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

ERIC Educational Resources Information Center

Bayer, Amanda; Grossman, Jean; DuBois, David

2015-01-01

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

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

ERIC Educational Resources Information Center

Bayer, Amanda; Grossman, Jean Baldwin; DuBois, David L.

2013-01-01

Previous research suggests that school-based mentoring programs like those offered by Big Brothers Big Sisters of America (BBBSA) yield small but statistically significant improvements in the academic performance of mentored students and in their beliefs in their own scholastic efficacy. The present study uses data from a randomized control trial…

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

ERIC Educational Resources Information Center

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

2015-01-01

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

Purposes and Approaches of Selected Mentors in School-Based Mentoring: A Collective Case Study

ERIC Educational Resources Information Center

Frels, Rebecca K.; Onwuegbuzie, Anthony J.; Bustamante, Rebecca M.; Garza, Yvonne; Nelson, Judith A.; Nichter, Mary; Leggett, Elsa Soto

2013-01-01

Over the last decade, community leaders have connected with students through school-based mentoring (SBM) programs (e.g., adults who mentor at-risk students). However, research in the area of SBM is only on the cusp of understanding relationship elements for impacting youth. In this collective case study, we examined the perceptions and…

Addressing the Academic and Social Needs of Young Male Students through School-Based Mentoring

ERIC Educational Resources Information Center

Alston, Curtis E.

2013-01-01

This study addressed the problem within the U.S. public school system to sustainably meet the academic and social needs of its African American male students. The administrative team of the elementary school in this study desired an evaluation of a school-based male mentoring program that was designed to address these needs. The program, Gentlemen…

Creating More Seamless Connections between University-Based Coursework and School-Based Mentoring

ERIC Educational Resources Information Center

Schuster, Dwight

2014-01-01

New accreditation standards for teacher preparation programs call for more seamless and effective connections between methods courses, clinical experiences, and school-based mentoring. Intentional clinical experiences and intermediate instructional strategies can foster collaboration between teacher preparation programs and teacher leaders in K-12…

Different Roles and Different Results: How Activity Orientations Correspond to Relationship Quality and Student Outcomes in School-Based Mentoring

ERIC Educational Resources Information Center

Keller, Thomas E.; Pryce, Julia M.

2012-01-01

This prospective, mixed-methods study investigated how the nature of joint activities between volunteer mentors and student mentees corresponded to relationship quality and youth outcomes. Focusing on relationships in school-based mentoring programs in low-income urban elementary schools, data were obtained through pre-post assessments,…

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…

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

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…

A Longitudinal Assessment of the Effectiveness of a School-Based Mentoring Program in Middle School

ERIC Educational Resources Information Center

Nunez, Jose Carlos; Rosario, Pedro; Vallejo, Guillermo; Gonzalez-Pienda, Julio Antonio

2013-01-01

This work assessed the efficacy of a middle-school-based mentoring program designed to increase student use of self-regulated learning (SRL) strategies, self-efficacy for and the perceived usefulness of SRL as well as mathematics and language achievement. A longitudinal cluster randomized trial study design obtained evidence that found…

One Falls, We All Fall: How Boys of Color Develop Close Peer Mentoring Relationships

ERIC Educational Resources Information Center

Sánchez, Bernadette; Pinkston, Kevin D.; Cooper, Adina C.; Luna, Carlos; Wyatt, Shelby T.

2018-01-01

The aim of this study was to investigate the processes involved in developing close peer mentoring relationships among African American and Latino male adolescents in a school-based, group peer mentoring program. Qualitative one-on-one in-depth interviews were conducted with six school staff members, who administer the program, and 26 program…

Health Care Mentors: A Work-Based Approach to Developing the Health Care Workforce of Tomorrow. [Fourth Edition]. Career Exploration.

ERIC Educational Resources Information Center

GMS Partners, Inc. Silver Spring, MD.

Designed as the final step in a carefully articulated work-readiness program, Mentors provides students interested in health care careers with an opportunity to develop superior employability skills, while striking a balance between work and school. The Mentors program links the school community, the student, and host organizations in a mutually…

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…

Review of Three Recent Randomized Trials of School-Based Mentoring: Making Sense of Mixed Findings. Social Policy Report. Volume 24, Number 3

ERIC Educational Resources Information Center

Wheeler, Marc E.; Keller, Thomas E.; DuBois, David L.

2010-01-01

Between 2007 and 2009, reports were released on the results of three separate large-scale random assignment studies of the effectiveness of school-based mentoring programs for youth. The studies evaluated programs implemented by Big Brothers Big Sisters of America (BBBSA) affiliates (Herrera et al., 2007), Communities In Schools of San Antonio,…

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…

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.…

Exploring Mentors' Perceptions of Mentees and the Mentoring Relationship in a Multicultural Service-Learning Context

ERIC Educational Resources Information Center

Lee, Jenny J.; Bell, Lydia F.; Shaulskiy, Stephanie Levitt

2017-01-01

This study examined undergraduate students' approaches to service learning based on their perceptions as mentors. As part of a university multicultural service-learning program, mentors met regularly with assigned mentees in low-income middle schools to promote college participation. Based on an analysis of mentors' written reflections about their…

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

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

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,…

Mentor and protege attitudes towards the science mentoring program

NASA Astrophysics Data System (ADS)

Rios Jimenez, Noemaris

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

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.

School-Based Mentoring Programs. Untangling the Tensions between Theory and Practice. Research Report 90-7.

ERIC Educational Resources Information Center

Reiman, Alan J.; Edelfelt, Roy A.

This paper describes the contextual dimensions of eight school sites that ameliorate or restrain relationships between mentor and novice teachers. Interview data from 23 mentors, 16 novice teachers, and 8 principals suggest 5 contextual themes that ameliorate or restrain an effective induction for novice teachers: (1) early experiences; (2)…

Intentional Peer-Mentoring Programs in Christian Schools: An Exploratory Study

ERIC Educational Resources Information Center

Campolongo, Edward D.

2009-01-01

This study investigated what Christian schools were doing with peer-mentoring programs. A total of 344 secondary schools accredited by the Association of Christian Schools International (ACSI) received a 19-question electronic survey that focused on the specifics of their peer-mentoring programs. A total of 80 schools responded, with 55% reporting…

Evaluating virtual STEM mentoring programs: The SAGANet.org experience

NASA Astrophysics Data System (ADS)

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

2014-12-01

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

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

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.

A Checklist for the Development of Faculty Mentorship Programs

PubMed Central

Bottenberg, Michelle M.; Brozick, Anna H.; Currie, Jay D.; DiVall, Margarita V.; Haines, Stuart T.; Jolowsky, Christene; Koh-Knox, Cynthia P.; Leonard, Golda Anne; Phelps, Stephanie J.; Rao, Deepa; Webster, Andrew; Yablonski, Elizabeth

2014-01-01

Mentoring of junior faculty members continues to be a widespread need in academic pharmacy in both new programs and established schools. The American Association of Colleges of Pharmacy (AACP) Joint Council Task Force on Mentoring was charged with gathering information from member colleges and schools and from the literature to determine best practices that could be shared with the academy. The task force summarized their findings regarding the needs and responsibilities for mentors and protégés at all faculty levels; what mentoring pieces are in existence, which need improvement, and which need to be created; and how effective mentoring is defined and could be measured. Based on these findings, the task force developed several recommendations as well as the PAIRS Faculty Mentorship Checklist. Academic institutions can benefit from the checklist whether they are planning to implement a faculty mentorship program or are interested in modifying existing programs. PMID:24954938

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

PubMed

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

2015-09-01

Although the population of diverse applicants applying to medical school has increased over recent years (AAMC Diversity in Medical Education: Facts and Figures 2012); efforts persist to ensure the continuance of this increasing trend. Mentoring students at an early age may be an effective method by which to accomplish diversity within the applicant pool. Having a diverse physician population is more likely able to adequately address the healthcare needs of our diverse population. The purpose of this study is to initiate a pipeline program, called the Medical Student Mentorship Program (MSMP), designed to specifically target high school students from lower economic status, ethnic, or racial underrepresented populations. High school students were paired with medical students, who served as primary mentors to facilitate exposure to processes involved in preparing and training for careers in medicine and other healthcare-related fields as well as research. Mentors were solicited from first and second year medical students at the University of Arizona College of Medicine-Phoenix (UACOM-P). Two separate cohorts of mentees were selected based on an application process from a local high school for the school years 2010-2011 and 2011-2012. Anonymous mentee and mentor surveys were used to evaluate the success of the MSMP. A total of 16 pairs of mentees and mentors in the 2010-2011 (Group 1) and 2011-2012 (Group 2) studies participated in MSMP. High school students reported that they were more likely to apply to medical school after participating in the program. Mentees also reported that they received a significant amount of support, helpful information, and guidance from their medical student mentors. Overall, feedback from mentees and mentors was positive and they reported that their participation was rewarding. Mentees were contacted 2 to 3 years post MSMP participation as sophomores or juniors in college, and all reported that they were on a pre-healthcare career track. The MSMP may serve as an effective pipeline program to promote future diversity in college and graduate training programs for future careers in science and medicine.

The Role of Mentors in Developing and Implementing High-Quality Field-Based Placements

ERIC Educational Resources Information Center

Paulsen, Kim; DaFonte, Alexandra; Barton-Arwood, Sally

2015-01-01

Teacher preparation programs (TPP) rely on school-based mentor teachers and university mentors to assist their teacher candidates with bridging the information presented in courses to the "real world" of teaching. Given the important role that the clinical components of teacher preparation provide in terms of candidate development, the…

Peer Mentoring to Facilitate Original Scientific Research by Students With Special Needs

NASA Astrophysics Data System (ADS)

Danch, J. M.

2007-12-01

Developed to allow high school students with special needs to participate in original scientific research, the Peer Mentoring Program was a supplement to existing science instruction for students in a self-contained classroom. Peer mentors were high school seniors at the end of a three-year advanced science research course who used their experience to create and develop inquiry-based research activities appropriate for students in the self- contained classroom. Peer mentors then assisted cooperative learning groups of special education students to facilitate the implementation of the research activities. Students with special needs successfully carried out an original research project and developed critical thinking and laboratory skills. Prior to embarking on their undergraduate course of study in the sciences, peer mentors developed an appreciation for the need to bring original scientific research to students of all levels. The program will be expanded and continued during the 2007-2008 school year.

Impacts of the Retired Mentors for New Teachers Program. REL 2017-225

ERIC Educational Resources Information Center

DeCesare, Dale; McClelland, Abby; Randel, Bruce

2017-01-01

This study evaluates the impact of the Retired Mentors for New Teachers program, a two-year mentoring program at the elementary school level developed by Aurora Public Schools in Colorado. Many of the district's schools serve a large percentage of economically disadvantaged children, experience high teacher turnover, and hire newer, less…

A Survey of Faculty Mentoring Programs in AACSB Schools of Business

ERIC Educational Resources Information Center

Raymond, Bruce C.; Kannan, Vijay R.

2014-01-01

The human resources management literature offers considerable evidence that mentoring programs can positively influence a variety of measures of both individual and organizational performance. This study examines the use and effectiveness of faculty mentoring programs at business schools in the United States. A survey of 118 schools accredited by…

Mentoring in Physical Education: Issues and Insights.

ERIC Educational Resources Information Center

Mawer, Mick, Ed.

These chapters describe partnerships and mentoring programs in the United Kingdom for initial teacher education. Part 1: The Context contains two chapters: "Partnerships in School-Based Training: The Implications for Physical Education" (Patricia Shenton and Elizabeth Murdoch); and "What Is Mentoring?" (Michael Taylor and Joan…

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.

Mentoring At-Risk Youth in Schools: Can Small Doses Make a Big Change?

ERIC Educational Resources Information Center

Kolar, David W.; McBride, Christine A.

2011-01-01

The impact of length of the match and age of the child was evaluated in a site-based mentoring program. At-risk children ranging in age from 7 to 12 were matched with an adult mentor and met approximately once a week at school during the academic year. Results indicated that neither the length of the match nor the age of the child influenced the…

Engaging Students in Constructive Youth-Adult Relationships: A Case Study of Urban School-Based Agriculture Students and Positive Adult Mentors

ERIC Educational Resources Information Center

Bird, William A.; Martin, Michael J.; Tummons, John D.; Ball, Anna L.

2013-01-01

The purpose of this bounded single case study was to explore the day-to-day functioning of a successful urban school-based agriculture veterinary program. Findings indicated student success was a product of multiple youth-adult relationships created through communal environments. Adults served as mentors with whom students felt constant, caring…

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

PubMed Central

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

2011-01-01

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

The Relationship of Mentoring on Middle School Girls' Science-Related Attitudes

ERIC Educational Resources Information Center

Clark, Lynette M.

2013-01-01

This quantitative study examined the science-related attitudes of middle school girls who attended a science-focused mentoring program and those of middle school girls who attended a traditional mentoring program. Theories related to this study include social cognitive theory, cognitive development theory, and possible selves' theory. These…

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

NASA Astrophysics Data System (ADS)

Scipio, Deana Aeolani

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

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

PubMed

Danner, Omar K; Lokko, Carl; Mobley, Felicia; Dansby, Montreka; Maze, Michael; Bradley, Brene'; Williams, Elizabeth; Matthews, Leslie Ray; Harrington, Emma; Mack, Lisa; Clark, Clarence; Wilson, Ken; Beech, Derrick; Heron, Sheryl; Childs, Ed

2017-04-01

According to the National Center for Educational Statistics, underrepresented minorities (URMs) are more likely to leave science, technology, engineering and mathematics (STEM) fields at higher rates than their peers during undergraduate studies. Many institutions of higher learning have implemented pipeline programs aimed at preparing and inspiring high school and college aged students in select careers in health sciences with varying levels of success. Research has shown that a health care workforce that mirrors the community they serve is more effective in reducing health disparities and increasing positive health outcomes. We hypothesize that a hospital-based, multidisciplinary youth mentoring and medical exposure program will enhance the decision of URM high school students to choose healthcare careers. A retrospective analysis of the Reach One Each One Program (ROEO) was performed. ROEO is a hospital based, 11-week multidisciplinary youth mentoring and medical exposure program for inner-city high school students. The analysis was based on a phone survey of the twenty-six (26) seniors who completed the program and subsequently graduated from high school between May 2013 and May 2015 to assess the following: 1) College enrollment/attendance, 2) Health profession majors, and 3) Pre-med status. The study was approved by the Morehouse School of Medicine Institutional Review Board. Of the twenty-six students, 23 were female and 3 were male; 25 (96%) of the students were African American and one student was a Caucasian female. Twenty-four (92.3%) of the students were enrolled in college and 2 (7.7%) were scheduled to begin in the spring semester of 2016. Twenty-one of the 24 attending college at the time of the survey (87.5%) were enrolled in a health science degree program and 16 (66.7%) confirmed that they were enrolled in pre-medical (Pre-med) curriculum. Hospital-based, multidisciplinary medical mentoring programs can have a positive impact on the lives and health care career decisions of aspiring URM high school students. Further study will be necessary to validate the most influential components needed for the success of such programs. Copyright © 2016 Elsevier Inc. All rights reserved.

Promoting Original Scientific Research and Teacher Training Through a High School Science Research Program: A Five Year Retrospective and Analysis of the Impact on Mentored 8th Grade Geoscience Students and the Mentors Themselves

NASA Astrophysics Data System (ADS)

Danch, J. M.

2015-12-01

In 2010 a group of 8th grade geoscience students participated in an extracurricular activity allowing them to conduct original scientific research while being mentored by students enrolled in a 3 - year high school Science Research program. Upon entering high school the mentored students themselves enrolled in the Science Research program and continued for 4 years, culminating with their participation in Science Research 4. This allowed them to continue conducting original scientific research, act as mentors to 8th grade geoscience students and to provide teacher training for both middle and high school teachers conducting inquiry-based science lessons. Of the 7 Science Research 4 students participating since 2010, 100% plan on majoring or minoring in a STEM - related field in college and their individual research projects have been been granted over 70 different awards and honors in science fair and symposia including a 3rd and 4th place category awards at two different international science fairs - the International Sustainable Energy Engineering and Environment Project (iSWEEP) and the International Science and Engineering Fair (ISEF). Science Research 4 students developed and conducted a Society for Science and the Public affiliated science fair for middle school students enrolled in an 8th grade honors geoscience program allowing over 100 students from 5 middle schools to present their research and be judged by STEM professionals. Students with research judged in the top 10% were nominated for participation in the National Broadcom MASTERS program which they successfully entered upon further mentoring from the Science Research 4 students. 8th grade enrollment in the Science Research program for 2015 increased by almost 50% with feedback from students, parents and teachers indicating that the mentorship and participation in the 8th grade science fair were factors in increasing interest in continuing authentic scientific research in high school.

Determining the Quality and Impact of an E-Mentoring Program on At-Risk Youth

ERIC Educational Resources Information Center

Culpepper, Diane W.; Hernandez-Gantes, Victor M.; Blank, William E.

2015-01-01

The purpose of this study was to determine the quality of an e-mentoring program and the impact of participation on at-risk high school students enrolled in dropout prevention programs. The quality of the program was evaluated based on the ease of implementation, use of technology, and overall satisfaction. Indicators of student's self-esteem,…

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…

Developing and Sustaining an Educative Mentoring Model of STEM Teacher Professional Development through Collaborative Partnership

ERIC Educational Resources Information Center

Richmond, Gail; Dershimer, R. Charles; Ferreira, Maria; Maylone, Nelson; Kubitskey, Beth; Meriweather, Alycia

2017-01-01

In this paper, we present details of a partnership undertaken by four universities with field-based, alternative STEM teacher preparation programs and a large urban school district to provide ongoing professional support for teachers serving as mentors for individuals preparing for careers in high-poverty schools. We also present key findings…

Development of a Mentoring Program for Chinese Immigrant Adolescents' Cultural Adjustment

ERIC Educational Resources Information Center

Yeh, Christine J.; Ching, Alison M.; Okubo, Yuki; Luthar, Suniya S.

2007-01-01

The development and evaluation of a peer mentoring program for Chinese immigrant adolescents' cultural adjustment is described. Twenty-three high school students who recently immigrated from Mainland China participated in the year-long program and 4 high school students served as their peer mentors. Data analyses revealed that the students who…

Two Years of Relationship-Focused Mentoring for First Nations, Métis, and Inuit Adolescents: Promoting Positive Mental Health.

PubMed

Crooks, Claire V; Exner-Cortens, Deinera; Burm, Sarah; Lapointe, Alicia; Chiodo, Debbie

2017-04-01

First Nations, Métis, and Inuit (FNMI) youth are disproportionately affected by a range of negative health outcomes including poor emotional and psychosocial well-being. At the same time, there is increasing awareness of culturally-specific protective factors for these youth, such as cultural connectedness and identity. This article reports the findings of a mixed-methods, exploratory longitudinal study on the effects of a culturally-relevant school-based mentoring program for FNMI youth that focuses on promoting mental well-being and the development of cultural identity. Participants included a cohort of FNMI adolescents whom we tracked across the transition from elementary to secondary school. We utilized data from annual surveys (n = 105) and a subset of youth whom we interviewed (n = 28). Quantitative analyses compared youth who participated in 1 or 2 years of mentoring programs with those who did not participate. At Wave 3, the 2-year mentoring group demonstrated better mental health and improved cultural identity, accounting for Wave 1 functioning. These results were maintained when sex and school climate were accounted for in the models. Sex did not emerge as a significant moderator; however, post hoc analyses with simple slopes indicated that the mentoring program benefited girls more than boys for both outcomes. Interview data were coded and themed through a multi-phase process, and revealed that the mentoring program helped participants develop their intrapersonal and interpersonal skills, and enhanced their cultural and healthy relationships knowledge base. Collectively, the quantitative and qualitative components of this study identify multiple years of culturally-relevant mentoring as a promising approach for promoting well-being among FNMI youth.

Supporting Mentoring Relationships of Youth in Foster Care: Do Program Practices Predict Match Length?

PubMed

Stelter, Rebecca L; Kupersmidt, Janis B; Stump, Kathryn N

2018-04-15

Implementation of research- and safety-based program practices enhance the longevity of mentoring relationships, in general; however, little is known about how mentoring programs might support the relationships of mentees in foster care. Benchmark program practices and Standards in the Elements of Effective Practice for Mentoring, 3rd Edition (MENTOR, 2009) were assessed in the current study as predictors of match longevity. Secondary data analyses were conducted on a national agency information management database from 216 Big Brothers Big Sisters agencies serving 641 youth in foster care and 70,067 youth not in care from across the United States (Mean = 11.59 years old at the beginning of their matches) in one-to-one, community-based (55.06%) and school- or site-based (44.94%) matches. Mentees in foster care had shorter matches and matches that were more likely to close prematurely than mentees who were not in foster care. Agency leaders from 32 programs completed a web-based survey describing their policies and practices. The sum total numbers of Benchmark program practices and Standards were associated with match length for 208 mentees in foster care; however, neither predicted premature match closure. Results are discussed in terms of how mentoring programs and their staff can support the mentoring relationships of high-risk youth in foster care. © Society for Community Research and Action 2018.

Pathways of influence in school-based mentoring: The mediating role of parent and teacher relationships☆

PubMed Central

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

2013-01-01

This study explores the pathways through which school-based mentoring relationships are associated with improvements in elementary and high school students’ socio-emotional, academic, and behavioral outcomes. Participants in the study (N=526) were part of a national evaluation of the Big Brothers Big Sisters school-based mentoring programs, all of whom had been randomly assigned to receive mentoring at their schools over the course of one academic year. Students were assessed at the beginning and end of the school year. The results of structural equation modeling showed that mentoring relationship quality, as measured by the Youth-Centered Relationship scale and the Youth’s Emotional Engagement scale, was significantly associated with positive changes in youths’ relationships with parents and teachers, as measured by subscales of the Inventory of Parent and Peer Attachment, the Teacher Relationship Quality scale, and the Hemingway Measure of Adolescent Connectedness. Higher quality relationships with parents and teachers, in turn, were significantly associated with better youth outcomes, including self-esteem, academic attitudes, prosocial behaviors, and misconduct. The effect sizes of the associations ranged from 0.12 to 0.52. Mediation analysis found that mentoring relationship quality was indirectly associated with some of the outcomes through its association with improved parent and teacher relationships. Implications of the findings for theory and research are discussed. PMID:23375177

Daring to Care: The Role of Culturally Relevant Care in Mentoring Black and Latino Male High School Students

ERIC Educational Resources Information Center

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

2016-01-01

This study seeks to challenge the uni-dimensional way care in school is written about by highlighting an often overlooked aspect of care--the kind that students do for each other. Data is drawn from focus groups conducted with the youth participants and founder of Umoja Network for Young Men (UMOJA), an all-male, school-based mentoring program for…

Mentoring: Making a Difference for Tomorrow's Workers. A Handbook for Business and Industry Personnel Involved in School-to-Work Programs.

ERIC Educational Resources Information Center

Partnership for Academic and Career Education, Pendleton, SC.

Presented in a question-and-answer format, this guide is designed to answer the questions of persons who have agreed to become mentors for students in school-to-work programs. The guide answers the following 12 questions: (1) Why am I here? (2) What is mentoring all about? (3) What does mentoring have to do with School-to-Work? (4) Where do I fit…

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…

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…

`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.

Design Considerations in Developing a Web-Based Mentor Network.

ERIC Educational Resources Information Center

Sumner, Todd

This paper describes a Web-based mentor network designed to pair students in rural independent schools with undergraduates at selected liberal arts colleges. It is one of nine central program elements that constitute the Proteus(TM) system, a multimedia technologies architecture that supports distributed collaborations and work undertaken in the…

A Mentoring Model for Technology Education for Teachers.

