PROGRAMS GSA Mentor-Protégé Program 519.7004 Incentives for prime...) Costs incurred by a mentor to provide developmental assistance, as described in section 519.7012 to... under a GSA contract. If GSA is the mentor's responsible audit agency under FAR 42.703-1, GSA will...

48 CFR 1819.7211 - Loss of eligibility.

Code of Federal Regulations, 2010 CFR

2010-10-01

... ADMINISTRATION SOCIOECONOMIC PROGRAMS SMALL BUSINESS PROGRAMS NASA Mentor-Protégé Program 1819.7211 Loss of eligibility. (a) If the mentor is suspended or debarred while performing under an approved mentor-protégé agreement, the mentor— (1) May not be reimbursed or take credit for any costs of providing developmental...