ERIC Educational Resources Information Center

MacArthur, Charles A.; And Others

1996-01-01

Describes a computer mentor program that was developed by the University of Maryland and the Prince George's County Public Schools (Maryland) to help teachers learn to integrate computers into their instruction. Topics include a course for the mentors, school administrative support, and results of program evaluations. (LRW)

Mentoring New Science Teachers

ERIC Educational Resources Information Center

Shea, Kathleen; Greenwood, Anita

2007-01-01

Most experienced high school science teachers are asked at some point to serve as a mentor to a novice teacher. While mentor-training programs have been established in many states, they often only focus on how the mentor can help new science teachers understand and negotiate the school culture, such as how the school runs and where supplies are…

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…

When Tensions between Ideology and Practice Become Personal: Unpacking Mentorship in Early Childhood Teacher Education

ERIC Educational Resources Information Center

Yoon, Haeny S.; Larkin, Kelly Ann

2018-01-01

University-based teacher education programs are criticized for being too theoretical, disconnected from the everyday realities of schools. To bridge this gap, teacher education programs give students year-long field experiences under the joint tutelage of mentor teachers and university faculty. However, this assumes that mentor teachers will not…

Impact of the Federal School-Based Student Mentoring Program. NCEE Evaluation Brief. NCEE 2009-4074

ERIC Educational Resources Information Center

National Center for Education Evaluation and Regional Assistance, 2009

2009-01-01

The Office of Management and Budget requested that the Institute of Education Sciences (IES) oversee an independent impact evaluation of the federal Student Mentoring Program, and in 2005 IES contracted with Abt Associates and its team of subcontractors (Branch Associates, Moore and Associates, and the Center for Resource Management) to conduct…

Increases in Academic Connectedness and Self-Esteem among High School Students Who Serve as Cross-Age Peer Mentors

ERIC Educational Resources Information Center

Karcher, Michael

2009-01-01

Cross-age mentoring programs are peer helping programs in which high school students serve as mentors to younger children. The study in this article compared fall-to-spring changes on connectedness, attachment, and self-esteem between 46 teen mentors and 45 comparison classmates. Results revealed an association between serving as a cross-age peer…

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…

Different roles and different results: how activity orientations correspond to relationship quality and student outcomes in school-based mentoring.

PubMed

Keller, Thomas E; Pryce, Julia M

2012-02-01

This prospective, mixed-methods study investigated how the nature of joint activities between volunteer mentors and student mentees corresponded to relationship quality and youth outcomes. Focusing on relationships in school-based mentoring programs in low-income urban elementary schools, data were obtained through pre-post assessments, naturalistic observations, and in-depth interviews with mentors and mentees. Adopting an exploratory approach, the study employed qualitative case study methods to inductively identify distinctive patterns reflecting the focus of mentoring activities. The activity orientations of relationships were categorized according to the primary functional role embodied by the mentor and the general theme of interactions: teaching assistant/tutoring, friend/engaging, sage/counseling, acquaintance/floundering. Next, these categories were corroborated by comparing the groups on quantitative assessments of relationship quality and change in child outcomes over time. Relationships characterized by sage mentoring, which balanced amicable engagement with adult guidance, were rated most favorably by mentees on multiple measures of relationship quality. Furthermore, students involved in sage mentoring relationships showed declines in depressive symptoms and aggressive behaviors. For disconnected pairs (acquaintances), students reported more negative relationship experiences. Findings suggest effective mentoring relationships represent a hybrid between the friendly mutuality of horizontal relationships and the differential influence of vertical relationships.

A Qualitative Study Investigating Administrator Perceptions on the Need, Benefits, Challenges, and Areas for Principal Mentoring

ERIC Educational Resources Information Center

Saffle, Elisa

2016-01-01

Structured mentoring programs for new principals are designed to support and enhance their professional abilities. Providing mentoring support for new principals has benefits that extend beyond the novice principal to the mentor, school, and school district. Although the benefits of principal mentoring are established, mentoring of new principals…

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.

A Randomized Controlled Trial of a Long-Term Professional Mentoring Program for Children at Risk: Outcomes Across the First 5 Years.

PubMed

Eddy, J Mark; Martinez, Charles R; Grossman, Jean Baldwin; Cearley, Jennifer J; Herrera, Danita; Wheeler, Alice C; Rempel, Jeff S; Foney, Dana; Gau, Jeff M; Burraston, Bert O; Harachi, Tracy W; Haggerty, Kevin P; Seeley, John R

2017-11-01

Child outcomes due to a paid professional mentoring program, Friends of the Children (FOTC), were investigated across the first 5 years of an ongoing multi-site randomized controlled trial. Participants were 278 children attending kindergarten or first grade who were identified as "at risk" for adjustment problems during adolescence. The program was delivered through established nonprofit community-based organizations. Mentors were hired to work full time and were provided training, supervision, and support to work individually with small numbers of children. Recruitment took place across a 3-year period. Random assignment to the intervention condition or a services as usual control condition was conducted at the level of the individual, blocking on school and child sex. After the initial assessment, follow-up assessments were conducted every 6 months. Differences in growth curves across the elementary school years were examined in intent-to-treat analyses. Significant effects favoring FOTC were found in terms of caregiver ratings of positive school behavior and less trouble in school, with a trend for higher child behavioral and emotional strengths. Effect sizes were in the range typical in recent trials of youth mentoring.

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.

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…

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,…

Sustaining Reform-Based Science Teaching of Preservice and Inservice Elementary School Teachers

NASA Astrophysics Data System (ADS)

Sullivan-Watts, Barbara K.; Nowicki, Barbara L.; Shim, Minsuk K.; Young, Betty J.

2013-08-01

This study examined the influence of a professional development program based around commercially available inquiry science curricula on the teaching practices of 27 beginning elementary school teachers and their teacher mentors over a 2 year period. A quantitative rubric used to score inquiry elements and use of data in videotaped lessons indicated that education students assigned to inquiry-based classrooms during their methods course or student teaching year outperformed students without this experience. There was also a significant positive effect of multi-year access to the kit-based program on mentor teaching practice. Recent inclusion of a "writing in science" program in both preservice and inservice training has been used to address the lesson element that received lowest scores—evaluation of data and its use in scientific explanation.

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…

The University of Connecticut Biomedical Engineering Mentoring Program for high school students.

PubMed

Enderle, John D; Liebler, Christopher M; Haapala, Stephenic A; Hart, James L; Thonakkaraparayil, Naomi T; Romonosky, Laura L; Rodriguez, Francisco; Trumbower, Randy D

2004-01-01

For the past four years, the Biomedical Engineering Program at the University of Connecticut has offered a summer mentoring program for high school students interested in biomedical engineering. To offer this program, we have partnered with the UConn Mentor Connection Program, the School of Engineering 2000 Program and the College of Liberal Arts and Sciences Summer Laboratory Apprentice Program. We typically have approximately 20-25 high school students learning about biomedical engineering each summer. The mentoring aspect of the program exists at many different levels, with the graduate students mentoring the undergraduate students, and these students mentoring the high school students. The program starts with a three-hour lecture on biomedical engineering to properly orient the students. An in-depth paper on an area in biomedical engineering is a required component, as well as a PowerPoint presentation on their research. All of the students build a device to record an EKG on a computer using LabView, including signal processing to remove noise. The students learn some rudimentary concepts on electrocardiography and the physiology and anatomy of the heart. The students also learn basic electronics and breadboarding circuits, PSpice, the building of a printed circuit board, PIC microcontroller, the operation of Multimeters (including the oscilloscope), soldering, assembly of the EKG device and writing LabView code to run their device on a PC. The students keep their EKG device, LabView program and a fully illustrated booklet on EKG to bring home with them, and hopefully bring back to their high school to share their experiences with other students and teachers. The students also work on several other projects during this summer experience as well as visit Hartford Hospital to learn about Clinical Engineering.

Mentors' Perceptions of a University-School Partnership through a Student African American Mentoring Initiative

ERIC Educational Resources Information Center

Gilman, Amanda

2014-01-01

The participants in this study were 10 African American male college mentors at Indiana State University who participated in the Indiana State University Student African American Male Mentor Program, one school counselor, and two members of the Student African American Brotherhood administration. The study examined potential benefits to mentors,…

The Organizational and Human Dimensions of Successful Mentoring Programs and Relationships. Perspectives in Mentoring.

ERIC Educational Resources Information Center

Kochan, Frances K., Ed.

This collection of papers examines mentoring in a variety of settings. The 17 papers are: (1) "The Organizational and Human Dimensions of Successful Mentoring Across Diverse Settings" (Frances K. Kochan); (2) "Parents Mentoring Parents for School Success" (Nathan T. Avani); (3) "Project Nia (Purpose): A University/School Partnership to Enhance…

An Investigation of Peer Mentoring in Medical Schools of North America

ERIC Educational Resources Information Center

Steinberg, Sarah E.

2012-01-01

This two-phase study determined the landscape and intent of medical school peer mentoring programs in the U.S., U.S. Territories and Canada and, as far as can be determined, is the first of its kind. Insights from established peer mentoring programs, discovered by exploring their purpose, design, evaluations and outcomes, formed the evidence-based…

Mentors: Making a Difference in Our Public Schools.

ERIC Educational Resources Information Center

Evans, Thomas W.

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

Shoot for the Moon! the Mentors and the Middle Schoolers Explore the Intersection of Design Thinking and STEM

ERIC Educational Resources Information Center

Carroll, Maureen P.

2014-01-01

This paper describes the journey of a group of university students as they worked with underserved middle school students as mentors in a STEM-based afterschool program. Design thinking provided a frame within which students learned how to be mentors, how to create user-centered learning experiences, and how to share their experiences as…

The Effect of a State Department of Education Teacher Mentor Initiative on Science Achievement

NASA Astrophysics Data System (ADS)

Pruitt, Stephen L.; Wallace, Carolyn S.

2012-06-01

This study investigated the effectiveness of a southern state's department of education program to improve science achievement through embedded professional development of science teachers in the lowest performing schools. The Science Mentor Program provided content and inquiry-based coaching by teacher leaders to science teachers in their own classrooms. The study analyzed the mean scale scores for the science portion of the state's high school graduation test for the years 2004 through 2007 to determine whether schools receiving the intervention scored significantly higher than comparison schools receiving no intervention. The results showed that all schools achieved significant improvement of scale scores between 2004 and 2007, but there were no significant performance differences between intervention and comparison schools, nor were there any significant differences between various subgroups in intervention and comparison schools. However, one subgroup, economically disadvantaged (ED) students, from high-level intervention schools closed the achievement gap with ED students from no-intervention schools across the period of the study. The study provides important information to guide future research on and design of large-scale professional development programs to foster inquiry-based science.

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…

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…

The Mentor Kit. A Step-by-Step Guide To Creating an Effective Mentor Program in Your School [and] Reproducible Forms To Accompany the Mentor Program in Your School.

ERIC Educational Resources Information Center

Nash, Diane; Treffinger, Don

Mentorships, the art of a creatively productive person teaching, counseling, and inspiring a student with similar interests, can be the result of circumstance or they can be the result of mentorship programs engineered in the academic world. Data collected from over 25 different academic models of mentorship have been distilled into 7 key steps to…

Mentoring and Coaching Rural School Leaders: What Do They Need?

ERIC Educational Resources Information Center

Duncan, Heather E.; Stock, Mark J.

2010-01-01

This study explores the types of principal mentoring/coaching programs delivered in Wyoming school districts, USA, and the areas of need perceived by principals at different levels of experience. Some formalized district principal mentorship programs existed in larger school districts but these mainly targeted beginning principals. Most of the…

Mentoring in Schools: An Impact Study of Big Brothers Big Sisters School-Based Mentoring

ERIC Educational Resources Information Center

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

2011-01-01

This random assignment impact study of Big Brothers Big Sisters School-Based Mentoring involved 1,139 9- to 16-year-old students in 10 cities nationwide. Youth were randomly assigned to either a treatment group (receiving mentoring) or a control group (receiving no mentoring) and were followed for 1.5 school years. At the end of the first school…

An Evaluation of the Target Success Mentor Program.

ERIC Educational Resources Information Center

Jackson, Jerlando F. L.; Mathews, Jerry G.

Auburn University's Office of Minority Advancement, in conjunction with Auburn Junior High School, implemented a joint program to assist at-risk African-American male students while at Auburn Junior High School. Using the help of faculty and trained college student mentors, the Success in Reading Program was designed to enhance successful…

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…

Meeting the Leadership Challenge. Designing Effective Principal Mentor Programs: The Experiences of Six New York City Community School Districts.

ERIC Educational Resources Information Center

Dukess, Laura F.

Experience has shown that providing instructional, emotional, and managerial support to new principals by giving them experienced, expert principals as mentors can help to a large extent. Over the course of a year, New Visions for Public Schools studied six types of principal mentor programs offered to new and needy principals in six New York City…

The Impact of Mentoring Programs on Teachers in Urban Middle Schools

ERIC Educational Resources Information Center

Wider, Beyonka Shantel

2012-01-01

Retaining teachers is a pressing issue facing many urban middle schools in the southern US. Urban middle schools continually face increased teacher turnover rates in spite of state mandated induction and mentoring programs. Drawing from Maslow's hierarchy of needs theory, the purpose of the qualitative case study was to examine urban middle…

The Role of Mentoring in the Leadership Development of Pre-Service School Librarians

ERIC Educational Resources Information Center

Smith, Daniella L.

2013-01-01

The purpose of this study was to determine how providing pre-service school librarians with mentors during their degree program impacted their level of self-perceived transformational leadership potential. The study consisted of 30 participants enrolled in a school library certification master's degree program emphasizing leadership. The findings…

Improving Leadership Preparation Programs Through a School, University, and Professional Organization Partnership.

ERIC Educational Resources Information Center

Peel, Henry A.; Wallace, Corinna; Buckner, Kermit G.; Wrenn, Steven L.; Evans, Ralph

1998-01-01

A North Carolina school system worked with NASSP and an area university to develop an improved administrator-preparation plan. Created by NASSP to unite key preparation elements, the "Potential Administrator Development Program" stresses field-based experiences via theory-to-practice classroom activities, mentoring opportunities,…

A Helping Hand? A Study into an England-Wide Peer Mentoring Program to Address Bullying Behavior

ERIC Educational Resources Information Center

Roach, Gareth

2014-01-01

The purpose of this paper is to provide findings from a study into a school peer mentoring program which matched children aged between 9 and 12?years of age who were bullied or at-risk of being bullied with older student mentors. In total, 372 mentees as well as a comparison group of 1,249 young people from 22 English schools completed a…

The New York State Mentoring Program.

ERIC Educational Resources Information Center

Cuomo, Matilda R.

This conference address discusses New York State programs for children and families, focusing on a mentoring program. New York State has 44 rural counties, which comprise 80% of the state's total area. Rural schools face limited financial resources and access to services. Rural school children are more likely to face failure than urban or suburban…

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…

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…

Motivating Young Native American Students to Pursue STEM Learning Through a Culturally Relevant Science Program

NASA Astrophysics Data System (ADS)

Stevens, Sally; Andrade, Rosi; Page, Melissa

2016-12-01

Data indicate that females and ethnic/race minority groups are underrepresented in the science and engineering workforce calling for innovative strategies to engage and retain them in science education and careers. This study reports on the development, delivery, and outcomes of a culturally driven science, technology, engineering, mathematics (STEM) program, iSTEM, aimed at increasing engagement in STEM learning among Native American 3rd-8th grade students. A culturally relevant theoretical framework, Funds of Knowledge, informs the iSTEM program, a program based on the contention that the synergistic effect of a hybrid program combining two strategic approaches (1) in-school mentoring and (2) out-of-school informal science education experiences would foster engagement and interest in STEM learning. Students are paired with one of three types of mentors: Native American community members, university students, and STEM professionals. The iSTEM program is theme based with all program activities specifically relevant to Native people living in southern Arizona. Student mentees and mentors complete interactive flash STEM activities at lunch hour and attend approximately six field trips per year. Data from the iSTEM program indicate that the program has been successful in engaging Native American students in iSTEM as well as increasing their interest in STEM and their science beliefs.

Mentoring needs of distributed medical education faculty at a Canadian medical school: a mixed-methods descriptive study.

PubMed

Krishnan, Rohin J; Uruthiramoorthy, Lavanya; Jawaid, Noor; Steele, Margaret; Jones, Douglas L

2018-01-01

The Schulich School of Medicine & Dentistry in London, Ontario, has a mentorship program for all full-time faculty. The school would like to expand its outreach to physician faculty located in distributed medical education sites. The purpose of this study was to determine what, if any, mentorship distributed physician faculty currently have, to gauge their interest in expanding the mentorship program to distributed physician faculty and to determine their vision of the most appropriate design of a mentorship program that would address their needs. We conducted a mixed-methods study. The quantitative phase consisted of surveys sent to all distributed faculty members that elicited information on basic demographic characteristics and mentorship experiences/needs. The qualitative phase consisted of 4 focus groups of distributed faculty administered in 2 large and 2 small centres in both regions of the school's distributed education network: Sarnia, Leamington, Stratford and Hanover. Interviews were 90 minutes long and involved standardized semistructured questions. Of the 678 surveys sent, 210 (31.0%) were returned. Most respondents (136 [64.8%]) were men, and almost half (96 [45.7%]) were family physicians. Most respondents (197 [93.8%]) were not formal mentors to Schulich faculty, and 178 (84.8%) were not currently being formally mentored. Qualitative analysis suggested that many respondents were involved in informal mentoring. In addition, about half of the respondents (96 [45.7%]) wished to be formally mentored in the future, but they may be inhibited owing to time constraints and geographical isolation. Consistently, respondents wished to have mentoring by a colleague in a similar practice, with the most practical being one-on-one mentoring. Our analysis suggests that the school's current formal mentoring program may not be applicable and will require modification to address the needs of distributed faculty.

Implementation of a longitudinal mentored scholarly project: an approach at two medical schools.

PubMed

Boninger, Michael; Troen, Philip; Green, Emily; Borkan, Jeffrey; Lance-Jones, Cynthia; Humphrey, Allen; Gruppuso, Philip; Kant, Peter; McGee, James; Willochell, Michael; Schor, Nina; Kanter, Steven L; Levine, Arthur S

2010-03-01

An increasing number of medical schools have implemented or are considering implementing scholarly activity programs as part of their undergraduate medical curricula. The goal of these programs is to foster students' analytical skills, enhance their self-directed learning and their oral and written communication skills, and ultimately to train better physicians. In this article, the authors describe the approach to implementing scholarly activities at a school that requires this activity and at a school where it is elective. Both programs have dealt with significant challenges including orienting students to a complex activity that is fundamentally different than traditional medical school courses and clerkships, helping both students and their mentors understand how to "stay on track" and complete work, especially during the third and fourth years, and educating students and mentors about the responsible conduct of research, especially involving human participants. Both schools have found the implementation process to be evolutionary, requiring experience before faculty could significantly improve processes. A required scholarly activity has highlighted the need for information technology (IT) support, including Web-based document storage and student updates, as well as automatic e-mails alerting supervisory individuals to student activity. Directors of the elective program have found difficulty with both ensuring uniform outcomes across different areas of study and leadership changes in a process that has been largely student-driven. Both programs have found that teamwork, regular meetings, and close communication have helped with implementation. Schools considering the establishment of a scholarly activity should consider these factors when designing programs.

Interactive Online Physics Labs Increase High School Students' Interest

ERIC Educational Resources Information Center

Gryczka, Patrick; Klementowicz, Edward; Sharrock, Chappel; Montclare, Jin Kim

2016-01-01

Here we describe the incorporation of a web-based application focusing on circuits for the physics high school classroom as part of an outreach program. The program involves college mentors creating and implementing science lessons in collaboration with the classroom teacher. Focusing on the challenge of understanding circuit design, a technology…

Mentoring Urban Black Middle School Male Students: Implications for Academic Achievement

ERIC Educational Resources Information Center

Gordon, Derrick M.; Iwamoto, Derek K.; Ward, Nadia; Potts, Randolph; Boyd, Elizabeth

2009-01-01

Researchers have called for innovative and culturally responsive intervention programs to enhance male, Black middle school students' academic achievement. Mentoring has received considerable attention as a novel remedy. Although anecdotal evidence supports the positive role of mentoring on academic achievement, these results are not consistent.…

Elements of Successful Mentoring of a Female School Leader

ERIC Educational Resources Information Center

Peters, April

2010-01-01

This case study examines the successful mentoring relationship between an early-career principal and her mentor as they participated in an Entry Year Program for early-career school administrators as a component of an Administrative Leadership Academy (ALA). Using a feminist poststructuralist framework, the findings show that contrary to…

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)

A Longitudinal Study of Family Socioeconomic Status (SES) Variables as Predictors of Socio-Emotional Resilience among Mentored Youth

ERIC Educational Resources Information Center

Thompson, R. Bruce; Corsello, Maryann; McReynolds, Samuel; Conklin-Powers, Bernice

2013-01-01

In this study, we explored socioeconomic status (SES) and family structure as predictors of resiliencies among "at-risk" youth before and after participating in schools-based mentoring programs. Twenty-four youths (13 girls) aged 13-18 ("M" = 16.21, SD = 1.76) participated. Youths completed pre- and post-test…

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

PubMed

Kalata, Lindsay R; Abate, Marie A

2013-05-13

Objective. To evaluate pharmacy students' self-assessment skills with an electronic portfolio program using mentor evaluators. Design. First-year (P1) and second-year (P2) pharmacy students used online portfolios that required self-assessments of specific graded class assignments. Using a rubric, faculty and alumni mentors evaluated students' self-assessments and provided feedback. Assessment. Eighty-four P1 students, 74 P2 students, and 59 mentors participated in the portfolio program during 2010-2011. Both student groups performed well overall, with only a small number of resubmissions required. P1 students showed significant improvements across semesters for 2 of the self-assessment questions; P2 students' scores did not differ significantly. The P1 scores were significantly higher than P2 scores for 3 questions during spring 2011. Mentors and students had similar levels of agreement with the extent to which students put forth their best effort on the self-assessments. Conclusion. An electronic portfolio using mentors based inside and outside the school provided students with many opportunities to practice their self-assessment skills. This system represents a useful method of incorporating self-assessments into the curriculum that allows for feedback to be provided to the students.

A Mentor-Based Portfolio Program to Evaluate Pharmacy Students’ Self-Assessment Skills

PubMed Central

Kalata, Lindsay R.

2013-01-01

Objective. To evaluate pharmacy students' self-assessment skills with an electronic portfolio program using mentor evaluators. Design. First-year (P1) and second-year (P2) pharmacy students used online portfolios that required self-assessments of specific graded class assignments. Using a rubric, faculty and alumni mentors evaluated students' self-assessments and provided feedback. Assessment. Eighty-four P1 students, 74 P2 students, and 59 mentors participated in the portfolio program during 2010-2011. Both student groups performed well overall, with only a small number of resubmissions required. P1 students showed significant improvements across semesters for 2 of the self-assessment questions; P2 students' scores did not differ significantly. The P1 scores were significantly higher than P2 scores for 3 questions during spring 2011. Mentors and students had similar levels of agreement with the extent to which students put forth their best effort on the self-assessments. Conclusion. An electronic portfolio using mentors based inside and outside the school provided students with many opportunities to practice their self-assessment skills. This system represents a useful method of incorporating self-assessments into the curriculum that allows for feedback to be provided to the students. PMID:23716749

Exploring Change Processes in School-Based Mentoring for Bullied Children.

PubMed

Craig, James T; Gregus, Samantha J; Burton, Ally; Hernandez Rodriguez, Juventino; Blue, Mallory; Faith, Melissa A; Cavell, Timothy A

2016-02-01

We examined change processes associated with the school-based, lunchtime mentoring of bullied children. We used data from a one-semester open trial of Lunch Buddy (LB) mentoring (N = 24) to examine changes in bullied children's lunchtime peer relationships. We also tested whether these changes predicted key outcomes (i.e., peer victimization, social preference) post-mentoring. Results provided partial support that bullied children paired with LB mentors experienced improved lunchtime peer relationships and that gains in lunchtime relationships predicted post-mentoring levels of social preference and peer victimization. Neither child nor mentors' ratings of the mentoring relationship predicted post-mentoring outcomes; however, child-rated mentor support and conflict predicted improvements in lunchtime peer relationships. We discuss implications for future research on school-based mentoring as a form of selective intervention for bullied children.

Game Design through Mentoring and Collaboration

ERIC Educational Resources Information Center

Clark, Kevin; Sheridan, Kimberly

2010-01-01

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

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.

An examination of the perceived teaching competencies of novice alternatively licensed and traditionally licensed high school science teachers

NASA Astrophysics Data System (ADS)

Shea, Kathleen A.

In most states, there are two routes to teacher licensure; traditional and alternative. The alternative route provides an accelerated entry into the classroom, often without the individual engaging in education coursework or a practicum. No matter the route, teaching skills continue to be learned by novice teachers while in the classroom with the guidance of a school-based mentor. In this study, the perceptions of mentor teachers of traditionally and alternatively licensed high school science teachers were compared with respect to mentees' science teaching competency. Further, the study explored the novice teachers' self-perception of their teaching competency. A survey, consisting of 56 Likert-type questions, was completed by mentors (N = 79) and novice high school science teachers (N = 83) in six northeastern states. The results revealed a statistically significant difference in the perceptions of the mentors of traditionally and alternatively licensed novice high school science teachers in the areas of general pedagogical knowledge, pedagogical content knowledge and professional growth, with more favorable perceptions recorded by mentors of traditionally licensed science teachers. There were no differences in the perceptions of the mentors with respect to novice high school teachers' content knowledge. There was no statistical difference in the self-perceptions of competency of the novice teachers. While alternative routes to licensure in science may be a necessity, the results of this study indicate that the lack of professional preparation may need to be addressed at the school level through the agency of the mentor. This study indicates that mentors must be prepared to provide alternatively licensed novice teachers with different assistance to that given to traditionally licensed novice teachers. School districts are urged to develop mentoring programs designed to develop the teaching competency of all novice teachers regardless of the route that led them into the teaching profession.

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.

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: A School-University Partnership That Is Making a Difference.

ERIC Educational Resources Information Center

Staudt, Denise

Mentoring is being embraced by many schools as a way to fill gaps in the lives of children classified as "at-risk." Several lines of research indicate that mentoring programs encouraging positive adult relationships with these students provide the support needed to help these children reach their full potential. Through a collaborative…

Learning Systematically from Experience through a Research-to-Practice Pipeline in Chicago

ERIC Educational Resources Information Center

Fine, Wendy; Lansing, Jiffy; Bacon, Marshaun

2018-01-01

The Becoming A Man (BAM) program is a school-based group counseling and mentoring program run by Youth Guidance (YG), a community organization that serves children in Chicago schools who are at risk. BAM guides young men to learn, internalize, and practice social cognitive skills, make responsible decisions for their future, and become positive…

Bridging the Perspectives and Developmental Needs of All Participants in Curriculum-Based Telementoring Programs

ERIC Educational Resources Information Center

O'Neill, D. Kevin; Harris, Judith B.

2005-01-01

Telementoring, also referred to as e-mentoring or online mentoring, has been carried out in a wide range of K-12 environments and continues to grow in popularity. Through a review of several studies, we argue that the potential for telementoring to support deeper and more authentic school learning will not be fully realized unless researchers pay…

Learning through Interactive Talk: A School-Based Mentor Teacher Study Group as a Context for Professional Learning

ERIC Educational Resources Information Center

Carroll, D.

2005-01-01

This article reports on a year-long study of collaborative professional learning in a mentor teacher study group connected to a large university teacher education program. It introduces a theoretical framework for considering the nature of interactive talk and its relationship to professional learning. Using examples of study group discourse, it…

The Art of Mentoring

ERIC Educational Resources Information Center

Reese, Susan

2006-01-01

Mentoring provides students with role models, inspiration and encouragement that helps paint the promise of a successful future. In this article, the author discusses examples of successful mentoring programs in career and technical education. Among them is the High Tech Girls Society (HTGS). The program was started in the 2003-2004 school year in…

Mentoring for women and underrepresented minority faculty and students: experience at two institutions of higher education.

PubMed

Kosoko-Lasaki, Omofolasade; Sonnino, Roberta E; Voytko, Mary Lou

2006-09-01

Women and minority faculty and students are seriously underrepresented in university and academic healthcare institutions. The role of mentoring has been identified as one of the significant factors in addressing this underrepresentation. We have described the mentoring efforts at two institutions of higher learning in assisting women and minority students and faculty in being accomplished in their academic pursuits. One-hundred-thirty students and >50 women and minority faculty have participated in the mentoring programs described. The number of participants has increased dramatically over the years and continues to evolve positively. These programs appear to be quite successful in the short term. Further evaluation of measurable outcomes will be necessary to fully determine their true impact. The mentoring models for women and underrepresented minority faculty and students at Creighton University Health Sciences Schools and Wake Forest University School of Medicine will serve as a guide for other Health Sciences Schools.

A Qualitative Investigation of Mentor Experiences in a Service Learning Course

ERIC Educational Resources Information Center

Banks, Kira Hudson

2010-01-01

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

Science mentor program at Mission Hill Junior High School

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

Dahlquist, K.

Science graduate students from the University of California at Santa Cruz mentor a class of 7th graders from the Mission Hill Junior High School. The program`s purpose is: (1) to create a scientific learning community where scientists interact at different levels of the educational hierarchy; (2) to have fun in order to spark interest in science; and (3) to support girls and minority students in science. A total of seven mentors met with the students at least once a week after school for one quarter to tutor and assist with science fair projects. Other activities included a field trip tomore » a university earth science lab, judging the science fair, and assisting during laboratory exercises. Graduate students run the program with minimal organization and funding, communicating by electronic mail. An informal evaluation of the program by the mentors has concluded that the most valuable and effective activities have been the field trip and assisting with labs. The actual {open_quotes}mentor meetings{close_quotes} after school did not work effectively because they had a vaguely defined purpose and the kids did not show up regularly to participate. Future directions include redefining ourselves as mentors for the entire school instead of just one class and better coordinating our activities with the teachers` curriculum. We will continue to assist with the labs and organize formal tutoring for students having problems with math and science. Finally, we will arrange more activities and field trips such as an amateur astronomy night. We will especially target girls who attended the {open_quotes}Expanding Your Horizons{trademark} in Science, Mathematics, and Engineering{close_quotes} career day for those activities.« less

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…

School dropout prevention: what arts-based community and out-of-school-time programs can contribute.

PubMed

Charmaraman, Linda; Hall, Georgia

2011-01-01

Out-of-school-time programs, especially arts-based programs, can be critical players in a community's efforts to prevent school dropout. This research review suggests the following approaches for arts-based programs: (1) recruitment and retention of target populations with multiple risk factors; (2) long-term skill development that engages youth behaviorally, emotionally, and academically rather than a drop-in culture; (3) an emphasis on the critical ingredient of real-world applications through performance; (4) staff development and mentoring; (5) a strategic community-level plan for dropout prevention; (6) and program content reframed toward competencies that underlie better school performance and prosocial behavior, such as communication, initiative, problem solving, motivation, and self-efficacy. Copyright © 2011 Wiley Periodicals, Inc., A Wiley Company.

What Makes a Good School Leadership Program? A Qualitative Study of the Lookstein Center Educational Leadership Advancement Initiative (ELAI)

ERIC Educational Resources Information Center

Burstein, Alissa Beth; Kohn, Eli

2017-01-01

How do educators become successful leaders? This qualitative study set out to learn more about The Lookstein Center ELAI program as well as mentoring and leadership training in general, with the hope of offering insights to other school leadership programs. The mentor-mentee relationship was seen to develop into a collaborative partnership, with…

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.

Peer mentoring is associated with positive change in physical activity and aerobic fitness of grades 4, 5, and 6 students in the heart healthy kids program.

PubMed

Spencer, Rebecca A; Bower, Jenna; Kirk, Sara F L; Hancock Friesen, Camille

2014-11-01

Only 7% of Canadian children achieve activity recommendations, contributing to obesity and preventable disease. The Heart Healthy Kids (H2K) program was designed to test the relationship between peer mentoring, physical activity, and cardiovascular fitness. Participants from 10 schools (5 control, 5 intervention) were enrolled in the program. In control schools, H2K included a physical activity challenge and education sessions. Intervention schools included the addition of a peer-mentoring component. Physical activity was measured through daily pedometer recording. Cardiovascular fitness was evaluated using the PACER (Progressive Aerobic Cardiovascular Endurance Run) protocol to calculate maximal oxygen uptake (VO2 max). Participants included 808 children (average age 9.9 ± 1.0 years). Although control and intervention schools did not differ at baseline, participants with peer mentoring logged significantly more steps per school day, on average, than those in control schools (6,785 ± 3,011 vs. 5,630 ± 2,586; p < .001). Male participants logged significantly more steps per school day than female participants. A significant improvement in VO2 max was also noted in intervention schools, with an average increase of 1.72 ml/mg/min. H2K was associated with positive change in physical activity and cardiovascular fitness, suggesting that peer mentoring shows promise for application in health promotion interventions. © 2014 Society for Public Health Education.

A study of satisfaction of medical students on their mentoring programs at one medical school in Korea

PubMed Central

2017-01-01

Purpose The purpose of this study was to investigate the awareness levels of medical students regarding the characteristics of each function within a mentoring program conducted within Kyung Hee University and to ultimately suggest points for reformation. Medical students’ awareness levels were determined using a 29-item questionnaire. Methods The questionnaire was conducted on 347 medical students, excluding 25 students who either marked multiple answers or did not reply. The assessment of the program was based on a questionnaire with the use of a 5-point Likert scale using SPSS version 22.0. Multiple regression was conducted to examine the relationship between the satisfaction level, regarding functions of mentoring programs, and characteristics of mentoring programs. Interviews were conducted to supplement additional information that was hard to gain from the questionnaire. Results The results on demographic and functional characteristics revealed that there was no statistically significant differences in satisfaction levels across gender, whereas there were significant differences across grade levels. In addition, there were significant differences in the frequency of meetings and topics of conversation while the length of meetings and meeting place were not significantly different. Conclusion For the improved mentoring programs for medical students, the program should focus on the frequency of meetings and the topics of conversation. Furthermore, mentoring programs of high quality can be expected if professors take interview results into consideration. Also, students want to be provided with psychosocial advice from mentors in various ways such as role model function. PMID:29207456

The Los Alamos Space Weather Summer School: Career and Research Benefits to Students and Mentors

NASA Astrophysics Data System (ADS)

Cowee, M.

2014-12-01

This last summer we held the 4th Los Alamos Space Weather Summer School. This 8-week long program is designed for mid-career graduate students in related fields to come to LANL, receive lectures on space physics and space environment topics, and carry out a research project under the mentorship of LANL staff members. On average we have accepted ~10 students per year to the program, with a strong applicant pool to choose from. This type of summer school program is relatively unique in the space physics community—there are several other summer schools but they are of shorter duration and do not include the mentor-research project aspect which builds a strong one-on-one connection between the summer student and his/her LANL mentor(s). From the LANL perspective, this program was intended to have several benefits including building collaborations between LANL staff and universities and recruitment of potential postdocs. From the student perspective, this program is not only an educational opportunity but a strong networking opportunity and a chance to enhance their professional skills and publication record. Students are permitted to work on projects directly related to their thesis or on projects in areas that are completely new to them. At the end of the summer school, the students also develop their presentation skills by preparing and giving 20 min presentations on their research projects to the research group. Over the past four years the summer school has increased in popularity, and the feedback from the student participants has been very positive. Alumni of the program have continued collaborations with their mentors, resulting in publications and conference presentations, and one postdoc hire to date.

The Los Alamos Space Weather Summer School: Career and Research Benefits to Students and Mentors

NASA Astrophysics Data System (ADS)

Cowee, M.

2015-12-01

This last summer we held the 5th Los Alamos Space Weather Summer School. This 8-week long program is designed for mid-career graduate students in related fields to come to LANL, receive lectures on space physics and space environment topics, and carry out a research project under the mentorship of LANL staff members. We accept typically 6-8 students to the program, with a strong applicant pool to choose from. This type of summer school program is relatively unique in the space physics community—there are several other summer schools but they are of shorter duration and do not include the mentor-research project aspect which builds a strong one-on-one connection between the summer student and his/her LANL mentor(s). From the LANL perspective, this program was intended to have several benefits including building collaborations between LANL staff and universities and recruitment of potential postdocs. From the student perspective, this program is not only an educational opportunity but a strong networking opportunity and a chance to enhance their professional skills and publication record. Students are permitted to work on projects directly related to their thesis or on projects in areas that are completely new to them. At the end of the summer school, the students also develop their presentation skills by preparing and giving AGU-style presentations on their research projects to the research group. Over the past five years the summer school has increased in popularity, and the feedback from the student participants has been very positive. Alumni of the program have continued collaborations with their mentors, resulting in publications and conference presentations, and one postdoc hire to date.

The Los Alamos Space Weather Summer School: Career and Research Benefits to Students and Mentors

NASA Astrophysics Data System (ADS)

Cowee, M.; Woodroffe, J. R.

2017-12-01

In 2016 we held the 6th Los Alamos Space Weather Summer School. This 8-week long program is designed for mid-career graduate students in related fields to come to LANL, receive lectures on space physics and space environment topics, and carry out a research project under the mentorship of LANL staff members. We accept typically 6-8 students via competitive admissions to the program, with a strong applicant pool to choose from. This type of summer school program is relatively unique in the space physics community—there are several other summer schools but they are of shorter duration and do not include the mentor-research project aspect which builds a strong one-on-one connection between the summer student and his/her LANL mentor(s). From the LANL perspective, this program was intended to have several benefits including building collaborations between LANL staff and universities and recruitment of potential postdocs. From the student perspective, this program is not only an educational opportunity but a strong networking opportunity and a chance to enhance their professional skills and publication record. Students are permitted to work on projects directly related to their thesis or on projects in areas that are completely new to them. At the end of the summer school, the students also develop their presentation skills by preparing and giving AGU-style presentations on their research projects to the research group. Over the past five years the summer school has increased in popularity, and the feedback from the student participants has been very positive. Alumni of the program have continued collaborations with their mentors, resulting in publications and conference presentations, and three postdoc hires to date.

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.

Evaluating an Accountability Mentoring Approach for School Counselors

ERIC Educational Resources Information Center

Milsom, Amy; McCormick, Katlyn

2015-01-01

School counselors are encouraged to use accountability in order to advocate for their programs and students, but many school counselors lack confidence to work with data. This project examined the effectiveness of an individualized mentoring intervention targeting data attitudes, self-efficacy, and behaviors. After participating in the…

Mentor Policy and the Quality of Mentoring

ERIC Educational Resources Information Center

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

2015-01-01

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

Developing Mentorship Skills in Clinical Faculty: A Best Practices Approach to Supporting Beginning Teachers

ERIC Educational Resources Information Center

Hall, Dara M.; Hughes, Michelle A.; Thelk, Amy D.

2017-01-01

Effective mentoring programs help to recruit new teachers and improve teacher retention rates (e.g. Ingersoll & Strong, 2011, Rideout & Windle, 2010). Many school districts require mentoring programs for new teachers; however, they do not always have the resources to prepare their teachers to mentor beginning teachers. Clinical faculty…

An Evaluation of a Comprehensive Mentoring Program on Selected At-Risk Students with Specific School Problems

ERIC Educational Resources Information Center

Washington, Taren L.

2015-01-01

This study evaluated a comprehensive mentoring program on selected at-risk students with specific school problems (attendance, discipline referrals, and core area grades). The sample included youths in Grades 4-8 who differed on some characteristics including grade-level, ethnicity, and gender. For the purpose of this mixed methods study, the…

Mentoring for 2000 and beyond

NASA Technical Reports Server (NTRS)

Guerra, K. M.; Farrance, M. A.

1994-01-01

Today, more than 40 percent of the United States workforce are women. However, only a small percentage of working women are employed in science or engineering fields. The numbers of women in engineering and math professions have actually decreased since 1984. Last year, a mentoring program was created at NASA Ames Research Center aimed at encouraging young girls to stay in school, increasing their self confidence and helping them perform better academically. Teachers at the Ronald McNair Intermediate School matched fifth through eighth grade students with women engineers at NASA Ames. Results from a year-end survey submitted by the mentees indicated that the program was successful in achieving its first-year goals; more than one student reported that she felt 'really special' because of her mentor's efforts. The NASA Ames Mentor program has continued into the 1992-93 academic year with both returning mentor/mentee pairs and new participants.

Positive Youth Development in a School-Based Setting: A Study of the Los Angeles Police Academy Magnet School Program. PRGS Dissertation

ERIC Educational Resources Information Center

Maloney, Shannon

2014-01-01

Positive youth development (PYD) orients youth toward pro-social and forward-looking behavior through programs that emphasize youth empowerment and involvement, focus on skill development and character building, incorporate community collaboration at multiple levels, and include positive adult role models and mentors that interact with youth in…

(Almost) a slam dunk: Assessing the experiences and opinions of participants in a National Basketball Association (NBA)-funded dropout prevention program.

PubMed

Geiger, Tray J; Amrein-Beardsley, Audrey

2017-10-01

Researchers conducted an evaluation of participants' perceptions of a dropout prevention program - the NBA High School program - involving a National Basketball Association (NBA) team, a high school located in downtown [City], and the College of Education (COE) at the local State University (SU). The program targeted "at-risk" high school students while utilizing student-teachers as tutors and mentors. Researchers utilized mixed methods to assess student, student-teacher, and high school teacher participants' experiences with and opinions of the program. Researchers found (1) students enjoyed the program, especially given the involvement of the student-teachers; (2) students believed the program helped improve their grades; (3) student-teachers enjoyed working with their students, although student-teachers found some of the expectations surrounding their positions and roles as tutors/mentors within the high school to be unclear and frustrating; (4) high school teachers felt significantly better about the program than the student-teachers; and (5) overall, all sets of respondents categorically supported the program and its benefits. Findings indicated that the involvement of mentors or role models matters to students, and clear and organized logistics, planning, and communication are integral for program success. Copyright © 2017 Elsevier Ltd. All rights reserved.

Peer-mentoring Program during the Preclinical Years of Medical School at Bonn University: a Project Description.

PubMed

Lapp, Hendrik; Makowka, Philipp; Recker, Florian

2018-01-01

Introduction: To better prepare young medical students in a thorough and competent manner for the ever increasing clinical, scientific, as well as psychosocial requirements, universities should enable a close, personal transfer of experience and knowledge. Structured mentoring programs are a promising approach to incorporate clinical subjects earlier into the preclinical training. Such a mentoring program facilitates the prioritization of concepts from a broad, theory-heavy syllabus. Here we report the experiences and results of the preclinical mentoring program of Bonn University, which was introduced in the winter semester of 2012/2013. Project desciption: The program is characterized by the concept of peer-to-peer teaching during the preclinical semesters of medical school. Regular, voluntary course meetings with different clinical case examples provide students the opportunity to apply knowledge acquired from the basic science curricula; furthermore, a personal contact for advice and support is ensured. Thus, an informal exchange of experiences is made possible, which provides to the students motivational and learning aids, in particular for the oral examination at the end of the premedical semesters as well as for other examinations during medical school. Results: Over the course of the preceding three years the number of participants and the interest in the program grew steadily. The analysis of collected evaluations confirms very good communication between mentors and students (>80%), as well as consistently good to very good quality and usefulness in terms of the mentors' subject-specific and other advice. The overall final evaluation of the mentoring program was always good to very good (winter semester: very good 64.8±5.0%, good 35.2±5.0%, summer semester: very good 83.9±7.5%, good 16.1±7.5%) Summary: In summary, it has been shown that the mentoring program had a positive impact on the development, education and satisfaction of students beginning their preclinical semesters at Bonn University.

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

ERIC Educational Resources Information Center

Besnoy, Kevin D.; McDaniel, Sara C.

2016-01-01

Mentoring programs are an effective way to offer gifted students authentic learning opportunities. Although there are many mentoring models, the fundamental relationship between mentor and mentee has remained consistent throughout the ages. One mentoring model that has recently grown in popularity is the cross-age mentoring model. In this model,…

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).

Service-Learning Mentoring for High School Transition and Student Leadership

ERIC Educational Resources Information Center

Sims, Cynthia

2010-01-01

In Illinois school districts, a service-learning mentoring program is being used to increase student retention and achievement by providing student-led social support for high school freshmen, as well as opportunities for student development, civic engagement and academic success. The National Dropout Prevention center/Network (NDPC/N) recommends…

Providing Feedback, Orientation and Opportunities for Reflection as Key Elements for Successful Mentoring Programs: Reviewing a Program for Future Business Education Teachers

ERIC Educational Resources Information Center

Riebenbauer, Elisabeth; Dreisiebner, Gernot; Stock, Michaela

2017-01-01

The introduction to teaching is critical for novice teachers. Near the end of their master's program, students of Business Education and Development in Austria spend one semester at an assigned school. They are introduced to teaching, while being assisted by peer students, mentoring teachers, and a companion course. Mentors receive special…

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

ERIC Educational Resources Information Center

Larkin, Ashleigh; Dwyer, Angela

2016-01-01

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

A Model Mentor/Advisor Program Supporting Secondary School Youth with Emotional and Behavioral Challenges and Their Families within Rural Vermont (October 1, 1996-September 30, 2000). Final Report.

ERIC Educational Resources Information Center

Welkowitz, Julie; Fox, Wayne L.

This final report discusses the activities and outcomes of the Mentor/Advisor Project, a program designed to promote positive self-concept and school success for high school students at risk of or experiencing emotional and behavioral disabilities in rural Vermont. The Project involved small groups of heterogeneous students (i.e., those with and…

Building a mentoring network.

PubMed

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

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

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.

Evaluating the Effectiveness of a Senior Mentor Program: The University of Missouri-Columbia School of Medicine

ERIC Educational Resources Information Center

Hoffman, Kimberly G.; Gray, Peggy; Hosokawa, Michael C.; Zweig, Steven C.

2006-01-01

At the University of Missouri-Columbia School of Medicine, we developed a voluntary senior-mentor program, the Senior Teacher Educator Partnership (STEP), for first- and second-year medical students. Using qualitative research methods, we examined the impact of STEP on medical students' attitudes and then assessed the congruence of what is learned…

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

NASA Technical Reports Server (NTRS)

Graff, Paige Valderrama; Stefanov, William L.; Willis, Kim; Runco, Susan; McCollum, Tim; Lindgren, Charles F.; Baker, Marshalyn; Mailhot, Michele

2011-01-01

Authentic research opportunities in the classroom are most impactful when they are student-driven and inquiry-based. These experiences are even more powerful when they involve technology and meaningful connections with scientists. In today's classrooms, activities are driven by state required skills, education standards, and state mandated testing. Therefore, programs that incorporate authentic research must address the needs of teachers. NASA's Expedition Earth and Beyond (EEAB) Program has developed a framework that addresses teacher needs and incorporates the use of technology and access to mentors to promote and enhance authentic research in the classroom. EEAB is a student involvement program that facilitates student investigations of Earth or planetary comparisons using NASA data. To promote student-led research, EEAB provides standards-aligned, inquiry-based curricular resources, an implementation structure to facilitate research, educator professional development, and ongoing support. This framework also provides teachers with the option to incorporate the use of technology and connect students with a mentor, both of which can enrich student research experiences. The framework is structured by a modeled 9-step process of science which helps students organize their research. With more schools gaining increased access to technology, EEAB has created an option to help schools take advantage of students' interest and comfort with technology by leveraging the use of available technologies to enhance student research. The use of technology not only allows students to collaborate and share their research, it also provides a mechanism for them to work with a mentor. This framework was tested during the 2010/2011 school year. Team workspaces hosted on Wikispaces for Educators allow students to initiate their research and refine their research question initially without external input. This allows teams to work independently and rely on the skills and interests of team members. Once teams finalize their research question, they are assigned a mentor. The mentor introduces himself/herself, acknowledges the initial work the team has conducted, and asks a focused question to help open the lines of communication. Students continue to communicate with their mentor throughout their research. As research is completed, teams can share their investigation during a virtual presentation. These live presentations allow students to share their research with their mentor, other scientists, other students, parents, and school administrators. After the initial year of testing this authentic research process, EEAB is working to address the many lessons learned. This will allow the program to refine and improve the overall process in an effort to maximize the benefits. Combined, these powerful strategies provide a successful framework to help teachers enhance the skills and motivation of their students, preparing them to become the next generation of scientists, explorers, and STEM-literate citizens of our nation.

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

NASA Astrophysics Data System (ADS)

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

2011-12-01

Authentic research opportunities in the classroom are most impactful when they are student-driven and inquiry-based. These experiences are even more powerful when they involve technology and meaningful connections with scientists. In today's classrooms, activities are driven by state required skills, education standards, and state mandated testing. Therefore, programs that incorporate authentic research must address the needs of teachers. NASA's Expedition Earth and Beyond (EEAB) Program has developed a framework that addresses teacher needs and incorporates the use of technology and access to mentors to promote and enhance authentic research in the classroom. EEAB is a student involvement program that facilitates student investigations of Earth or planetary comparisons using NASA data. To promote student-led research, EEAB provides standards-aligned, inquiry-based curricular resources, an implementation structure to facilitate research, educator professional development, and ongoing support. This framework also provides teachers with the option to incorporate the use of technology and connect students with a mentor, both of which can enrich student research experiences. The framework is structured by a modeled 9-step process of science which helps students organize their research. With more schools gaining increased access to technology, EEAB has created an option to help schools take advantage of students' interest and comfort with technology by leveraging the use of available technologies to enhance student research. The use of technology not only allows students to collaborate and share their research, it also provides a mechanism for them to work with a mentor. This framework was tested during the 2010/2011 school year. Team workspaces hosted on Wikispaces for Educators allow students to initiate their research and refine their research question initially without external input. This allows teams to work independently and rely on the skills and interests of team members. Once teams finalize their research question, they are assigned a mentor. The mentor introduces himself/herself, acknowledges the initial work the team has conducted, and asks a focused question to help open the lines of communication. Students continue to communicate with their mentor throughout their research. As research is completed, teams can share their investigation during a virtual presentation. These live presentations allow students to share their research with their mentor, other scientists, other students, parents, and school administrators. After the initial year of testing this authentic research process, EEAB is working to address the many lessons learned. This will allow the program to refine and improve the overall process in an effort to maximize the benefits. Combined, these powerful strategies provide a successful framework to help teachers enhance the skills and motivation of their students, preparing them to become the next generation of scientists, explorers, and STEM-literate citizens of our nation.

Building a mentoring network

PubMed Central

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

2017-01-01

Background Mentoring has long been regarded as one of the key components of research training and faculty development. Purpose The Robert Wood Johnson Foundation Nurse Faculty Scholars program purposely facilitated scholars’ development of a mentoring network by providing each individual with three mentors: a school-of-nursing mentor (primary), a university-based non-nurse research mentor (research), and a nationally-recognized nurse leader at another university (national). Method The Mentorship Effectiveness Scale was used to assess the effectiveness of each type of mentor in the first five completed cohorts. Discussion The ratings of mentorship effectiveness for all three kinds of mentors were generally high. Scholars valued most their mentors’ support and advocacy; the biggest weakness in dealing with all mentors was accessibility. Conclusion Even when one mentor proved a poor match, another mentor turned out to be an advocate and helpful, thus reaffirming the benefits of a mentoring network as opposed to only a single mentoring relationship. One lesson learned is the importance of preparing mentors for their role via written materials, in-person or phone orientations, and discussions at the annual meeting. PMID:28455112

Mentoring for Youth in Schools and Communities. National Satellite Videoconference. [Videotape].

ERIC Educational Resources Information Center

Department of Justice, Washington, DC. Office of Juvenile Justice and Delinquency Prevention.

This videotape presents the National Satellite Videoconference on mentoring for youth. The video opens with a discussion of mentoring and presents panelists who make statements about mentoring and youth programs and respond to questions called in by videoconference participants at approximately 500 downlinked sites. Panelists were: (1) Shay…

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…

"But I Said Something Now": Using Border Pedagogies to Sow Seeds of Activism in Youth Empowerment Programs

ERIC Educational Resources Information Center

Thompson, Candace; Hardee, Sheri C.

2017-01-01

In this article, two teacher educator researchers engage in a duologue to explore the pedagogical and poetic openings experienced during two individual youth empowerment school-based research projects--one a middle school poetry project, the other a high-school mentoring project. The projects engage minoritized youth with undergraduate students in…

Direct Instruction and Guided Practice Matter in Conflict Resolution and Social-Emotional Learning

ERIC Educational Resources Information Center

DeVoogd, Karen; Lane-Garon, Pamela; Kralowec, Charles A.

2016-01-01

Seven schools in an economically challenged area of an urban school district in central California implemented mentored peer mediation programs under the guidance of a university-K-12 partnership project, Mediator Mentors. Individual student outcomes for social-cognitive dispositions, perceptions of school climate, conflict strategy choices, and…

Mentoring for women and underrepresented minority faculty and students: experience at two institutions of higher education.

PubMed Central

Kosoko-Lasaki, Omofolasade; Sonnino, Roberta E.; Voytko, Mary Lou

2006-01-01

Women and minority faculty and students are seriously underrepresented in university and academic healthcare institutions. The role of mentoring has been identified as one of the significant factors in addressing this underrepresentation. We have described the mentoring efforts at two institutions of higher learning in assisting women and minority students and faculty in being accomplished in their academic pursuits. One-hundred-thirty students and >50 women and minority faculty have participated in the mentoring programs described. The number of participants has increased dramatically over the years and continues to evolve positively. These programs appear to be quite successful in the short term. Further evaluation of measurable outcomes will be necessary to fully determine their true impact. The mentoring models for women and underrepresented minority faculty and students at Creighton University Health Sciences Schools and Wake Forest University School of Medicine will serve as a guide for other Health Sciences Schools. PMID:17019912

Mentoring urban Black Middle-School Male Students: Implications for Academic Achievement

PubMed Central

Gordon, Derrick M.; Iwamoto, Derek; Ward, Nadia; Potts, Randolph; Boyd, Elizabeth

2010-01-01

Researchers have called for innovative and culturally responsive intervention programs to enhance male, African American middle school students’ academic achievement. Mentoring has received considerable attention as a novel remedy. Although anecdotal evidence supports the positive role of mentoring on academic achievement, these results are not consistent. The Benjamin E. Mays Institute (BEMI) builds on the ideals of mentoring to counter the effects academic underachievement among adolescent Black males by building a model that is Afro-centric, uses pro-social modeling, and emphasizes cultural strengths and pride, and single-sex instruction in a dual-sex educational environment. Sixty-one middle-school Black males were enrolled (BEMI: n=29; Comparison: n=32) in this study. Results revealed that students in the BEMI program had significantly greater academic attachment scores and academic success than their non-mentored peers. Additionally, racial identity attitudes of immersion/emersion and internalization and identification with academics were also significantly associated with standardized achievement tests and GPA. Policy and practice implications are discussed. PMID:20379371

Mentoring urban Black Middle-School Male Students: Implications for Academic Achievement.

PubMed

Gordon, Derrick M; Iwamoto, Derek; Ward, Nadia; Potts, Randolph; Boyd, Elizabeth

2009-07-01

Researchers have called for innovative and culturally responsive intervention programs to enhance male, African American middle school students' academic achievement. Mentoring has received considerable attention as a novel remedy. Although anecdotal evidence supports the positive role of mentoring on academic achievement, these results are not consistent. The Benjamin E. Mays Institute (BEMI) builds on the ideals of mentoring to counter the effects academic underachievement among adolescent Black males by building a model that is Afro-centric, uses pro-social modeling, and emphasizes cultural strengths and pride, and single-sex instruction in a dual-sex educational environment. Sixty-one middle-school Black males were enrolled (BEMI: n=29; Comparison: n=32) in this study. Results revealed that students in the BEMI program had significantly greater academic attachment scores and academic success than their non-mentored peers. Additionally, racial identity attitudes of immersion/emersion and internalization and identification with academics were also significantly associated with standardized achievement tests and GPA. Policy and practice implications are discussed.

Strengthening School-Based Occupational Therapy through Peer Mentoring

ERIC Educational Resources Information Center

Bucey, Janet C.; Provident, Ingrid M.

2018-01-01

This article evaluates a peer mentoring experience for school-based practitioners and its effect on collaborative consultation practices. Best practice and public school policy promote the use of collaborative consultation services but school-based practitioners report significant barriers in achieving effective collaborative consultation…

Mentoring and Academic Performance of Black and Under-Resourced Urban Middle Grade Students

ERIC Educational Resources Information Center

Biggs, Shirley A.; Musewe, Lucas O.; Harvey, Jean P.

2014-01-01

Our study examines the impact of adult mentoring on Black, under-resourced, urban, middle grade students. First, we explore impact of mentoring on grades earned in the context of a comprehensive program which included one-on-one mentoring and an array of out-of-school enrichment activities. We also examine the nature of mentor-mentee engagement…

The Impact of Training and Induction Activities upon Mentors as Indicated through Measurement of Mentor Self-Efficacy.

ERIC Educational Resources Information Center

Riggs, Iris M.

Developing mentor support can become a major financial investment for a school district. Inservice programs must be implemented to develop the mentors. Additionally, in order to serve new teachers, the mentors must be released from their classroom duties through the use of substitute or full-time replacements. To protect the investment of district…

Extending the Teacher Educator Role: Developing Tools for Working with School Mentors

ERIC Educational Resources Information Center

Douglas, Alaster Scott

2017-01-01

This article considers the ways in which a group of university-based teacher educators work with school-based mentors (cooperating teachers). Owing to a number of changes in teacher education policy in England, feelings of marginalisation from the teacher educators are presented before exploring how they undertake their work with school mentors.…

The Effects of New Jersey's Teacher Mentoring Program on Teacher Job Satisfaction: A Study on the Influence of the Standardization of Mentoring Programs in Northern New Jersey

ERIC Educational Resources Information Center

Block, Matthew Jared

2017-01-01

The purpose of this study was to evaluate the influence of the 2006 New Jersey Department of Education's initiative to improve mentoring supports for first-year new teachers throughout the state. As part of this initiative, every school district in the state was required to develop a comprehensive mentoring plan to support new teachers. Districts…

To amend the Elementary and Secondary Education Act of 1965 to award grants to eligible entities to establish, expand, or support an existing school-based mentoring program to assist at-risk middle school students with the transition from middle school to high school.

THOMAS, 111th Congress

Rep. Carson, Andre [D-IN-7

2010-07-15

House - 10/13/2010 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

The Impact of an Advisor-Advisee Mentoring Program on the Achievement, School Engagement, and Behavior Outcomes of Rural Eighth Grade Students

ERIC Educational Resources Information Center

Herrick, Christopher J.

2010-01-01

The purpose of this exploratory two-group pretest-posttest comparative survey study was to determine the effect of a team adviser-advisee academic, behavior, and character mentoring program on the achievement, school engagement, and behavior outcomes of eighth grade students determined to be above (n = 21) and below (n = 15) eligibility guidelines…

The Impact of a Freshman Mentoring Program on Student Success within a Large Chicago Suburban High School

ERIC Educational Resources Information Center

Killeen, Jennifer

2017-01-01

The purpose of this quasi-experimental study is to determine the impact a freshman mentoring program will have on student achievement, student discipline and student attendance within a large suburban high school. There does not seem to be much previous research on this topic in particular, therefore much of the research focused on the transition…

Medical student and senior participants' perceptions of a mentoring program designed to enhance geriatric medical education.

PubMed

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

2006-01-01

In 2000, the Senior Mentor Program was implemented as an innovative, instructional method in the University of South Carolina's medical school curriculum designed to enhance and strengthen student training in geriatrics. This study qualitatively analyzed second- year medical students' and senior participants' perceptions of and attitudes towards the Senior Mentor Program as an effective learning modality. A total of 36 second-year students from two consecutive classes (2002-2003) and 42 senior mentors at USC's School of Medicine participated in five and seven separate focus group interviews, respectively. The group discussions were transcribed and a content analysis performed using NVivo. The coding scheme and analyses were driven by the data collected and recurrent themes were examined across all focus groups. Overall, student and senior mentor participants viewed the program positively. Thematic comparisons by participant type indicate a shared view that the mentoring relationship has a far-reaching, educational, professional, and personal impact. Both students and seniors agreed that myths and stereotypes about aging were dispelled and students indicated that a close, caring relationship with an older person will change they way they practice. A longitudinal mentoring program that pairs students with community-dwelling seniors can be a valuable addition to traditional geriatric curricular activities designed to increase students' skills and compassion for caring for older adults.

Mentoring for Beginning Principals: Revisiting the Past or Preparing for the Future?

ERIC Educational Resources Information Center

Daresh, John C.

2007-01-01

This paper describes a study of mentoring programs for beginning principals in two different urban school districts. In both settings, the goal of mentoring was said to be support for instructional leadership behaviors by novice principals. This represents an alternative to traditional mentoring schemes designed solely to ensure that first year…

Hawai'i Youth at Risk? Conceptual Challenges in Communicating a Statewide Mentoring Initiative.

ERIC Educational Resources Information Center

Pollard, Vincent Kelly

This paper discusses several issues considered as part of a statewide mentoring initiative. It is divided into three sections. The first section summarizes the key issues associated with short-term mentoring and mentoring in a longer-term, socially transformative context. Data from Comprehensive School Alienation Program is discussed concerning…

Embracing New Realities: Professional Growth for New Principals and Mentors

ERIC Educational Resources Information Center

Augustine-Shaw, Donna; Liang, Jia

2016-01-01

This paper highlights one state model providing mentoring and induction for new school leaders in the U.S.A. The importance of mentoring and induction as a continuation of leadership preparation is highlighted in program components and participant perceptions in The Kansas Educational Leadership Institute's (KELI) mentoring and induction program…

Bridges to the Doctorate: mentored transition to successful completion of doctoral study for underrepresented minorities in nursing science.

PubMed

Kim, Mi Ja; Holm, Karyn; Gerard, Peggy; McElmurry, Beverly; Foreman, Mark; Poslusny, Susan; Dallas, Constance

2009-01-01

Nursing has a shortage of doctorally-prepared underrepresented minority (URM) scientists/faculty. We describe a five-year University of Illinois at Chicago (UIC) Bridges program for URM master's students' transition to doctoral study and factors in retention/graduation from the PhD program. Four master' students from two partner schools were recruited/appointed per year and assigned UIC faculty advisors. They completed 10 UIC credits during master's study and were mentored by Bridges faculty. Administrative and financial support was provided during transition and doctoral study. Partner schools' faculty formed research dyads with UIC faculty. Seventeen Bridges students were appointed to the Bridges program: 12 were admitted to the UIC PhD program since 2004 and one graduated in 2007. Eight Bridges faculty research dyads published 5 articles and submitted 1 NIH R03 application. Mentored transition from master's through doctoral program completion and administrative/financial support for students were key factors in program success. Faculty research dyads enhanced the research climate in partner schools.

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…

The impact of the promise of scholarships and altering school structure on college plans, preparation, and enrollment.

PubMed

Pharris-Ciurej, Nikolas; Herting, Jerald R; Hirschman, Charles

2012-07-01

The Washington State Achiever (WSA) program was a large-scale educational intervention of scholarships, mentoring, and school redesign designed to encourage students from moderate and low income families to attend college in Washington State. Using a quasi-experimental design based on pre- and post-intervention surveys of high school seniors in program and non-program schools, we find a significant WSA effect on educational outcomes, net of the demographic and socioeconomic composition of students across schools. Across the three intervention high schools, the program is strongly significant in one school, significant after a lag in another school, and not significant in a third. We speculate about the potential reasons for the differential program effect across high schools. Copyright © 2012 Elsevier Inc. All rights reserved.

The Impact of the Promise of Scholarships and Altering School Structure on College Plans, Preparation, and Enrollment

PubMed Central

Pharris-Ciurej, Nikolas; Herting, Jerald R.; Hirschman, Charles

2015-01-01

The Washington State Achiever (WSA) program was a large-scale educational intervention of scholarships, mentoring, and school redesign designed to encourage students from moderate and low income families to attend college in Washington State. Using a quasi-experimental design based on pre- and post-intervention surveys of high school seniors in program and non-program schools, we find a significant WSA effect on educational outcomes, net of the demographic and socioeconomic composition of students across schools. Across the three intervention high schools, the program is strongly significant in one school, significant after a lag in another school, and not significant in a third. We speculate about the potential reasons for the differential program effect across high schools. PMID:23017860

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

PubMed

Elliott, Naomi; Farnum, Karen; Beauchesne, Michelle

2016-01-01

Although graduates of doctor of nursing practice (DNP) programs are expected to demonstrate competence in advanced clinical scholarship, mentoring, and leadership, little is published about how team debate on a global health care topic supports DNP student learning and skill development. This article reports on an illuminative evaluation of DNP student learning experiences of team debate in the context of a 2-week international school program in Ireland. A focused illuminative evaluation approach involving a cohort of seven DNP students, who had participated in an international school team debate, was used. Data were collected using a Web-based qualitative questionnaire designed to elicit in-depth reflective accounts of DNP students' learning experiences. Content analysis revealed that team debate on a global health care topic enhanced learning in relation to fostering critical thinking and critical appraisal skills; encouraging teamwork; providing opportunities for mentoring, relationship building, and socialization into profession; and, from the DNP student perspective, increasing knowledge and global understanding of health care. This evaluation provides insights for nurse educators into the benefits of introducing team debate as a group activity to enhancing scholarly inquiry and mentoring skills of DNP students. Further research to evaluate team debate in other nurse education programs is needed. Copyright © 2016 Elsevier Inc. All rights reserved.

Creating Geographers: Evaluating Teacher Participation in a Geography-Based Summer Academy

ERIC Educational Resources Information Center

Foster, Ellen J.

2010-01-01

As part of a geography-based minority recruiting program (MRP), teachers were asked to serve as mentors for teams of high school students interested in both postsecondary education and geography as a major discipline or career path. The goal was to determine whether teacher participation in MRP programs was an effective tool to mentor…

The Influence of Training and Gender in Mentoring on Novice School Administrators

ERIC Educational Resources Information Center

Benetto, Kimberly S.

2010-01-01

The role of the principal, as an instructional leader is one of the most important roles in education today. The demands of high accountability that are placed on school principals have caused legislators and educational reformers to require more rigorous training for school leaders. Many states now have mandated state mentoring programs for entry…

An evaluation of a positive youth development program for adolescents with chronic illness.

PubMed

Maslow, Gary; Adams, Cathleen; Willis, Matthew; Neukirch, Jodie; Herts, Kate; Froehlich, Wendy; Calleson, Diane; Rickerby, Michelle

2013-02-01

Youth with chronic illness often struggle transitioning to adulthood and adult medical care. This article examines the outcomes of a group mentoring program called The Adolescent Leadership Council (TALC) that brings together high school participants and college mentors, all with chronic illness. TALC uses a positive youth development (PYD) approach, emphasizing strong relationships between youth and adults in an environment where youth can learn important life skills and take a leadership role. A pre-/postprogram participant survey was conducted for high school participants using a loneliness scale and a transition readiness survey. An alumni survey was conducted with all high school and college mentor graduates to assess educational-, vocational-, and health care-related outcomes. Program records review and the alumni survey indicated that TALC was consistent with the PYD program model. Twenty high school students participated in the pre-/postprogram outcomes evaluation, which demonstrated a decrease in loneliness from 46 to 38.5 (p < .001) and an increase in health care self-advocacy from 3.8 to 4.2 (p < .001). Thirty-four alumni participated in the alumni survey. All high school and college mentor alumni had graduated from high school and college, respectively, and all were either currently in school or working. The majority of alumni were seeing adult providers for medical care. The TALC program applies the principles of PYD to support positive educational, vocational, and health care outcomes for youth with chronic illness. Program development using the PYD perspective is an important new approach for supporting adult development of youth with chronic illness. Copyright © 2013 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

The ABC of Peer Mentoring--What Secondary Students Have to Say about Cross-Age Peer Mentoring in a Regional Australian School

ERIC Educational Resources Information Center

Willis, Paul; Bland, Robert; Manka, Louise; Craft, Cec

2012-01-01

Cross-age peer mentoring is an educational model that builds on peer support and mentoring to assist young people to enhance social relationships, develop cognitive skills, and promote positive identity development. In this article, we outline the evaluation process of a cross-age peer-mentoring program implemented in an Australian secondary…

1984 Program Report on the Army-Navy Initiative in the National Capital Area in Support of the Department of Defense Science and Engineering Apprenticeship Program for High School Students

DTIC Science & Technology

1985-03-01

Mexico . The other method was by the Faraday Rotation Principle calculated by polarimeter here at the lab. To measure the TEC by either method gives a base...shock in chronic rats. Springbrook High School Montgomery County, Md. Sarah Gaffen Investigated the herpes Varicella Mentor: Dr. John Hay Zoster virus

Teacher Collaboration: Implications for New Mathematics Teachers

ERIC Educational Resources Information Center

Gellert, Laura M.; Gonzalez, Lidia

2011-01-01

One increasingly popular way of supporting new teachers is through the use of mentoring. New teachers are often paired with mentors as one of a number of supports meant to aid new teachers as they begin their career. The various types of mentoring range from school based mentors assigned by the school to specialty mentors, such as math coaches.…

Fermilab Education Office - Volunteer

Science.gov Websites

: Mentor for SIST (undergraduates) - Sandra Charles Mentor for TARGET (high school students) - Sandra Charles Search Programs - Search Science Adventures - Calendar - About - FAQ - Fermilab Friends - Fermilab

Responsibilities of nursing schools with regard to peer mentoring.

PubMed

Botma, Yvonne; Hurter, Sarene; Kotze, Reneé

2013-08-01

This article reports on the postgraduate critical care students' mentoring of the third-year undergraduate nursing students during integrated work-based learning in the critical care units. The purpose of the research was to describe what the nursing school could do to improve this mentoring programme. A qualitative descriptive design was used. The nominal group technique was used to gather data from the mentors and mentees. Data from the groups were combined and qualitatively analysed into themes. Thereafter the themes were quantitatively ranked. The themes, ranking from the highest to the lowest, were orientation, organisation, mentoring process, characteristics of the mentor, and feedback to the mentor. Findings suggest that the nursing school does not always optimally support the mentoring programme. It is recommended that more than one communication medium be used to disperse information among role-players. Nursing schools should develop mentors, monitor their interactions with mentees and give them feedback on their mentoring skills. It is also the responsibility of the nursing school to select mentors that match the desired profile of mentors. Copyright © 2012 Elsevier Ltd. All rights reserved.

Making Sense, Making Do: Local District Implementation of a New State Induction Policy

ERIC Educational Resources Information Center

Ellis, Chad D.

2016-01-01

Connecticut's Teacher Education and Mentoring (TEAM) program is in its early stages of implementation. This study examined how local school districts implemented TEAM and identified factors that affected implementation. It was based on interviews with twenty-two participants at the state, district, and local school levels. The intentions of the…

Mentoring within Internships: Socializing New School Leaders

ERIC Educational Resources Information Center

Enomoto, Ernestine K.; Gardiner, Mary E.

2006-01-01

Framed by organizational socialization, this qualitative study examines the use of a formal arrangement of mentoring to socialize prospective school administrators. Participants were eight interns paired with eight principals from three school districts. Our ethnographic approach solicited an insider's view of mentoring based upon participants'…

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.

Mentoring and Argumentation in a Game-Infused Science Curriculum

NASA Astrophysics Data System (ADS)

Gould, Deena L.; Parekh, Priyanka

2018-04-01

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

Mentoring Preservice Teachers: Identifying Tensions and Possible Resolutions

ERIC Educational Resources Information Center

Hudson, Peter; Hudson, Sue

2018-01-01

Tensions can occur in the mentor-mentee relationship during school-based professional experiences that require problem solving. What are the tensions for mentor teachers in preservice teacher education and how might these tensions be resolved? This qualitative study collected data from 31 high school mentor teachers about tensions experienced with…

Retaining STEM women with community-based mentoring

NASA Astrophysics Data System (ADS)

Lozier, M.

2011-12-01

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

The GLOBE Program in Alabama: A Mentoring Approach to State-wide Implementation

NASA Astrophysics Data System (ADS)

Cox, G. N.

2003-12-01

Established in 1997, the GLOBE in Alabama (GIA) partnership has trained more than 1,000 teachers in almost 500 schools - over 25% of the total number of K-12 schools in Alabama. Over those five years, GIA has strived to achieve recognition of GLOBE as the "glue" to Alabama's new education program, the Alabama Math, Science and Technology Initiative (AMSTI). In 2003, GIA trained over 370 AMSTI K-8 teachers at two AMSTI hub sites in north Alabama. As the AMSTI program grows with the addition of future hub sites (eleven are planned), GIA must ready itself to train thousands of AMSTI teachers during the two-week summer professional development institutes that are part of AMSTI. A key component of AMSTI is a mentoring program conducted by math and science specialists - classroom educators loaned to the AMSTI hub sites by the school systems each hub site serves. The AMSTI mentoring program mirrors the GIA mentoring model begun in 1999 that originally funded regional GLOBE master teachers to provide technical assistance, feedback, and coaching for other GLOBE teachers. In schools where GIA mentor teachers were working, nearly a 100% increase in GLOBE student data reporting was noted. The GIA mentors now work within the hub site framework to ensure implementation of GLOBE as an integrated part of AMSTI. With the continued support of the State of Alabama, GIA will establish a network of mentors who work with the AMSTI hub site specialists in providing support for all AMSTI teachers. GIA is administered by the National Space Science and Technology Center, a partnership between NASA and the State of Alabama's seven research universities. Operational funding for GIA has been provided by the University of Alabama in Huntsville's Earth System Science Center, the NASA Marshall Space Flight Center, the Alabama Space Grant Consortium, The Alabama Department of Economic and Community Affairs, the Alabama State Department of Education, and Legacy. GIA has been able to build on these strong funding partnerships by leveraging the infrastructure provided by the NASA-led GLOBE Program (www.globe.gov).

California Librarians Black Caucus/UCLA Mentor Program Handbook.

ERIC Educational Resources Information Center

California Univ., Los Angeles. Graduate School of Library and Information Science.

This handbook for the Mentor Program of the California Librarians Black Caucus (CLBC) and the University of California Los Angeles (UCLA) Graduate School of Library and Information Science (GSLIS) begins by stating that the purpose of the program is to increase the number of African American librarians and other information professionals in…

Student-Adult Mentoring Relationships: Experiences from a Scottish School-Based Programme

ERIC Educational Resources Information Center

Mtika, Peter; Payne, Frances

2014-01-01

Background: This article reports on a mentoring programme which was implemented in selected Scottish secondary schools with the view to supporting students with school work, transition to further education/higher education, careers, and interpersonal skills. Mentoring students can enhance their academic, social, career and other outcomes.…

Ten Ways to Make Mentoring Work

ERIC Educational Resources Information Center

Breaux, Annette

2016-01-01

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

Providing for the Needs of New Teachers: A Study of New Teacher Induction in a Rural School District in Central North Carolina

ERIC Educational Resources Information Center

Powell, Lori T.

2016-01-01

This study evaluated the effectiveness of a new teacher induction program as implemented in a rural school district in central North Carolina. All beginning teachers with 3 or less years of experience, all school-based administrators, and all mentoring teachers were the target participants. The purpose of the study was to evaluate the…

An Analysis of Some Pitfalls of Traditional Mentoring for Minorities and Women in Higher Education.

ERIC Educational Resources Information Center

McCormick, Theresa

This paper addresses the problems associated with mentoring programs for people of color and women in postsecondary education by providing a theoretical framework for their analysis, by exploring mentoring as a promising tool to help solve them, and by advocating the initiation of mentoring of minorities and women as a policy in school systems and…

Mentoring in 2 + 2 Programs: LISD/ACC 2 + 2 Articulation Project.

ERIC Educational Resources Information Center

Center for Occupational Research and Development, Inc., Waco, TX.

The role of mentoring in the 2 + 2 Instrumentation and Control (I&C) articulation project between the Leander Independent School District (LISD) and Austin Community College (ACC) is discussed in this document. Following a brief history of the origin and function of the mentor, the paper explains the need for the mentoring system in the I&C…

Assisting Beginning Teachers and School Communities to Grow through Extended and Collaborative Mentoring Experiences

ERIC Educational Resources Information Center

Long, Janette

2009-01-01

Mentoring as a strategy to assist and retain beginning teachers in the profession has been perceived as the panacea for reducing attrition rates. Whilst this may be true in many cases, mentoring alone has been unable to stem the flow of resignations. In this essay on scholarship and teaching, the author explores surrounding mentoring programs. New…

Undergraduate cancer training program for underrepresented students: findings from a minority institution/cancer center partnership.

PubMed

Coronado, Gloria D; O'Connell, Mary A; Anderson, Jennifer; Löest, Helena; Ogaz, Dana; Thompson, Beti

2010-03-01

Students from racially/ethnically diverse backgrounds are underrepresented in graduate programs in biomedical disciplines. One goal of the Minority Institution/Cancer Center partnership between New Mexico State University (NMSU) and the Fred Hutchinson Cancer Research Center (FHCRC) is to expand the number of underrepresented students who are trained in cancer research. As part of the collaboration, a summer internship program has been organized at the FHCRC. The program runs for 9 weeks and involves mentored research, research seminars, coffee breaks, social activities, and a final poster session. This study examined the graduate school attendance rates of past interns, explored interns' perceptions of the training program, and identified ways to improve the program. Thirty undergraduate students enrolled at NMSU participated in the internship program from 2002 to 2007 and telephone interviews were conducted on 22 (73%) of them. One-third of the students were currently in graduate school (32%); the remaining were either working (36%), still in undergraduate school (27%), or unemployed and not in school (5%). Students rated highly the following aspects of the program: mentored research, informal time spent with mentors, and research seminars. Students also reported the following activities would further enhance the program: instruction on writing a personal statement for graduate school and tips in choosing an advisor. Students also desired instruction on taking the GRE/MCAT, receiving advice on selecting a graduate or professional school, and receiving advice on where to apply. These findings can inform the design of internship programs aimed at increasing rates of graduate school attendance among underrepresented students.

Work-Based Mentor Training for Pennsylvania's School-to-Work System. Final Report.

ERIC Educational Resources Information Center

Walker, Thomas J.; And Others

Three Pennsylvania universities focused on defining the functional role and identifying the training needs of work-based mentors for Pennsylvania's system of school-to-work transition, in order to design a training protocol. Interviews were conducted with 81 experienced employees concerning their view of the mentoring role and the activities that…

A Program Evaluation of the Experiences Provided to Novice Teachers through M School District's Teacher-Mentor Training Program

ERIC Educational Resources Information Center

Puryear, Pamela Ann

2012-01-01

Novice teachers often lack effective teaching strategies and exhibit poor classroom management, which creates disruptions in the classroom that lessen the quality of instructional time for students. The purpose of this program evaluation was to examine a teacher-mentor training program and the experiences provided to participants to gain a deeper…

The Art-Science Connection: Students Create Art Inspired by Extracurricular Lab Investigations

ERIC Educational Resources Information Center

Hegedus, Tess; Segarra, Verónica A.; Allen, Tawannah G.; Wilson, Hillary; Garr, Casey; Budzinski, Christina

2016-01-01

The authors developed an integrated science-and-art program to engage science students from a performing arts high school in hands-on, inquiry based lab experiences. The students participated in eight biology-focused investigations at a local university with undergraduate mentors. After the laboratory phase of the project, the high school students…

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

Promises and Pitfalls for Mentors of Beginning Teachers.

ERIC Educational Resources Information Center

Ganser, Tom

Mentoring programs for beginning teachers are designed to retain good teachers by providing them with psychological support and instructional assistance and introducing them to the cultures of the school and the district. Being a mentor also figures prominently in veteran teachers' professional development. An examination of the literature reveals…

Critical Concepts of Mentoring in an Urban Context

ERIC Educational Resources Information Center

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

2009-01-01

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

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.

College-Mentored Polymer/Materials Science Modules for Middle and High School Students

ERIC Educational Resources Information Center

Lorenzini, Robert G.; Lewis, Maurica S.; Montclare, Jin Kim

2011-01-01

Polymers are materials with vast environmental and economic ramifications, yet are generally not discussed in secondary education science curricula. We describe a program in which college mentors develop and implement hands-on, polymer-related experiments to supplement a standard, state regents-prescribed high school chemistry course, as well as a…

A Study of High School Students' Perceptions of Mentoring Students with Disabilities

ERIC Educational Resources Information Center

Davis, Ashley N.

2015-01-01

This dissertation was designed as a phenomenological qualitative study grounded in Contact Theory to investigate Early College high school students' perceptions of a multi-year mentoring program. The Early College students were paired with elementary students with varying special needs in a self-contained classroom throughout 3 years in various…

The Impact of Principal Mentoring Programs on the Moral Judgment of School Principals

ERIC Educational Resources Information Center

Kiley, Wendi J.

2017-01-01

This research addresses moral decision making and the experience of public school principals. It also explores the possible influence mentoring has on principals' abilities to confront complex decisions when clear ethical choices do not exist. This study incorporates a survey methodology, exploring the relationship between principal mentoring…

Rural Alaska Mentoring Project (RAMP)

ERIC Educational Resources Information Center

Cash, Terry

2011-01-01

For over two years the National Dropout Prevention Center (NDPC) at Clemson University has been supporting the Lower Kuskokwim School District (LKSD) in NW Alaska with their efforts to reduce high school dropout in 23 remote Yup'ik Eskimo villages. The Rural Alaska Mentoring Project (RAMP) provides school-based E-mentoring services to 164…

Promoting Success in the Physical Sciences: The University of Wisconsin's Physics Learning Program

NASA Astrophysics Data System (ADS)

Nossal, S. M.; Jacob, A. T.

2002-05-01

The Physics Learning Program at the University of Wisconsin-Madison provides small group, academic and mentoring support for students enrolled in algebra-based introductory physics courses. Those students accepted into our program are potentially at-risk academically in their physics course or for feeling isolated at the University. They include, among others, students who have not taken high school physics, returning adults, minority students, students with disabilities, and students with English as a second language. A core component of the program is the peer-lead teaching and mentoring groups that match upper level undergraduate physics majors with students potentially at-risk in introductory physics. The tutors receive ongoing training and supervision throughout the year. The program has expanded over the years to include staff tutors, the majority of whom are scientists who seek additional teaching experience. The Physics Peer Mentor Tutor Program is run in collaboration with a similar chemistry program at the University of Wisconsin's Chemistry Learning Center. We will describe our Physics Learning Programs and discuss some of the challenges, successes, and strategies used to work with our tutors and students.

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

ERIC Educational Resources Information Center

Franko, Debra L.

2016-01-01

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

NASA Ames Summer High School Apprenticeship Research Program

NASA Technical Reports Server (NTRS)

Powell, P.

1985-01-01

The Summer High School Apprenticeship Research Program (SHARP) is described. This program is designed to provide engineering experience for gifted female and minority high school students. The students from this work study program which features trips, lectures, written reports, and job experience describe their individual work with their mentors.

Constructing an Online MCAT Preparation Program as an Alternative to On-Site Preparation for Medical School

ERIC Educational Resources Information Center

Navarre, Berengaria; Perez, Norma A.; Smith, Sarah Toombs

2017-01-01

Based on a successful five-week summer program, we constructed an online alternative to prepare Hispanic students to take the Medical College Admission Test (MCAT). We used input from student premed advisors, students, a faculty mentor, a Verbal Reasoning coach, and the program administrator. Online activities were provided to support the student…

Becoming a More Effective Research Mentor for Your Trainees: Undergraduates to Post-docs

NASA Astrophysics Data System (ADS)

Hooper, Eric J.; Mathieu, R.; Pfund, C.; Branchaw, J.; UW-Madison Research Mentor Training Development Team

2010-05-01

How do you effectively mentor individuals at different stages of their careers? Can you learn to become a more effective mentor through training? Does one size fit all? Are you ready to address the NSF's new requirement about mentoring post-docs in your next proposal? For many academics, typical answers to these questions include, "I try to make adjustments based on the trainee, but I don't have a specific plan” "Yeah, I'd better start thinking about that” and "There's training?” Scientists often are not trained for their crucial role of mentoring the next generation. The University of Wisconsin-Madison has developed, field tested, and publicly released research mentor training materials for several STEM (science, technology, engineering and mathematics) disciplines, including astronomy, to help fill this gap and improve the educational experience and ultimate success of research trainees at several career stages, from high school students to post-doctoral scholars. While initially aimed at the mentoring of undergraduate researchers at research extensive institutions, the topics are broad enough (e.g., expectations, communication, understanding, diversity, ethics, independence) to be applicable to mentoring in a wide range of project-based educational activities. Indeed, these materials have been modified, only modestly, to prepare graduate students and undergraduates to mentor high school students. In this session, we will describe the UW-Madison research mentor training seminar and illustrate how the training can be adapted and implemented. We will introduce an interactive "shopping cart” style website which allows users to obtain the materials and instructions on how to run the program at their institution. Most of the session will be devoted to an interactive implementation of elements of research mentor training using small discussion groups. Participants will experience the training seminar in practice, come face-to-face with some common mentoring challenges, and have a chance to reflect upon and discuss these challenges.

Learning to Be a More Effective Research Mentor for Your Trainees: Undergraduates to Post-docs

NASA Astrophysics Data System (ADS)

Hooper, Eric; Mathieu, R.; Pfund, C.; Branchaw, J.; UW-Madison Research Mentor Training Development Team

2010-01-01

How do you effectively mentor individuals at different stages of their careers? Can you learn to become a more effective mentor through training? Does one size fit all? Are you ready to address the NSF's new requirement about mentoring post-docs in your next proposal? For many academics, typical answers to these questions include, "I try to make adjustments based on the trainee, but I don't have a specific plan” "Yeah, I'd better start thinking about that” and "There's training?” Scientists often are not trained for their crucial role of mentoring the next generation. The University of Wisconsin-Madison has developed, field tested, and publically released research mentor training materials for several STEM (science, technology, engineering and mathematics) disciplines, including astronomy, to help fill this gap and improve the educational experience and ultimate success of research trainees at several career stages, from high school students to post-doctoral scholars. While initially aimed at the mentoring of undergraduate researchers at research extensive institutions, the topics are broad enough (e.g., expectations, communication, understanding, diversity, ethics, independence) to be applicable to mentoring in a wide range of project-based educational activities. Indeed, these materials have been modified, only modestly, to prepare graduate students and undergraduates to mentor high school students. In this session, we will describe the UW-Madison research mentor training seminar and illustrate how the training can be adapted and implemented. We will introduce an interactive "shopping cart” style website which allows users to obtain the materials and instructions on how to run the program at their institution. Most of the session will be devoted to an interactive implementation of elements of research mentor training using small discussion groups. Participants will experience the training seminar in practice, come face-to-face with some common mentoring challenges, and have a chance to reflect upon and discuss these challenges.

Starting an e-Mentor Program

ERIC Educational Resources Information Center

Caron, Daniel W.

2008-01-01

Mentorship is a valuable learning tool. A quick search of the Internet will result in hundreds of examples of mentorship between students, teachers, and people from industry. In this article, the author describes an e-mentor program used by aerospace students at Kingswoood Regional High School in Wolfeboro, New Hampshire. The author also describes…

Emerging Themes in Youth Apprenticeship Programs: A Qualitative Study.

ERIC Educational Resources Information Center

Evanciew, Cheryl E. P.

A qualitative study examined experiences between mentors and youth apprentices from the standpoint of situated cognition theory. The youth apprenticeship program studied was located in a rural southeastern community. High school youth apprentices worked with adult mentors and management personnel in selected businesses in the fields of business…

BASE (Broadening Access to Science Education): A Research and Mentoring Focused Summer STEM Camp Serving Underrepresented High School Girls

ERIC Educational Resources Information Center

Phelan, Shelley A.; Harding, Shannon M.; Harper-Leatherman, Amanda S.

2017-01-01

BASE (Broadening Access to Science Education) Camp is a hands-on, two-week residential summer science experience on the Fairfield University campus in Fairfield CT, USA. The annual program targets 24 young women who attend high school in the neighboring city of Bridgeport, CT, the most economically depressed city in CT. The camp, which is free to…

Job Characteristics and Mentoring in Pre-Schools: Mentoring Relationships among the Educational Staff When Challenged by Problem-Solving Tasks

ERIC Educational Resources Information Center

Waaland, Torbjorn

2013-01-01

Purpose: The purpose of this paper is to study the influence of problem-solving tasks on mentoring received, peer mentoring and mentoring provided. Design/methodology/approach: This cross-sectional survey was based on a questionnaire that was sent to a total of 435 employees from 29 pre-schools in Norway. A total of 284 responses were returned, a…

Compañeros: High School Students Mentor Middle School Students to Address Obesity Among Hispanic Adolescents.

PubMed

Arlinghaus, Katherine R; Moreno, Jennette P; Reesor, Layton; Hernandez, Daphne C; Johnston, Craig A

2017-10-12

Promotoras, Hispanic community health workers, are frequently employed to promote health behavioral change with culturally bound Hispanic lifestyle behaviors. Peer health mentors have been used in schools to promote healthy nutrition and physical activity behaviors among students. This study investigates the efficacy of combining these 2 approaches by training high school health mentors, called compañeros, to engage Hispanic middle school students in a school-based obesity intervention as a strategy to promote and sustain reductions in standardized body mass index (zBMI). High school compañeros were trained to participate in a 6-month obesity program alongside middle school students in Houston, Texas. Middle school students were randomized to participate in the program either with compañeros (n = 94) or without compañeros (n = 95). The intervention was conducted from 2013 through 2016 in 3 cohorts of students, 1 each school year. Students were followed for 12 months. The primary outcome was zBMI, which was analyzed at baseline, 6 months, and 12 months. Significant differences were found between conditions across time (F = 4.58, P = .01). After the 6-month intervention, students in the condition with compañeros had a larger decrease in zBMI (F = 6.94, P = .01) than students in the condition without compañeros. Furthermore, students who received the intervention with compañeros showed greater sustained results at 12 months (F = 7.65, P = .01). Using high school compañeros in an obesity intervention for Hispanic middle school students could be effective in promoting and maintaining reductions in zBMI.

The Impact of Peer Mentoring on Mentee Academic Performance: Is Any Mentoring Style Better than No Mentoring at All?

ERIC Educational Resources Information Center

Leidenfrost, Birgit; Strassnig, Barbara; Schütz, Marlene; Carbon, Claus-Christian; Schabmann, Alfred

2014-01-01

Universities frequently offer support programs to assist first-year students with the transition from school to the university. The purpose of this study was to examine the effects of different mentoring styles on mentee academic performance after 1 year and 2 years of study. Participants consisted of 417 psychology students who started their…

Mentor Teachers as Leaders and Followers in School-Based Contexts in the Republic of Ireland

ERIC Educational Resources Information Center

Clarke, Marie; Killeavy, Maureen; Ferris, Ruth

2015-01-01

Purpose: The purpose of this exploratory small-scale study is to examine the intertwined leadership and followership aspects of the roles performed by school-based mentors in the Republic of Ireland. Design/Methodology/Approach: In order to investigate mentor teachers' perceptions of their role with reference to leadership and followership in…

Challenges in Mentoring Software Development Projects in the High School: Analysis According to Shulman's Teacher Knowledge Base Model

ERIC Educational Resources Information Center

Meerbaum-Salant, Orni; Hazzan, Orit

2009-01-01

This paper focuses on challenges in mentoring software development projects in the high school and analyzes difficulties encountered by Computer Science teachers in the mentoring process according to Shulman's Teacher Knowledge Base Model. The main difficulties that emerged from the data analysis belong to the following knowledge sources of…

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.

The Scholarly Project Initiative: introducing scholarship in medicine through a longitudinal, mentored curricular program.

PubMed

Schor, Nina Felice; Troen, Philip; Kanter, Steven L; Levine, Arthur S

2005-09-01

Many U.S. medical schools offer students the opportunity to undertake laboratory or clinical research or another form of scholarly project over the summer months, yet few require this as a prerequisite for graduation, and even fewer provide comprehensive didactic material in preparation for the performance of such a project as an integrated component of their curricula. The authors describe the Scholarly Project Initiative of the University of Pittsburgh School of Medicine, a novel, longitudinal, and required program. The program will aim to provide all students with structured preparatory coursework, foster critical analytical and communication skills, and introduce the breadth and depth of the research and scholarly enterprise engendered by modern academic medicine in the contexts of both the classroom and an individual, mentored experience. The initiative has two goals: encouraging an interest in academic medicine in an era marked by the continuing decline in the number of physician-investigators, and fostering the development of physicians who have confidence in their abilities to practice medicine with creativity, original and analytical thought, and relentless attention to the scientific method. Planning for the Scholarly Project Initiative began officially at the University of Pittsburgh School of Medicine's Curriculum Colloquium in May 2003. The initiative was implemented with the first-year class of July 2004 as part of the new "Scientific Reasoning and Medicine" block of the School of Medicine's curriculum. The block as a whole includes traditional lectures, small-group laboratory and problem-based sessions, and mentored independent study components.

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.

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.

Listening to Student Voices: How Student Advisory Boards Can Help.

ERIC Educational Resources Information Center

Bacon, Ellen; Bloom, Lisa

2000-01-01

This article describes the involvement of students with emotional and/or behavior disorders on effective student advisory boards. Examples are given of student advisory board input in elementary school conflict mediation and mentor programs, a middle school composure room program, and a high school in-school factory program. Stressed is the…

The Multiple Roles of Mentors

ERIC Educational Resources Information Center

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

2016-01-01

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

Anchoring a Mentoring Network in a New Faculty Development Program

ERIC Educational Resources Information Center

Beane-Katner, Linda

2014-01-01

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

Senior Project: Mentoring--The Art of Becoming. [Videotape].

ERIC Educational Resources Information Center

Southeastern Regional Vision for Education (SERVE), Tallahassee, FL.

Mentoring is an integral part of SERVE's Senior Project program. Mentors provide support and guidance to students as they complete the requirements of Senior Project by meeting with them to offer input on their research papers and assistance with the design and implementation of their projects. Approximately 100 schools in SERVE's 6-state region…

Peer Mentoring to Support First-Generation Low-Income College Students

ERIC Educational Resources Information Center

Plaskett, Sean; Bali, Diksha; Nakkula, Michael J.; Harris, John

2018-01-01

Transitioning from high school to college can be a formidable challenge, especially for students who are the first in their family to attend college (first-generation) and/or are from low-income backgrounds. The authors' qualitative investigation of a college mentoring program illuminates the potential value of relatable peer mentors in helping…

The Role of Mentoring in Fostering Executive Function, Effort, and Academic Self-Concept

ERIC Educational Resources Information Center

Meltzer, Lynn; Basho, Surina; Reddy, Ranjini; Kurkul, Katelyn

2015-01-01

This exploratory study examined the impact of an in-school intervention program that blends peer mentoring with executive function strategy instruction for at-risk learners. More specifically, the study focused on evaluating the effects of the SMARTS Executive Function and Mentoring intervention on students' strategy use, effort, academic…

Digital collaborative learning: identifying what students value

PubMed Central

Hemingway, Claire; Adams, Catrina; Stuhlsatz, Molly

2015-01-01

Digital technologies are changing the learning landscape and connecting classrooms to learning environments beyond the school walls.  Online collaborations among students, teachers, and scientists are new opportunities for authentic science experiences.  Here we present findings generated on PlantingScience ( www.plantingscience.org), an online community where scientists from more than 14 scientific societies have mentored over 14,000 secondary school students as they design and think through their own team investigations on plant biology.  The core intervention is online discourse between student teams and scientist mentors to enhance classroom-based plant investigations.  We asked: (1) what attitudes about engaging in authentic science do students reveal, and (2) how do student attitudes relate to design principles of the program? Lexical analysis of open-ended survey questions revealed that students most highly value working with plants and scientists.  By examining student responses to this cognitive apprenticeship model, we provide new perspectives on the importance of the personal relationships students form with scientists and plants when working as members of a research community. These perspectives have implications for plant science instruction and e-mentoring programs. PMID:26097690

Digital collaborative learning: identifying what students value.

PubMed

Hemingway, Claire; Adams, Catrina; Stuhlsatz, Molly

2015-01-01

Digital technologies are changing the learning landscape and connecting classrooms to learning environments beyond the school walls.  Online collaborations among students, teachers, and scientists are new opportunities for authentic science experiences.  Here we present findings generated on PlantingScience ( www.plantingscience.org), an online community where scientists from more than 14 scientific societies have mentored over 14,000 secondary school students as they design and think through their own team investigations on plant biology.  The core intervention is online discourse between student teams and scientist mentors to enhance classroom-based plant investigations.  We asked: (1) what attitudes about engaging in authentic science do students reveal, and (2) how do student attitudes relate to design principles of the program? Lexical analysis of open-ended survey questions revealed that students most highly value working with plants and scientists.  By examining student responses to this cognitive apprenticeship model, we provide new perspectives on the importance of the personal relationships students form with scientists and plants when working as members of a research community. These perspectives have implications for plant science instruction and e-mentoring programs.

Building Bridges: How to Increase the Efficacy of Teacher Mentors and Student-Teacher Programs

ERIC Educational Resources Information Center

Nesheim, Nicole E.; Moran, Clarice M.; Pendleton, Melissa

2014-01-01

The cases presented describe two levels of struggle. One level identifies two student teachers (ST) and their mentors failing to meet one another's expectations. Another level presents school administration as it seeks to find ways of meeting STs' needs while maintaining a positive and productive school climate. Relevant research is presented to…

Understanding Mentoring in Leadership Development: Perspectives of District Administrators and Aspiring Leaders

ERIC Educational Resources Information Center

Clayton, Jennifer K.; Sanzo, Karen L.; Myran, Steve

2013-01-01

According to Daresh, collaboration between veteran and new or aspiring leaders can promote an environment that is conducive to high levels of student achievement. This study sought to understand the mentoring relationship between veteran school leaders and aspiring leaders within a district that is in Year 2 of a School Leadership Program grant.…

Building Bridges: Strengthening the Principal Induction Process through Intentional Mentoring

ERIC Educational Resources Information Center

Hall, Pete

2008-01-01

Most new principals are thrown into the job to sink or swim. This article describes how a well-designed mentoring program can be one of the best ways to ensure success if schools are going to improve. In 2002, realizing the need for high-quality administrators, the National Association of Elementary School Principals (NAESP) identified six key…

"Beyond the walls": A research study of eighth-grade students mentored in a hospital setting

NASA Astrophysics Data System (ADS)

Grattan, Aileen

This research study was designed to evaluate twelve eighth-grade students participating in the fourth year of a mentoring program to determine what effect the mentoring experience would have on the students' sense of a scientific community, their understanding of scientific knowledge and process skills and attitudes toward science. The mentoring program was developed through a partnership established between the researcher, an eighth-grade science teacher at a junior high school, and an administrator of a local hospital, to provide educational opportunities for students mentored by medical professionals. The research design included qualitative and quantitative methods of analysis. The qualitative instruments were student journals and interviews. The quantitative instruments included the science subtest of the Stanford Nine Achievement Test, a Student Attitude Toward Science Survey (STATS), and a Hospital Questionnaire. The findings indicate that mentoring developed the students' understanding of a scientific community, revealed a wide range of attitudes and had a positive effect on the students' scientific knowledge and process skills. Finally, this research study has shown the benefits of mentoring as a model for teaching science in a community setting beyond the walls of the school.

National Implications in Juvenile Justice: The Influence of Juvenile Mentoring Programs on At Risk Youth.

ERIC Educational Resources Information Center

Belshaw, Scott H.; Kritsonis, William Allan

2007-01-01

In 1972 the federal government created the Juvenile Justice Delinquency Prevention Act that procured funding for various governmental programs to combat the sudden increase in juvenile crime. A provision of this Act set out the creation of mentoring programs to help decrease the juvenile crime rate and dropout rates in secondary schools. This…

Increase in Science Research Commitment in a Didactic and Laboratory-Based Program Targeted to Gifted Minority High-School Students

ERIC Educational Resources Information Center

Fraleigh-Lohrfink, Kimberly J.; Schneider, M. Victoria; Whittington, Dawayne; Feinberg, Andrew P.

2013-01-01

Underrepresentation of ethnic minorities in science, technology, engineering, and mathematics (STEM) fields has been a growing concern. Efforts to ameliorate this have often been directed at college-level enrichment. However, mentoring in the sciences at a high-school age level may have a greater impact on career choices. The Center Scholars…

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

MedlinePlus

... healthcare concepts and health career pathways; and College/Post-Baccalaureate—mentoring and strategic planning for school admission, including study skills, test preparation, and internships. MIM ignites an interest in ...

Teacher Isolation: How Mentoring Programs Can Help

ERIC Educational Resources Information Center

Heider, Kelly L.

2005-01-01

Teacher attrition has become a very serious problem in the United States in recent years. Studies have shown that many talented, new teachers are leaving the profession early in their careers due to feelings of isolation. In response to the alarming turnover rate, school districts have adopted mentoring programs which have been successful at…

Promoting the Development of Mentor Teachers: Theory and Research Programs Using Guided Reflection.

ERIC Educational Resources Information Center

Reiman, Alan J.; Thies-Sprinthall, Lois

1993-01-01

Describes theory and a research program that uses guided reflection to promote the development of mentor teachers. Significant findings from a quasi-experimental study and a replication study are presented. The paper can assist teacher educators, policymakers, and school personnel who are searching for a teacher induction model. (GLR)

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

PubMed

Pololi, Linda H; Evans, Arthur T

2015-01-01

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

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.

Cross-Gender Mentorship in Clinical Psychology Doctoral Programs: An Exploratory Survey Study

ERIC Educational Resources Information Center

Harden, Sherry L.; Clark, Richard A.; Johnson, W. Brad; Larson, Joshua

2009-01-01

The mentorship experiences of recent clinical psychology doctorates reporting a primary mentor in graduate school were assessed by means of a survey. Among 518 responding psychologists, male graduates were significantly more likely to have a same-gender mentor, and female graduates were more likely to report receiving support from mentors of both…

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…

Citizen Schools: An After-Hours Adventure--Professionals Mentoring Middle-Grades Students

ERIC Educational Resources Information Center

Cavanagh, Sean

2007-01-01

Citizen Schools is an apprenticeship program offered outside school hours that seeks to build students' academic and leadership skills by connecting them with professionals from various fields. Launched in Boston in 1994, the program targets what some say is an underserved population in after-school education--middle school students--through a…

Awareness as an Enactivist Framework for the Mathematical Learning of Teachers, Mentors and Institutions

ERIC Educational Resources Information Center

Preciado-Babb, Armando Paulino; Metz, Martina; Marcotte, Chenoa

2015-01-01

This paper explores the learning of both individuals and organizations within the context of a 3-year professional development program for mathematics and science teachers in a middle school. We propose to extend the notion of awareness from individuals to autonomous systems as a means to study the learning of teachers, mentors, the school, and…

Distributed Mentoring: Preparing Preservice Resident Teachers for High Needs Urban High Schools

ERIC Educational Resources Information Center

Leon, Marjorie Roth

2014-01-01

A distributed mentoring model was implemented to scaffold preservice teachers completing a residency in high needs urban turnaround high schools. In this situated learning context, expert faculty and peer mentors contributed confirmatory insights for promoting engaged evidence-based pedagogy, instructional differentiation, homework completion,…

Clinician scientist training program: a proposal for training medical students in clinical research.

PubMed

Mark, A L; Kelch, R P

2001-11-01

There is national alarm about a decline in the number of clinician scientists. Most of the proposed solutions have focused on housestaff and junior faculty. We propose a new national program for training medical students in clinical research. This program, coined "Clinician Scientist Training Program" (CSTP), would consist of a combined degree program in medicine (MD) and clinical research (eg, masters in translational research or masters in clinical epidemiology). Students could enroll in the program at any stage during medical school. After 3 years of medical school, students would spend at least 2 years in a combined didactic and mentored clinical research training program and then complete medical school. Students could elect to pursue more prolonged clinical research training toward a combined PhD and MD. The CSTP is designed to meet six critical challenges: 1) engage students early in clinical research training; 2) provide a didactic clinical research curriculum; 3) expose students to several years of mentored clinical research training; 4) promote debt prevention by providing tuition payments during medical education and a stipend during clinical research training; 5) facilitate prolonged exposure to a community of peers and mentors in a program with national and institutional identity and respect; and 6) permit enrollment in the program as students enter medical school or at any stage during medical school. If the success of the Medical Scientist Training Program in training medical students in basic research is a guide, the CSTP could become a linchpin for training future generations of clinician scientists.

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

Mentoring Nontenured Track Nursing Faculty: A Systematic Review.

PubMed

Cullen, Deborah; Shieh, Carol; McLennon, Susan M; Pike, Caitlin; Hartman, Taylor; Shah, Hena

The purpose of this systematic review was to evaluate the effectiveness of mentoring strategies for nursing faculty progression and productivity in the nontenure track at institutions of higher education. Sixty articles were included in the review. Findings revealed that nontenure track nursing faculty require planned programs and mentoring strategies unique to their role and abilities. Schools of nursing can improve on faculty progression, scholarship, and career growth by providing structured mentoring activity.

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.

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…

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.

Mentoring Students Back On-Track to Graduation: Program Results from Five Communities

ERIC Educational Resources Information Center

Mac Iver, Martha Abele; Sheldon, Steven; Naeger, Sarah; Clark, Emily

2017-01-01

This quasi-experimental study examines the impact of a mentoring program for low-income and minority middle and high school students displaying early warning indicators of dropping out on attendance, behavior problems, and course passing. The study was conducted over 3 years in five districts throughout the country and used a comparison group…

The Senior Mentor Program at the University of South Carolina School of Medicine: An Innovative Geriatric Longitudinal Curriculum

ERIC Educational Resources Information Center

Roberts, Ellen; Richeson, Nancy A.; Thornhill, Joshua T., IV; Corwin, Sara J.; Eleazer, G. Paul

2006-01-01

This paper describes development, implementation, and evaluation strategies of a longitudinal geriatric curriculum, the Senior Mentor Program (SMP). The rationale for exposing undergraduate medical students to healthy, community-dwelling older adults is to use the relationship and activities as vehicles for improving knowledge of aging and…

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

ERIC Educational Resources Information Center

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

2013-01-01

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

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…

K-5 mentor teachers' journeys toward reform-oriented science within a professional development school context

NASA Astrophysics Data System (ADS)

Manno, Jacqueline L.

Reform-oriented science teaching with a specific focus on evidence and explanation provides a student-centered learning environment which encourages children to question, seek answers to those questions, experience phenomena, share ideas, and develop explanations of science concepts based on evidence. One of the ways schools have risen to meet the challenge of ever-increasing demands for success in science and all other curricular areas has been in the development of professional development schools (PDSs). Dedicated to the simultaneous renewal of schools and teacher education programs, the structure of a PDS plays a significant role in the change process. The purpose of this research study was to investigate the nature of change in mentor teachers' beliefs and pedagogical practices toward science teaching in the elementary school as conveyed through their own "stories of practice". The major research questions that guided the study were: (1) How do mentor teachers describe their science teaching practices and how have they changed as a result of participation in PDS? (a) In what ways do PDS mentor teachers' descriptions of practice reflect contemporary reform ideas and practices in science education? (b) To what extent do their stories emphasize technical aspects of teaching versus epistemological changes in their thinking and knowledge? (c) How is student learning in science reflected in teachers' stories of practice? (2) What is the relationship between the levels and types of involvement in PDS to change in thinking about and practices of teaching science? (3) What is the depth of commitment that mentors convey about changes in science teaching practices? Using case study design, the research explored the ways experienced teachers, working within the context of a PDS community, described changes in the ways they think about and teach science. The connection to the issue of change in teaching practices grew out of interest in understanding the relationship between mentor teachers' engagement in PDS activities and their thinking about classroom practice. The main focus of this research study was on change in science teaching within the context of a professional development school. PDS literature and current literature on the learning and teaching of science in grades K-8 provided a theoretical orientation to guide the research. Additionally, literature on the process of change in schools helped to narrow the focus of the study while using a lens of situated learning provided additional insight. Analysis of the interview data generated seven assertions that captured the nature of the change process of mentor teachers. Science-specific professional development as well as strong support and encouragement within an active community of learners played significant roles in the transformation of mentor teachers from traditional or activity-based science teachers into educators who use reform-oriented methods and a lens of evidence and explanation to guide their science teaching. Mentor teachers acknowledged an increase in student interest and excitement toward science as a result of these changes in science teaching practices. In addition, data revealed that mentor teachers remained committed to their changed practice after several years. By examining the change process of mentor teachers in a PDS environment, findings from this study are discussed based on implications regarding the factors that contribute to and affect change as reform-oriented practices are implemented in science, a curricular area that is often neglected by elementary teachers.

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

PubMed

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

2016-10-01

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

SLICEIT and TAHMO Partnerships: Students Local and International Collaboration for Climate and Environmental Monitoring, Technology Development, Education, Adaptation and Mitigation

NASA Astrophysics Data System (ADS)

Aishlin, P. S.; Selker, J. S.

2015-12-01

Climate change understanding and impacts vary by community, yet the global nature of climate change requires international collaboration to address education, monitoring, adaptation and mitigation needs. We propose that effective climate change monitoring and education can be accomplished via student-led local and international community partnerships. By empowering students as community leaders in climate-environmental monitoring and education, as well as exploration of adaptation/mitigation needs, well-informed communities and young leadership are developed to support climate change science moving forward. Piloted 2013-2015, the SLICEIT1 program partnered with TAHMO2 to connect student leaders in North America, Europe and Africa. At the international level, schools in the U.S.A and Netherlands were partnered with schools in Ghana, Kenya, and Uganda for science and cultural exchange. Each school was equipped with a climate or other environmental sensing system, real-time data publication and curricula for both formal and informal science, technology, engineering and math education and skill development. African counterparts in TAHMO's School-2-School program collect critically important data for enhanced on-the-ground monitoring of weather conditions in data-scarce regions of Africa. In Idaho, student designed, constructed and installed weather stations provide real time data for classroom and community use. Student-designed formal educational activities are disseminated to project partners, increasing hands-on technology education and peer-based learning. At the local level, schools are partnered with a local agency, research institute, nonprofit organization, industry and/or community partner that supplies a climate science expert mentor to SLICEIT program leaders and teachers. Mentor engagement is facilitated and secured by program components that directly benefit the mentor's organization and local community via climate/environment monitoring, student workforce skill development, community education, and/or adaptation/mitigation activities. Students are motivated by advanced real-world skill development, leadership opportunity, internship, community service and opportunity for international peer communication.

Learner-Centered Mentoring: Building from Student Teachers' Individual Needs and Experiences as Novice Practitioners

ERIC Educational Resources Information Center

Kolman, Joni S.; Roegman, Rachel; Goodwin, A. Lin

2017-01-01

This exploratory study documents the practices of a group of mentor teachers (MTs) in high-need schools within a high-accountability district. These MTs support teacher candidates, called residents, in an urban teacher residency program. The primary research question--what are the mentoring practices of a group of strong MTs?--led the authors not…

Lamont-Doherty's Secondary School Field Research Program: Institutionalizing outreach to secondary school students at a soft-money research institute

NASA Astrophysics Data System (ADS)

Sambrotto, R.

2015-12-01

The Secondary School Field Research Program is a field and laboratory internship for high school students at the Lamont-Doherty Earth Observatory. Over the past 11 years it has grown into a significant program, engaging approximately 50 high school and college students each summer, most of them from ethnic and economic groups that are under-represented in the STEM fields. The internships are based on research-driven science questions on estuarine physics, chemistry, ecology and the paleo-environment. Field studies are linked to associated laboratory analyses whose results are reported by the students as a final project. For the past two years, we have focused on the transition to an institutional program, with sustainable funding and organizational structures. At a grant-driven institution whose mission is largely restricted to basic research, institutionalization has not been an easy task. To leverage scarce resources we have implemented a layered structure that relies on near-peer mentoring. So a typical research team might include a mix of new and more experienced high school students, a college student, a high school science teacher and a Lamont researcher as a mentor. Graduates of the program are employed to assist with administration. Knowledge and best practices diffuse through the organization in an organic, if not entirely structured, fashion. We have found that a key to long-term funding has been survival: as we have sustained a successful program and developed a model adapted to Lamont's unique environment, we have attracted longer term core financing on which grant-driven extensions can be built. The result is a highly flexible program that is student-centered in the context of a broader research culture connecting our participants with the advantages of working at a premier soft-money research institution.

Mentoring and Argumentation in a Game-Infused Science Curriculum

ERIC Educational Resources Information Center

Gould, Deena L.; Parekh, Priyanka

2018-01-01

Engaging in argumentation from evidence is challenging for most middle school students. We report the design of a media-based mentoring system to support middle school students in engaging in argumentation in the context of a game-infused science curriculum. Our design emphasizes learners apprenticing with college student mentors around the…

College Summer Programs for High School Students: Outreach, Recruitment, Enrichment.

ERIC Educational Resources Information Center

Nusbaum, Kenneth E.

1998-01-01

Describes an Auburn University (Alabama) summer program that brings high school students into the veterinary medicine and molecular biology programs, focusing on recruitment and selection of students, aspects of faculty participation, parent involvement, orientation, laboratory work, and student grouping and mentoring. Results of the program to…

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.

Getting In: Increasing Access to College via Mentoring. Findings from 10 Years of a High School Mentoring Program

ERIC Educational Resources Information Center

Tierney, William G.; Garcia, Lisa D.

2014-01-01

Many high school students are eligible for college but they do not go, or they attend a less demanding postsecondary institution. Their problems are twofold--either (1) they lack the counseling and support structures necessary to apply to college, or (2) they lack the counseling and support structures that enable them to apply to the kind of…

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

PubMed

Kohn, Harold

2014-03-12

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

A Mentoring Program to Help Junior Faculty Members Achieve Scholarship Success

PubMed Central

2014-01-01

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

Rec and Read Mentor Programs

ERIC Educational Resources Information Center

Johnson, Amy Carpenter; Halas, Joannie

2011-01-01

For the past six years in Winnipeg, Canada, young people from diverse Aboriginal backgrounds have been volunteering their time, energy, and talents to develop and deliver after-school physical activity, nutrition, and education programs for children in their school's neighbourhood. Known as "Rec and Read," the after-school activities are…

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…

Underrepresented minority faculty in academic medicine: a systematic review of URM faculty development.

PubMed

Rodriguez, José E; Campbell, Kendall M; Fogarty, John P; Williams, Roxann L

2014-02-01

Retention and recruitment of minority faculty members continues to be a concern of medical schools because there is higher attrition and talent loss among this group. While much has been written, there has not been a systematic review published on this topic. This is the first study to use evidence-based medicine (EBM) criteria and apply it to this issue. We searched MEDLINE, Web of Knowledge, ProQuest, and Google Scholar for papers relating to the recruitment and retention of minority faculty. We then graded the evidence using the EBM criteria as defined by the American Academy of Family Physicians. The same criteria were applied to extract evidence-based observations of problems in recruitment and retention for minority faculty. Of the 548 studies identified and reviewed, 11 met inclusion criteria for this literature review. This article presents the data from the reviewed papers that described or evaluated minority faculty development programs. Faculty development programs in 15 different institutions showed mentoring and faculty development for minority faculty could increase retention, academic productivity, and promotion rates for this group. For medical schools to be successful in retention and recruitment of minority medical school faculty, specific programs need to be in place. Overall evidence is strong that faculty development programs and mentoring programs increase retention, productivity, and promotion for this group of medical faculty. This paper is a call to action for more faculty development and mentorship programs to reduce the disparities that exist between minority faculty and all other faculty members.

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.

Perspectives from Pre-Service Mathematics and Science Teachers in an Urban Residency Program: Characteristics of Effective Mentors

ERIC Educational Resources Information Center

Garza, Rubén; Harter, Rod A.

2016-01-01

The purpose of our study was to examine mathematics and science pre-service teachers' perceptions of their mentoring experiences during their 1st year in the Teaching Residency Program for Critical Shortage Areas, an initiative designed to recruit, prepare, and retain teachers for high-need urban schools. Results from this mixed-methods study…

Minority High School Student Research Apprentice Program.

ERIC Educational Resources Information Center

Smith, Elske

The Minority High School Student Research Apprentice Program in Richmond, Virginia, aspires to stimulate among minority high school students an interest in pursuing careers in biomedical research and the health professions. Students are paid hourly wages commensurate with what they could earn at summer jobs. Students work with faculty mentors in…

Designing and implementing an authentic science research program

NASA Astrophysics Data System (ADS)

Rosvally, Harry Edward, Jr.

Science research programs have become a popular elective course in high schools around the country. As the popularity of these programs grows, school districts need a guide by which to implement science research in their own schools. This study sought to provide this information by answering the following questions: (1) What are the most important features in existing research program models? (2) How do schools that have an existing research program define "success"? (3) How do different factors (i.e., budget, professional development, scheduling, recruitment effort, curriculum, and mentors) affect the scope and implementation of a research program? (4) Which features and factors support inclusiveness as a goal for a research program? (5) What kinds of indicators are appropriate for assessing the progress toward an inclusive science research program? After reviewing the literature, six sites with existing research programs were selected for participation in the study. Interviews with teachers and students were conducted during site visits. Interviews with mentors were conducted by telephone. Although the six models in this study were different from one another, there were common characteristics. Students conducted their own review of the literature. Upon completion of the actual research, students published or otherwise communicated their findings to the larger scientific community through regional and national competitions and non-competitive science symposia. This study was also able to identify significant elements that contribute to successful programs. These included: teacher selection; budget requirements; mentor qualities; recruitment and retention practices; and overall structure. As a result of the findings during the research, this study makes recommendations for the successful implementation of a research program.

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…

A Stealth Intervention: The GLAMA (Girls! Lead! Achieve! Mentor! Activate!) and BLAST (Boys! Lead! Activate! Succeed Together!) School Connectedness, Peer Leadership and Physical Activity Transition Program

ERIC Educational Resources Information Center

Jenkinson, Kate A.; Naughton, Geraldine; Benson, Amanda C.

2018-01-01

This study investigated the effects of the GLAMA (Girls! Lead! Achieve! Mentor! Activate!) and BLAST (Boys! Lead! Activate! Succeed Together!) controlled 8-week peer-led stealth intervention on school connectedness and physical activity self-efficacy (PASE). The GLAMA and BLAST sessions were conducted during curriculum time in an Australian state…

School-to-work program participation and the post-high school employment of young adults with disabilities

PubMed Central

Shandra, Carrie L.; Hogan, Dennis P.

2014-01-01

Previous research on the education-to-employment transition for students with disabilities has suggested that participation in school-to-work programs is positively associated with post-high school success. This article utilizes data from the National Longitudinal Survey of Youth 1997 (NLSY97) to extend these findings in several ways. First, we assess the efficacy of specific types of school-based and work-based initiatives, including job shadowing, mentoring, cooperative education, school-sponsored enterprise, technical preparation, internships, and career major. Next, we extend the usual focus on the employment outcomes of work status and financial compensation to consider job-specific information on the receipt of fringe benefits. Overall, results from longitudinal multivariate analyses suggest that transition initiatives are effective in facilitating vocational success for this population; however, different aspects of school-to-work programs are beneficial for different aspects of employment. School-based programs are positively associated with stable employment and full-time work while work-based programs most consistently increase the likelihood that youth with disabilities will be employed in jobs that provide fringe benefits. Analyses also indicate that – once individuals with disabilities are stably employed – they can be employed in “good” jobs that provide employee benefits. PMID:25309111

A narrative inquiry into novice science mentor teachers' mentoring practices

NASA Astrophysics Data System (ADS)

Naseem, Samina

Many teacher education programs hire new mentors every year to work with their student teacher population. The literature about teacher mentoring suggests the importance of relevant and ongoing professional development (PD) for teacher mentors at all levels. However, it is much more commonly the case that most teacher mentors volunteer and do not have access to PD. Past research about mentoring provides a descriptive sense of the practices of experienced mentors, especially within a PD context, but little is known about how novice mentors, who are mentoring for the first or the second time, with no prior PD related to mentoring articulate their work as mentors. Using the telling form of narrative inquiry, my study documented how four novice science mentors (NSMs) who had no prior mentoring-related PD articulated the work of mentoring through the stories they told about their past experiences as learners and teachers. The term learner included experiences that the NSMs had before school through K-12 and in their teacher education programs. The experiences as a teacher referred to NSMs' in-service experiences -- teaching, coaching, and mentoring (if any). Each NSM was interviewed once a month for a period of five months. The interviews captured experiences of the NSMs since their childhood to present day experiences as teachers to summarize the experiences that informed their current mentoring practices; to document salient mentoring practices they employed; to identify sources and factors that shaped those practices, and to understand mentoring from mentor teachers' perspectives. Clandinin and Connelly's (2000) three commonplaces (temporality- sociality- place ) framework was used for structuring interview questions and analyzing data. The NSMs employed number of practices discussed in the literature. The study found that the most influential life experiences were upbringing, student teaching, teaching, prior mentoring, and coaching. By taking temporality into account, the study revealed that each NSM had a core practice, which was based on their preferred teaching and learning styles, such as hands-on, lecture, etc. Given the core of their practice, the NSMs approached mentoring situations differently, thus making mentoring individualistic in nature. Sociality revealed that beliefs, relationships, and context as the major factors to inform the NSMs' mentoring practices. Place as a factor was significant only in one NSM's stories. These findings suggested a relationship between the NSMs' mentoring practices and professional identity. The study was concluded with an emphasis on the importance of taking in to account the biographies of teacher mentors and their professional identity to understand mentoring practices and the process of mentoring. Based on the findings, it was recommended to offer teacher mentor - centered professional development opportunities to help novice mentors build on their strengths and ways to use their skills to mentor interns in productive ways.

An Urban Schools-University Partnership that Prepares and Retains Quality Teachers for "High Need" Schools

ERIC Educational Resources Information Center

Helfeldt, John P.; Capraro, Robert M.; Capraro, Mary Margaret; Foster, Elizabeth; Carter, Norvella

2009-01-01

This article describes a full-time teaching internship program, where, in lieu of student teaching, interns serve as classroom teachers in urban area schools. Through a partnership between a university and participating school districts, all interns received intensive mentoring and induction during their first year. Among the program results, were…

The Effects of an After-School Science Program on Middle School Female Students' Attitudes towards Science, Mathematics and Engineering.

ERIC Educational Resources Information Center

Ferreira, Maria M.

This study examined the impact of an after-school science program that incorporated cooperative learning, hands-on activities, mentoring, and role models on a group of minority female students' attitudes toward science, engineering, and mathematics. Eighteen African American middle school students participated in the study. Seven female engineers…

[Mentor High School Reading Program.

ERIC Educational Resources Information Center

Mentor Exempted Village School District, OH.

This program, begun in 1968 and included in "Effective Reading Programs...," serves about 2,800 students in grades 10-12. A secondary reading skills chart was developed, behavioral objectives were written, and minimal-competency tests in both reading and sriting were prepared. During the school year, all skills listed on the chart are…

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

Experiences of mentors training underrepresented undergraduates in the research laboratory.

PubMed

Prunuske, Amy J; Wilson, Janelle; Walls, Melissa; Clarke, Benjamin

2013-01-01

Successfully recruiting students from underrepresented groups to pursue biomedical science research careers continues to be a challenge. Early exposure to scientific research is often cited as a powerful means to attract research scholars with the research mentor being critical in facilitating the development of an individual's science identity and career; however, most mentors in the biological sciences have had little formal training in working with research mentees. To better understand mentors' experiences working with undergraduates in the laboratory, we conducted semistructured interviews with 15 research mentors at a public university in the Midwest. The interviewed mentors were part of a program designed to increase the number of American Indians pursuing biomedical/biobehavioral research careers and represented a broad array of perspectives, including equal representation of male and female mentors, mentors from underrepresented groups, mentors at different levels of their careers, and mentors from undergraduate and professional school departments. The mentors identified benefits and challenges in being an effective mentor. We also explored what the term underrepresented means to the mentors and discovered that most of the mentors had an incomplete understanding about how differences in culture could contribute to underrepresented students' experience in the laboratory. Our interviews identify issues relevant to designing programs and courses focused on undergraduate student research.

Why Social Capital Is Important for Mentoring Capacity Building of Mentors: A Case Study in Hong Kong

ERIC Educational Resources Information Center

Wong, Jocelyn L. N.

2018-01-01

Most studies of school-based mentoring practice have put their key focus on discussions of the professional growth of novice teachers rather than of their mentors. Mentoring practice, however, is also a platform from which mentors can build or enhance their professional competency and capitalize their leadership role as they interact with novice…

Innovative Noyce Program for Preparing High School Physics Teachers.

NASA Astrophysics Data System (ADS)

Hagedorn, Eric; Kosheleva, Olga; Wagler, Amy; Wagler, Ron

2011-10-01

The ``Robert Noyce Scholarships for Teaching Miners'' program at the University of Texas at El Paso currently consists of 14 mathematics majors minoring in secondary education, most of whom are preparing for the Mathematics-Physics Certification. From the time of their selection (junior year), till after they begin teaching, participants in this program will have financial support consisting of a 10,000 per year scholarship during the last two years in college. Programmatic support during these two years consists of four, half-day workshops emphasizing: 1) inquiry-based teaching, 2) mathematics & science integration, and 3) actual inquiry in the form of a senior research project. The workshops are facilitated by a team of university faculty and school district partners (EPISD and YISD). These district partners help with the workshops, but also mentor the scholars when placed at their classroom observation and student teacher sites. Once the scholars graduate and receive certification, they will experience unique induction year support: being hired in pairs or small groups and placed together in the same school. This placement with classmates combined with the mentoring of the same district personnel with whom they are familiar is hypothesized to be uniquely effective.

Investigating the Servant Leader Mentor: An Examination of Mentoring through the Experiences of K-12 Educators to Promote Selection Strategies for Beginning Teacher Induction Programs

ERIC Educational Resources Information Center

Ebbrecht, Audrey P.

2013-01-01

Beginning teachers are leaving the profession at an alarming rate, financially draining the nation each year (Gonzales, 2007; National Commission on Teaching and America's Future [NCTAF] & NCTAF State Partners, 2002). One method schools enact to counter this problem is to require beginning teachers to participate in induction programs which…

Learning to Become a More Effective Research or Inquiry-based Project Mentor

NASA Astrophysics Data System (ADS)

Hooper, E. J.; Pfund, C.; Mathieu, R.; Branchaw, J.

2010-08-01

How effective of a mentor are you? Have you thought much about this question? Have you participated in training to become a better mentor? For many academics, the typical three answers are "pretty good, I think ... why wouldn't I be?!"; "I am right now while reading this;" "Uh, no." The University of Wisconsin-Madison has developed a program called Research Mentor Training to help train scientists in myriad STEM (science, technology, engineering and mathematics) disciplines, including astronomy, for their crucial role of mentoring the next generation. Most of the field testing to date has focused on graduate students, post-docs, academic staff, and faculty mentoring undergraduate students who are participating in summer research experiences. The materials have proven quite effective in other areas as well, with only modest modifications. For example, several faculty cohorts concentrating on mentoring graduate students and post-docs have completed the training. In addition, the materials are used to prepare graduate students and undergraduates to mentor high school students. The preferred venue for the mentor training program is a seminar meeting one hour per week for 8 to 9 weeks, plus readings and outside activities, including mentoring a student. However, the structure is flexible, and some meaningful learning can occur in a single 90-minute interactive workshop like the one presented at the 2009 ASP annual meeting, "Science Education and Outreach: Forging a Path to the Future." All of the materials, including case studies, facilitator notes and guidelines, plus reading lists, are available online for no charge (http://researchmentortraining.org). Users can select pre-built curricula, or they can customize a package using a "shopping cart" interface.

Mentoring Young Men of Color: Meeting the Needs of African American and Latino Students

ERIC Educational Resources Information Center

Hall, Horace R.

2006-01-01

This book investigates the value of school-based mentoring (SBM) in the lives of adolescent African America and Latino males and offers alternative, more positive ways in which society can embrace them. Understanding that mentoring is a cultural practice, this book informs schools and communities of the roles and responsibilities that they have in…

Workplace Mentoring Guide For Education, Business and Industry Partners of Connecticut's School-to-Career Initiative: Connecticut LEARNS.

ERIC Educational Resources Information Center

Connecticut State Dept. of Education, Hartford. Bureau of Career and Adult Education.

This document is a guide to workplace mentoring that is intended to assist individuals who are interested in or involved in placing students in work-based learning experiences as part of Connecticut's school-to-work initiative, Connecticut Learns. The following are among the topics discussed: (1) the purposes and principles of workplace mentoring;…

What Added Value Does Peer Support Bring? Insights from Principals and Teachers on the Utility and Challenges of a School-Based Mentoring Programme

ERIC Educational Resources Information Center

Brady, Bernadine; Dolan, Pat; Canavan, John

2014-01-01

Over the past decade, there has been greater attention placed on the potential value of peer support models, particularly in school contexts. This paper uses the case study of an Irish school-based peer mentoring programme to identify the added value that peer led models of social support for children and young people offer in a school setting.…

Preparing Future Principals

ERIC Educational Resources Information Center

Whitaker, Kathryn

2006-01-01

Nationwide, school district administrators are puzzling about how to increase the number of high quality principal candidates. Some districts have started programs to grow their own administrators. These districts, sometimes in conjunction with university programs, are providing training and mentoring for future school leaders. Some districts are…

Peer mentor versus teacher delivery of a physical activity program on the effects of BMI and daily activity: protocol of a school-based group randomized controlled trial in Appalachia.

PubMed

Smith, Laureen H; Petosa, Rick L; Shoben, Abigail

2018-05-16

Rural Appalachian populations have poorer health and fewer positive health-related behaviors compared to other United States populations. Appalachians are the most sedentary U.S. population and teens are particularly sedentary. Obesity prevention through improving physical activity is a top priority in Rural Healthy People 2020. Obesity prevalence among Appalachian teens exceeds the national rates of 13.9% and has consistently been greater than 26%. Organized sports has not been effective at improving daily physical activity or health outcomes for Appalachian teens. The purpose of this study is to test the efficacy of a 10-week school-based intervention in promoting self-regulation of physical activity among adolescents not participating in organized sports. By using accelerometers, our study will measure both sedentary time and planned exercise during waking hours. The design for this four-year study is a group-randomized controlled trial (G-RCT). We will recruit high schools in 3 waves, with 4 in Wave 1, 8 in Wave 2, and 8 in Wave 3, for a total of 20 schools. For each wave of schools, we will randomly assign half of the schools to each condition--intervention (peer-to-peer mentoring [MBA]) and comparison (teacher-led [PBA])--for a total of 10 schools in each of the two conditions by study's end. We will collect data at baseline (T 1 ), 3 months post intervention (T 2 ), and 6 months post intervention (T 3 ). Linear Mixed Models (LMMs) and Generalized Linear Mixed Models (GLMMs) will be used to test the main hypotheses. Power for this study was based the primary analysis comparing BMI outcomes at T 2 between the groups, adjusting for baseline BMI values. This study provides age-appropriate lifestyle education and skill building. Peer-to-peer mentoring by local high school students and school-based tailored support strengthens sustainable behavioral change. Focusing on unique healthy-lifestyle challenges prevalent in low-resource areas such as Appalachia such as overcoming environmental, social, and psychological barriers may improve adherence to physical activity. Serving as role models, peer mentors may improve their own lifestyle behaviors, providing a dual intervention. NCT02329262 .

The Development of Faith Leadership in Novice Principals

ERIC Educational Resources Information Center

Rieckhoff, Barbara Stacy

2014-01-01

This article describes the Catholic School Principal Support Program (CSPSP), a mentoring program for first and second-year Catholic school principals in a large urban diocese, and identifies key challenges, impacts and influences on decision-making. Ten school leaders describe their work and provide the lens by which they reflect on their role as…

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.

Virtual Mentorship Network to Address the Rural Shortage of Mental Health Providers.

PubMed

Keeler, Heidi; Sjuts, Tara; Niitsu, Kosuke; Watanabe-Galloway, Shinobu; Mackie, Paul Force-Emery; Liu, Howard

2018-06-01

The process of identifying effective responses to the challenges of placing and retaining a rural behavioral health workforce remains elusive. The Virtual Mentorship Network was developed to test the feasibility of using distance technology to connect rural students interested in mental health careers with mentors. In Year 1, college and high school students were virtually mentored using a near-peer approach both live and asynchronously as a cohort over 7 months. In Year 2, college students only were virtually intensely mentored live over 1 month. High school students were asynchronously provided with informational videos produced by mentors. Program benefits were measured using the Mentoring Functions Questionnaire, and an activity satisfaction survey captured student response to the content and delivery methods. Retrospective analysis of Years 1 and 2 mentoring and satisfaction variables mean differences was performed and overall feasibility assessed. Mentoring Functions Questionnaire scores, overall interaction, and reported satisfaction significantly improved in Year 2 over Year 1. These data suggest that distance mentoring is a feasible option, but that the near-peer benefits of virtually mentoring high school and college students together are overshadowed by different mentoring needs expressed for each group. High school students expressed needs for basic information about career possibilities, whereas college student needs are specific to achieving career goals. Shorter mentoring sessions may be more sustainable long-term and focus limited mentoring resources. This project may serve as a professional pipeline model for others who face a critical shortage of mental health providers. This article is part of a supplement entitled The Behavioral Health Workforce: Planning, Practice, and Preparation, which is sponsored by the Substance Abuse and Mental Health Services Administration and the Health Resources and Services Administration of the U.S. Department of Health and Human Services. Copyright © 2018 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.

Experiences of Mentors Training Underrepresented Undergraduates in the Research Laboratory

PubMed Central

Prunuske, Amy J.; Wilson, Janelle; Walls, Melissa; Clarke, Benjamin

2013-01-01

Successfully recruiting students from underrepresented groups to pursue biomedical science research careers continues to be a challenge. Early exposure to scientific research is often cited as a powerful means to attract research scholars with the research mentor being critical in facilitating the development of an individual's science identity and career; however, most mentors in the biological sciences have had little formal training in working with research mentees. To better understand mentors’ experiences working with undergraduates in the laboratory, we conducted semistructured interviews with 15 research mentors at a public university in the Midwest. The interviewed mentors were part of a program designed to increase the number of American Indians pursuing biomedical/biobehavioral research careers and represented a broad array of perspectives, including equal representation of male and female mentors, mentors from underrepresented groups, mentors at different levels of their careers, and mentors from undergraduate and professional school departments. The mentors identified benefits and challenges in being an effective mentor. We also explored what the term underrepresented means to the mentors and discovered that most of the mentors had an incomplete understanding about how differences in culture could contribute to underrepresented students’ experience in the laboratory. Our interviews identify issues relevant to designing programs and courses focused on undergraduate student research. PMID:24006389

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

United States Air Force High School Apprenticeship Program: 1989 Program Management Report. Volume 2

DTIC Science & Technology

1989-12-01

error determination of a root, and the Gaussian probability function. I found this 47-7 flowcharting exposure to be an asset while writing more...writing simple programs based upon flowcharts . This skill was further enhanced when my mentor taught me how to take a flowchart (or program) written in...software that teaches Ada to beginners . Though the first part of Ada-Tutr was review, the package proved to be very helpful in assisting me to write more

Attributes and characteristics of the Mathematics, Engineering, Science, Achievement (MESA) high school program for first-generation Latino students

NASA Astrophysics Data System (ADS)

Flores, Ramon

This study used a web-based survey collected data from 28 first-generation Latino engineers who participated in the Mathematics, Engineering, Science, Achievement (MESA) program during their high school years. From the set of 28 respondents, 5 volunteered to participate in an optional telephone interview. The purpose of this study was to describe the critical attributes and characteristics of the MESA program that lead to success at both the high school and college levels for first-generation Latino students. Success at the high school level was operationally defined as successfully graduating with a high school diploma. Success at the college level was operationally defined here as college graduation with an engineering degree. Using a mixed-methods technique, the researcher attempted to secure consensus of opinion from a sample population of 28 first-generation Latino engineers. The mixed-methods technique was chosen since it allowed the researcher to draw on the strengths of quantitative and qualitative approaches. According to the findings, the typical respondent felt that mentoring was the attribute of the MESA program that most prepared him to graduate from high school. The respondents felt that the following MESA attributes most helped them transition into an undergraduate engineering program: Academic and University Advising; Enrichment Activities; Career Advising; Field Trips; Mentoring; Scholarship Incentive Awards; and Speakers. The respondents viewed study groups as the MESA attribute that best prepared them to graduate college with an engineering degree. This study was purposefully designed as a descriptive study. Future research is required to extend this work into an evaluative study. This would allow for the generalization of the critical attributes to the general student population serviced by the MESA program.

Investing in Teachers to Invest in Themselves

ERIC Educational Resources Information Center

Cummings, Greg

2011-01-01

This article examines the characteristics of self-directed learning as they apply to the Award in Mentoring (AIM), a school-based professional development program with teachers as adult learners. A short introduction to self-directed learning is presented followed by a look at the design of AIM and how AIM addresses some self-directed learning…

A "Capital" Venture.

ERIC Educational Resources Information Center

Brotherton, Phaedra

2000-01-01

Describes the program at Marriott Hospitality Public Charter High School in Washington, DC, the nation's only high school devoted to the hospitality industry. A career academy, the school provides mentoring and real-world work experiences in collaboration with industry professional associations. (JOW)

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…

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.

A Quasi-Experimental Analysis of Schoolwide Violence Prevention Programs

ERIC Educational Resources Information Center

Barnes, Tia Navelene; Leite, Walter; Smith, Stephen W.

2017-01-01

Violence prevention programs are commonplace in today's schools, though reviews of the literature reveal mixed empirical findings on their effectiveness. Often, these programs include a variety of components such as social skills training, student mentoring, and activities designed to build a sense of school community that have not been tested for…

School-Based Mentoring for Adolescents: A Systematic Review and Meta-Analysis

ERIC Educational Resources Information Center

Wood, Sarah; Mayo-Wilson, Evan

2012-01-01

Objectives: To evaluate the impact of school-based mentoring for adolescents (11-18 years) on academic performance, attendance, attitudes, behavior, and self-esteem. Method: A systematic review and meta-analysis. The authors searched 12 databases from 1980 to 2011. Eight studies with 6,072 participants were included, 6 were included in…

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

ERIC Educational Resources Information Center

McLean, Michelle

2004-01-01

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

Student-Mentor Relationships and Students' College Attitudes

ERIC Educational Resources Information Center

Woods, Chenoa S.; Preciado, Mariana

2016-01-01

Many college and SAT preparation programs are designed to improve the postsecondary success of traditionally marginalized students. In addition to academic preparation, students' social and emotional preparation is important for the transition from high school to college. Mentors can serve as role models and supports to aid students in this…

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…

Development and Construct Validation of the Mentor Behavior Scale

ERIC Educational Resources Information Center

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

2015-01-01

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

Establishing an EnvironMentors Project to Guide Minority Students into Science, Technology, and Environmental Careers

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

Montague, W. E.

2003-01-24

This report of the EnvironMentors Project (TEP) for the period February 1994 through December 1998, provides a summary of activities at our program sites and of our overall organizational accomplishments. Notably, the EnvironMentors Project matched 506 teens from under-resourced neighborhoods in Washington (DC), Trenton (NJ), and Baltimore (MD) with mentors, engaged more than 1,600 members of the public in informative discussions of environmental research, and presented interactive environmental education lessons to approximately 5,700 elementary and middle school children.

Are youth mentoring programs good value-for-money? An evaluation of the Big Brothers Big Sisters Melbourne Program.

PubMed

Moodie, Marjory L; Fisher, Jane

2009-01-30

The Big Brothers Big Sisters (BBBS) program matches vulnerable young people with a trained, supervised adult volunteer as mentor. The young people are typically seriously disadvantaged, with multiple psychosocial problems. Threshold analysis was undertaken to determine whether investment in the program was a worthwhile use of limited public funds. The potential cost savings were based on US estimates of life-time costs associated with high-risk youth who drop out-of-school and become adult criminals. The intervention was modelled for children aged 10-14 years residing in Melbourne in 2004. If the program serviced 2,208 of the most vulnerable young people, it would cost AUD 39.5 M. Assuming 50% were high-risk, the associated costs of their adult criminality would be AUD 3.3 billion. To break even, the program would need to avert high-risk behaviours in only 1.3% (14/1,104) of participants. This indicative evaluation suggests that the BBBS program represents excellent 'value for money'.

Jobs for Florida's Graduates Program Becomes Independent and Its Performance Improves. OPPAGA Status Report.

ERIC Educational Resources Information Center

Allen, Pam; Pardue, Don

The Jobs for Florida's Graduates (JFG) program targets high school students and provides services to help these students graduate and to continue their education or find meaningful employment within one year of graduation. School managers and "job specialists" serve as mentors, identify at-risk high school students, and provide them with…

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...

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.

Using career nurse mentors to support minority nursing students and facilitate their transition to practice.

PubMed

Banister, Gaurdia; Bowen-Brady, Helene M; Winfrey, Marion E

2014-01-01

The Clinical Leadership Collaborative for Diversity in Nursing was developed through an academe-service partnership focused on supporting minority nursing students and facilitating transition to practice. A key program element is mentoring. Students are paired with an experienced, minority clinical nurse or nurse leader from one of the partnering agencies, who helps guide the student throughout the junior and senior year of school and first year of employment. The mentoring component was evaluated through surveys in which mentors and mentees rated one another and offered open-ended comments on the program's impact. Aspects of mentees rated highest by mentors include manner (courteous and professional), ability to communicate and get along with others, preparation for meetings, and fully utilizing their time with mentors. Aspects of mentors rated highest by mentees include warmth, encouragement, and willingness to listen; enthusiasm for nursing and how they sparked the mentee's interest; and clarity regarding expectations for mentees and how they pushed mentees to achieve high standards. In the open-ended comments, mentees consistently identified mentoring as the program's strongest component. Sixty-four minority students have participated to date with a zero rate of attrition and very low job turnover among graduates. Copyright © 2014 Elsevier Inc. All rights reserved.

Using Space Science to Excite Hispanic Students in STEM

NASA Astrophysics Data System (ADS)

Reiff, P. H.; Galindo, C.; Garcia, J.; Morris, P. A.; Allen, J. S.

2013-05-01

Over the past ten years, NASA and its cosponsors have held an annual "NASA Space Science Day" at the University of Texas at Brownsville. The event is held over two days, with the Friday evening program featuring a space scientist or astronaut, this year Joe Acaba, giving a public lecture (plus a free planetarium show). The Saturday event starts with a keynote speech from the same speaker. Then the students circulate among six or seven hands-on workshops, plus a scheduled trip to the "Demo room" where NASA missions show their materials, and a planetarium show in the Discovery Dome. The students, 4th through 8th graders, are drawn from schools all across south Texas, and have included students coming as far as Zapata, with a four-hour bus ride each way. Over the ten years of the program, more than 5000 students have been reached. Most of the hands-on activities are led by undergraduate student mentors. The university students (42 in 2013) received science and engineering content and mentor training on the activities at Johnson Space Center before the January event. In addition, an additional 40 local high school students helped with activities and with escorting each group of students from one activity station to the next. The program has been so successful that students have "graduated" from participant, to volunteer, and now to University student mentor. Most of the mentors go on to complete a degree in a STEM discipline, and many have gone on to graduate school. Thus the mentors not only help with the program, they are beneficiaries as well. The program is being expanded to reach other underserved communities around the US, with its first "expansion" event held in Utah in 2011.; Puerto Rican Astronaut Joe Acaba and the Discovery Dome were two of the highlights for the students.

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.

Beyond Blackboards: Engaging Underserved Middle School Students in Engineering.

PubMed

Blanchard, Sarah; Judy, Justina; Muller, Chandra; Crawford, Richard H; Petrosino, Anthony J; White, Christina K; Lin, Fu-An; Wood, Kristin L

Beyond Blackboards is an inquiry-centered, after-school program designed to enhance middle school students' engagement with engineering through design-based experiences focused on the 21 st Century Engineering Challenges. Set within a predominantly low-income, majority-minority community, our study aims to investigate the impact of Beyond Blackboards on students' interest in and understanding of engineering, as well as their ability to align their educational and career plans. We compare participants' and nonparticipants' questionnaire responses before the implementation and at the end of the program's first academic year. Statistically significant findings indicate a school-wide increase in students' interest in engineering careers, supporting a shift in school culture. However, only program participants showed increased enjoyment of design-based strategies, understanding of what engineers do, and awareness of the steps for preparing for an engineering career. These quantitative findings are supported by qualitative evidence from participant focus groups highlighting the importance of mentors in shaping students' awareness of opportunities within engineering.

Beyond Blackboards: Engaging Underserved Middle School Students in Engineering

PubMed Central

Blanchard, Sarah; Judy, Justina; Muller, Chandra; Crawford, Richard H.; Petrosino, Anthony J.; White, Christina K.; Lin, Fu-An; Wood, Kristin L.

2015-01-01

Beyond Blackboards is an inquiry-centered, after-school program designed to enhance middle school students’ engagement with engineering through design-based experiences focused on the 21st Century Engineering Challenges. Set within a predominantly low-income, majority-minority community, our study aims to investigate the impact of Beyond Blackboards on students’ interest in and understanding of engineering, as well as their ability to align their educational and career plans. We compare participants’ and nonparticipants’ questionnaire responses before the implementation and at the end of the program's first academic year. Statistically significant findings indicate a school-wide increase in students’ interest in engineering careers, supporting a shift in school culture. However, only program participants showed increased enjoyment of design-based strategies, understanding of what engineers do, and awareness of the steps for preparing for an engineering career. These quantitative findings are supported by qualitative evidence from participant focus groups highlighting the importance of mentors in shaping students’ awareness of opportunities within engineering. PMID:26064787

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

PubMed

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

2016-06-01

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

Humanizing the High School: The Power of Peers.

ERIC Educational Resources Information Center

Stader, David L.; Gagnepain, F. J.

2000-01-01

Discusses what high schools can do to improve student relationships, highlighting a St. Louis area school's efforts to develop peer-mentoring and peer-mediation programs. Offers guidelines to help other schools develop a school culture that promotes caring, teaches constructive conflict resolution, and reduces potential for violence. (MLH)

Systemic Mentoring for Competitiveness: The Model of the Timbuktu Academy

NASA Astrophysics Data System (ADS)

Bagayoko, Diola

2010-02-01

The Timbuktu Academy is a comprehensive, systemic mentoring program at Southern University and A&M College in Baton Rouge (SUBR), Louisiana. We define systemic mentoring as one that is woven into the core functions of an organization. For most universities, those functions include instruction, research, and service. While the Academy has programs for pre-college and graduate students, its Ten-Strand Systemic Mentoring Model was specifically tailored to undergraduate education. We discuss basic considerations that led to the paradigm, programs, activities, and results of the Timbuktu Academy. The proper implementation of the Ten-Strand Systemic Mentoring Model couples teaching and superior learning, on the one hand, and integrates research and education, on the other hand. For undergraduate education, key strands include support (financially or otherwise), scientific advisement, research participation (academic year or summer), immersion in a professional culture, monitoring, and guidance to graduate school. From the summer of 1994 to 2009, the Academy has engaged 2,093 pre-college scholars in its summer programs. To date, the Academy has assisted in the production of one hundred seventy (170) minority undergraduate scholars who have earned a Bachelor of Science degree. Seventy (70) of 83 physics graduates, twenty (20) of 29 chemistry graduates, and twenty-two (22) of 49 engineering graduates have earned graduate degrees or are successfully enrolled in graduate school, with emphasis on the pursuit of the Ph.D. For the above model and results, the Timbuktu Academy received the 2002 U.S. Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring. Its director was among the first individual recipients of this award in 1996. The handouts accompanying this presentation are intended to facilitate the adaptive replication of the Timbuktu Academy by individuals, departments, colleges and universities, and other organizations. )

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…

Leadership and Pedagogy: Rethinking Leadership in Professional Schools of Education.

ERIC Educational Resources Information Center

Marshall, J. Dan; And Others

1989-01-01

Analyzes cultural dimensions of Calvin College's Bridenthal Internship in Teaching program for improving the quality of public school teachers; explores how problems encountered by interns as classroom teachers relate to cultural dimensions of the program's industrial leadership orientation and style of leadership modeled by mentor John Wright.…

Induction Program Design as It Relates to School Setting

ERIC Educational Resources Information Center

Gabel, Jamie Ann

2016-01-01

The purpose of this qualitative case study was to investigate the induction program differences offered to beginning teachers in rural versus suburban school settings and to identify which induction supports beginning teachers considered most important in achieving classroom success. The six participants included an administrator, mentor, and…

Gatekeeper or Lynchpin? The Role of the Principal in School-University Partnerships

ERIC Educational Resources Information Center

Nettleton, Kimberely Fletcher; Barnett, David

2016-01-01

Teacher education programs are always evolving. To provide opportunities for pre-service teachers to combine pedagogy with practical experience, many programs are developing school-university partnerships. The pairing of pre-service teachers with experienced mentor teachers offers enriched field experience opportunities. The effect of the…

Using Mentoring and Professional Development Approaches to Educate Urban Mathematics Teachers

ERIC Educational Resources Information Center

Fraser-Abder, Pamela

2005-01-01

Due to the dearth of qualified professional teachers, policymakers and professional development programs need to focus on improving the quality of high school mathematics teaching in order to diffuse this crisis. In the middle of this crisis, the demand for new teachers is predicted to rise significantly in the next ten years. Based on the…

Fostering Relationships: An Analysis of a School-Based Mentoring Program for Upper Elementary Students

ERIC Educational Resources Information Center

Hobaugh, Gregory Alan

2013-01-01

Today's students are facing higher academic and social standards than ever before in the history of education in the United States of America. Under federal legislation, No Child Left Behind (NCLB) states are required to administer standardized tests to students in grades three through eight to measure Language Arts and Mathematics competency.…

Youth-Adult Connectedness:: A Key Protective Factor for Adolescent Health.

PubMed

Sieving, Renee E; McRee, Annie-Laurie; McMorris, Barbara J; Shlafer, Rebecca J; Gower, Amy L; Kapa, Hillary M; Beckman, Kara J; Doty, Jennifer L; Plowman, Shari L; Resnick, Michael D

2017-03-01

Over the past 30 years, prevention science in the adolescent health field has moved from interventions focused on preventing single problem behaviors to efforts employing a dual approach, addressing risk factors that predict problems while simultaneously nurturing protective factors and promoting positive development. Through an examination of previous research and empirical case examples with vulnerable youth, this article considers the hypothesis that adolescents' sense of connectedness to caring adults acts as a protective factor against a range of risk behaviors. Multivariate analyses with existing data examined indicators of youth-adult connectedness among two groups at high risk for poor health outcomes: (1) mentor-youth relationship quality in an urban, ethnically diverse sample of students in a school-based mentoring program (2014 survey, N=239); and (2) parent-youth connectedness in a statewide sample of high school students who reported homelessness in the past year (2013 survey, N=3,627). For youth in the mentoring program, a high-quality youth-mentor relationship was significantly associated with positive social, academic, and health-related behaviors. Among students who experienced homelessness, all measures of parent connectedness were significantly associated with lower sexual risk levels. Collectively, findings from these analyses and previously published studies by this research group provide evidence that strong, positive relationships with parents and other caring adults protect adolescents from a range of poor health-related outcomes and promote positive development. Youth-adult connectedness appears to be foundational for adolescent health and well-being. Program, practice, and policy decisions should consider what strengthens or hinders caring, connected youth-adult relationships. Copyright © 2016 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.

Easing the Transition to High School

ERIC Educational Resources Information Center

Lampert, Joan

2005-01-01

First-year students in high school face numerous pressures and usually have to face high school finals on their own. It does not have to be this way as a school outside Chicago, Maine East, demonstrates with its Freshman Advisory program that has senior students mentoring first year students.

Wisconsin Cooperative Education State Skill Standards Certificate Program. Mentor Training Guide.

ERIC Educational Resources Information Center

Albrecht, Brian; And Others

This guide contains material developed to help an individual prepare to be a mentor in the Wisconsin School-to-Work Initiative. It is designed to assist a training facilitator while allowing for individual creativity and local customization. Many informative sections are followed by reflective thinking exercises. Section topics include the…

Mentored undergraduate research in the geosciences

NASA Astrophysics Data System (ADS)

Judge, Shelley; Pollock, Meagen; Wiles, Greg; Wilson, Mark

2012-09-01

There is little argument about the merits of undergraduate research, but it can seem like a complex, resource-intensive endeavor [e.g., Laursen et al., 2010; Lopatto, 2009; Hunter et al., 2006]. Although mentored undergraduate research can be challenging, the authors of this feature have found that research programs are strengthened when students and faculty collaborate to build new knowledge. Faculty members in the geology department at The College of Wooster have conducted mentored undergraduate research with their students for more than 60 years and have developed a highly effective program that enhances the teaching, scholarship, and research of our faculty and provides life-changing experiences for our students. Other colleges and universities have also implemented successful mentored undergraduate research programs in the geosciences. For instance, the 18 Keck Geology Consortium schools (http://keckgeology.org/), Princeton University, and other institutions have been recognized for their senior capstone experiences by U.S. News & World Report.

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.

The Roles of Site-Based Mentors in Educational Leadership Programs

ERIC Educational Resources Information Center

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

2014-01-01

This study focused on whether the roles of site based mentors in an educational leadership program were successfully completed. Three hundred eleven internship candidates' portfolios were reviewed to determine whether mentors essentially performed the tasks of collaboration, supervision, and evaluation of their protegees portfolios. A bibliography…

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…

Preparing medical students to care for older adults: the impact of a Senior Mentor Program.

PubMed

Eleazer, G Paul; Wieland, Darryl; Roberts, Ellen; Richeson, Nancy; Thornhill, Joshua T

2006-04-01

To provide alternative training experiences for medical students to improve the competencies needed to provide care for older adults. Part of a comprehensive approach to integrating geriatric content at the University of South Carolina (USC) School of Medicine, the Senior Mentor Program (SMP) was launched in 2000. The SMP links pairs of students with older community volunteers in the spring of the first year. Students visit their mentors throughout medical school, and execute assignments that complement materials covered in the traditional curriculum. To evaluate the feasibility and efficacy of the SMP, the authors describe the program's operation and outputs, the extent to which undergraduate medical education at USC and the SMP meet the core competencies for care of older adults promulgated by the American Geriatrics Society (AGS), and analyze the coverage of geriatrics content from 2000 to 2005 at USC, as indicated by responses to the Medical School Graduation Questionnaire. From 2000 to 2005, 379 students enrolled in the SMP; 133 graduates of the classes of 2004 and 2005 have completed the SMP. Students and mentors indicated high acceptance and enthusiasm. The program has been maintained with minimal administrative burden. USC covered only half of AGS competencies before the SMP, but now covers 100%, with nearly a third met specifically through the SMP. USC graduates reporting inclusion of geriatrics throughout their four years of training rose from 66% in 2002 to 96% in 2004-05. The SMP has had a substantial impact on students' preparation for dealing with an aging patient population.

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…

The social justice roots of the Mentors in Violence Prevention model and its application in a high school setting.

PubMed

Katz, Jackson; Heisterkamp, H Alan; Fleming, Wm Michael

2011-06-01

The social justice roots and theory of the Mentors in Violence Prevention (MVP) model is presented, followed by an empirical study examining the influence of MVP in high school settings. Findings reveal students exposed to the MVP model are more likely to see forms of violence as being wrong and are more likely to take actions to intervene than students not exposed to the program. Findings support the premises on which MVP is founded.

Women and minorities in orthopaedic residency programs.

PubMed

Templeton, Kimberly; Wood, V Jamaica; Haynes, Richard

2007-01-01

Women and underrepresented minorities make up smaller proportions of orthopaedic residency programs than their numbers in medical school would predict, according to our evaluation of self-reported orthopaedic residency data from 1998 and 2001, as well as information on medical students published in 2002. Based on race, ethnicity, and sex, comparisons were made between students entering and graduating from medical school and those in orthopaedic residency programs. With few exceptions, the percentages of women and underrepresented minorities were statistically significantly lower among those training in orthopaedic residency programs compared with those same groups entering and graduating from medical school. The percentage of women and minorities in orthopaedic residency programs remained constant between 1998 and 2001. Further study is necessary to determine whether fewer students of color and women apply to orthopaedic residency programs because of lack of interest, lack of appropriate mentoring and role models, or other factors.

Optical Science Discovery Program: Pre-College Outreach and So Much More

NASA Astrophysics Data System (ADS)

Deutsch, Miriam

2010-03-01

Recruiting and retaining women into the physical sciences is an ongoing struggle for universities, with the gap between men and women in physics remaining strong. Research shows a precipitous drop in female participation in the physical sciences around the 7th grade year of primary education, where girls begin losing interest during middle school, the drain continuing throughout high school with another significant drop at the bachelors level. To combat the loss of women in the physical sciences, the Oregon Center for Optics at the University of Oregon has created the Optical Science Discovery Program (OSDP), a precollege outreach program that targets girls in middle and high school. This program uses optical sciences as the medium through which girls explore experimental science. The program consists of a one-week intensive summer camp, a mentored monthly science club, summer internships and mentoring opportunities for camp alumni. By utilizing media often at the core of teenage life (e.g. Facebook, MySpace) we also aim to interact with program participants in a familiar and informal environment. Mentoring of OSDP activities is carried out by faculty and students of all levels. This in turn allows other education and outreach efforts at the University of Oregon to incorporate OSDP activities into their own, contributing to our broader university goals of surmounting barriers to higher education and creating a more scientifically literate populace. This talk will describe the OSDP program and its incorporation into the broader spectrum of outreach and education efforts.

Mentoring for a new era.

PubMed

Kalet, Adina; Krackov, Sharon; Rey, Mariano

2002-11-01

Over the course of their education, medical students must develop an identity that involves a deep understanding of professional principles and the skills to apply these ideals. This task is so important that it cannot be left to informal means and should be cultivated by a structured system that is focused on professionalism. The overall goal of our student-mentoring program is to advance the professional development of our students during the first two years of medical school through regular group meetings with skilled, trained faculty facilitators. We shaped the program to foster meaningful mentoring relationships among students and faculty, facilitate personal reflection, and encourage exploration of larger questions related to professional development. This program has evolved from a model of individual student-faculty pairings that resulted in uneven experiences. It is organized through a new "Master Scholars Program" (MSP), inaugurated in 2001-2002. The MSP features five theme-based societies composed of students and faculty who share interests in the theme (e.g., bioethics/human rights, health policy/public health, arts/humanities in medicine, biomedical/health sciences, medical informatics/biotechnology). Approximately once per month, eight students and two faculty members from each society meet over lunch for student-led discussions on topics related to their own professional development. In the first session, structured exercises enable students to get to know one another and brainstorm a curriculum for the year. In subsequent sessions, student pairs lead discussions on topics of interest to the group ranging from "the role of medical professionals in the aftermath of the World Trade Center attacks" to "balancing careers in medicine with family." A list of each group's discussion topics is posted on an electronic bulletin board to inform others. Two faculty mentors lead each group to ensure continuity and diversity over the two-year course of their meetings. A total of 57 out of 78 (73%) attended workshops to learn about the program and enhance their facilitation skills. Professional behaviors are explicitly emphasized in the materials outlining expectations of both students and faculty. Students are expected to attend, participate in and lead discussions, be constructive, respectful, and supportive, and accept/act on constructive feedback. Mentors are to facilitate the group's process, and provide feedback and guidance about the students' ideas and passions and the challenges they encounter. The faculty mentors will contribute descriptive material for the dean's letter on each student. We assessed student understanding of the definition of professionalism prior to the mentoring program and will follow up at regular intervals. Formative evaluation of the program includes surveys and focus groups with students and faculty to assess the effectiveness of the group process in accomplishing the stated goals of the program. Our medical school has committed resources, and our faculty and students have given thought, energy, and enthusiasm, to our mentoring program. This innovative new model has the potential to deepen and enrich the culture of medicine by providing a forum and skills for students to reflect on their own professional development and interact in a meaningful way with committed and skilled faculty who share similar interests.

Using a Complexity-Based Perspective to Better Understand the Relationships among Mentoring, School Conflicts, and Novice Retention

ERIC Educational Resources Information Center

Waterman, Sheryn Elaine Spencer

2011-01-01

In this study I used complexity-thinking, ecologically-based sustainable capacity-building, narrative methodology, and pragmatism to explore the relationships among mentoring, conflict, and novice retention. In order to explore these relationships, I constructed stories from my interviews with six mentor-novice dyads in a southeastern 9-12 high…

Becoming Professionally Qualified: The School-Based Mentoring Experiences of Part-Time PGCE Students

ERIC Educational Resources Information Center

Mukeredzi, Tabitha Grace; Mthiyane, Nonhlanhla; Bertram, Carol

2015-01-01

This paper reports on a study which explored the mentoring experiences of professionally unqualified practicing teachers enrolled in a part-time Post Graduate Certificate in Education (PGCE) programme at the University of KwaZulu-Natal. The study sought to understand the mentoring experiences these students received from their teacher mentors, who…

The Experiences and Perceptions of Selected Mentors: The Dyadic Relationship in School-Based Mentoring

ERIC Educational Resources Information Center

Frels, Rebecca Karen

2010-01-01

The purpose of this qualitative, collective case study was to explore selected mentors' perceptions and experiences of the dyadic mentoring relationship in SBM. A second purpose was to build on the qualitative body of research (Spencer, 2004, 2007) for understanding roles, purposes, approaches, and experiences of the relationship process with…

A Mentoring Program for New School Nurses

ERIC Educational Resources Information Center

Houghton, Connie

2003-01-01

Until recent years, school nursing practice consisted mainly of screenings and first aid. However, the changing health, social, and emotional needs of children in the school setting have brought about an expansion of school nursing services. Now school nurses must not only perform routine first aid and screenings, but they must also carry out…

A framework for mentoring of medical students: thematic analysis of mentoring programmes between 2000 and 2015.

PubMed

Tan, Yin Shuen; Teo, Shao Wen Amanda; Pei, Yiying; Sng, Julia Huina; Yap, Hong Wei; Toh, Ying Pin; Krishna, Lalit K R

2018-03-17

A consistent mentoring approach is key to unlocking the full benefits of mentoring, ensuring effective oversight of mentoring relationships and preventing abuse of mentoring. Yet consistency in mentoring between senior clinicians and medical students (novice mentoring) which dominate mentoring processes in medical schools is difficult to achieve particularly when mentors practice in both undergraduate and postgraduate medical schools. To facilitate a consistent approach to mentoring this review scrutinizes common aspects of mentoring in undergraduate and postgraduate medical schools to forward a framework for novice mentoring in medical schools. Four authors preformed independent literature searches of novice mentoring guidelines and programmes in undergraduate and postgraduate medical schools using ERIC, PubMed, CINAHL, OVID and Science Direct databases. 25,605 abstracts were retrieved, 162 full-text articles were reviewed and 34 articles were included. The 4 themes were identified-preparation, initiating and supporting the mentoring process and the obstacles to effective mentoring. These themes highlight 2 key elements of an effective mentoring framework-flexibility and structure. Flexibility refers to meeting the individual and changing needs of mentees. Structure concerns ensuring consistency to the mentoring process and compliance with prevailing codes of conduct and standards of practice.

Does Practice-Based Teacher Preparation Increase Student Achievement? Early Evidence from the Boston Teacher Residency. NBER Working Paper No. 17646

ERIC Educational Resources Information Center

Papay, John P.; West, Martin R.; Fullerton, Jon B.; Kane, Thomas J.

2011-01-01

The Boston Teacher Residency is an innovative practice-based preparation program in which candidates work alongside a mentor teacher for a year before becoming a teacher of record in Boston Public Schools. We find that BTR graduates are more racially diverse than other BPS novices, more likely to teach math and science, and more likely to remain…

Development of a Student Mentored Research Program between a Complementary and Alternative Medicine University and a Traditional, Research Intensive University

PubMed Central

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

2014-01-01

The global need to develop clinician-scientists capable of using research in clinical practice, translating research knowledge into practice, and carrying out research that affects the quality, efficacy, and efficiency of health care is well-documented. The complementary and alternative medicine (CAM) professions embrace the call to develop physician-researchers to carry out translational and applied research for CAM modalities. CAM universities face unique challenges when implementing research training compared to traditional, research intensive (TRI) universities and medical centers where the majority of medical research is carried out. The authors present the development and outcomes of a mentored research program (MRP) between a CAM and a TRI institution, the National University of Health Sciences and the University of Illinois at Chicago School of Public Health, between 2006 and 2012. CAM pre-doctoral students engaged in a full-immersion semester at the TRI, including didactic courses and active research with a TRI faculty research mentor. Half of the participating doctor of chiropractic (DC) students continued on to PhD programs and half established integrative medicine, primary care clinical careers. Establishing rigorous criteria for mentors and mentees, communicating expectations, developing solid relationships between the mentor, mentee, and home school advisor, responding quickly to impediments, and providing adequate support from CAM and TRI investigators were key to the MRP success. To sustain research opportunities, coordinated degree programs for the DC and master of public health (DC/MPH) and master of clinical and translational research (DC/MS CTS) were established. PMID:24988423

The Summer Undergraduate Research Internship Program at the Pisgah Astronomical Research Institute

NASA Astrophysics Data System (ADS)

Cline, J. Donald; Castelaz, M.; Whitworth, C.; Clavier, D.; Owen, L.; Barker, T.

2012-01-01

Pisgah Astronomical Research Institute (PARI) offers summer undergraduate research internships. PARI has received support for the internships from the NC Space Grant Consortium, NSF awards for public science education, private donations, private foundations, and through a collaboration with the Pisgah Astronomical Research and Education Center of the University of North Carolina - Asheville. The internship program began in 2001 with 4 students. This year 7 funded students participated in 2011. Mentors for the interns include PARI's Science, Education, and Information Technology Directors and visiting faculty who are members of the PARI Research Affiliate Faculty program. Students work with mentors on radio and optical astronomy research, electrical engineering for robotic control of instruments, software development for instrument control and software for citizen science projects, and science education by developing curricula and multimedia and teaching high school students in summer programs at PARI. At the end of the summer interns write a paper about their research which is published in the PARI Summer Student Proceedings. Several of the students have presented their results at AAS Meetings. We will present a summary of specific research conducted by the students with their mentors, the logistics for hosting the PARI undergraduate internship program, and plans for growth based on the impact of an NSF supported renovation to the Research Building on the PARI campus.

The Summer Undergraduate Research Internship Program at the Pisgah Astronomical Research Institute

NASA Astrophysics Data System (ADS)

Castelaz, Michael W.; Cline, J.; Whitworth, C.; Clavier, D.

2011-01-01

Pisgah Astronomical Research Institute (PARI) offers summer undergraduate research internships. PARI has received support for the internships from the NC Space Grant Consortium, NSF awards for public science education, private donations, private foundations, and through a collaboration with the Pisgah Astronomical Research and Education Center of the University of North Carolina - Asheville. The internship program began in 2001 with 4 students. This year 9 funded students participated in 2010. Mentors for the interns include PARI's Directors of Science, Education, and Information Technology and visiting faculty who are members of the PARI Research Affiliate Faculty program. Students work with mentors on radio and optical astronomy research, electrical engineering for robotic control of instruments, software development for instrument control and applets for citizen science projects, and science education by developing curricula and multimedia and teaching high school students in summer programs at PARI. At the end of the summer interns write a paper about their research which is published in the PARI Summer Student Proceedings. Several of the students have presented their results at AAS Meetings. We will present a summary of specific research conducted by the students with their mentors, the logistics for hosting the PARI undergraduate internship program, and plans for growth based on the impact of an NSF supported renovation to the Research Building on the PARI campus.

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.

Growing the pipeline of diverse HIV investigators: The impact of mentored research experiences to engage underrepresented minority students

PubMed Central

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

2016-01-01

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

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

PubMed

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

2016-09-01

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

Training Undergraduate Physics Peer Tutors

NASA Astrophysics Data System (ADS)

Nossal, S. M.; Jacob, A. T.

2004-05-01

The University of Wisconsin's Physics Peer Mentor Tutor Program matches upper level undergraduate physics students in small study groups with students studying introductory algebra-based physics. We work with students who are potentially at-risk for having academic trouble with the course. They include students with a low exam score, learning disabilities, no high school physics, weak math backgrounds, and/or on academic probation. We also work with students from groups under represented in the sciences and who may be feeling isolated or marginal on campus such as minority, returning adult, and international students. The tutors provide a supportive learning environment, extra practice problems, and an overview of key concepts. In so doing, they help our students to build confidence and problem solving skills applicable to physics and other areas of their academic careers. The Physics Peer Mentor Tutor Program is modeled after a similar program for chemistry created by the University of Wisconsin's Chemistry Learning Center. Both programs are now run in collaboration. The tutors are chosen for their academic strength and excellent communication skills. Our tutors are majoring in physics, math, and secondary-level science education. The tutors receive ongoing training and supervision throughout the year. They attend weekly discipline-specific meetings to discuss strategies for teaching the content currently being discussed in the physics course. They also participate in a weekly teaching seminar with science tutors from chemistry and biochemistry to discuss teaching methods, mentoring, and general information relating to the students with whom we work. We will describe an overview of the Physics Peer Mentor Tutor Program with a focus on the teacher training program for our undergraduate tutors.

Promoting fundamental clinical skills: a competency-based college approach at the University of Washington.

PubMed

Goldstein, Erika A; Maclaren, Carol F; Smith, Sherilyn; Mengert, Terry J; Maestas, Ramoncita R; Foy, Hugh M; Wenrich, Marjorie D; Ramsey, Paul G

2005-05-01

The focus on fundamental clinical skills in undergraduate medical education has declined over the last several decades. Dramatic growth in the number of faculty involved in teaching and increasing clinical and research commitments have contributed to depersonalization and declining individual attention to students. In contrast to the close teaching and mentoring relationship between faculty and students 50 years ago, today's medical students may interact with hundreds of faculty members without the benefit of a focused program of teaching and evaluating clinical skills to form the core of their four-year curriculum. Bedside teaching has also declined, which may negatively affect clinical skills development. In response to these and other concerns, the University of Washington School of Medicine has created an integrated developmental curriculum that emphasizes bedside teaching and role modeling, focuses on enhancing fundamental clinical skills and professionalism, and implements these goals via a new administrative structure, the College system, which consists of a core of clinical teachers who spend substantial time teaching and mentoring medical students. Each medical student is assigned a faculty mentor within a College for the duration of his or her medical school career. Mentors continuously teach and reflect with students on clinical skills development and professionalism and, during the second year, work intensively with them at the bedside. They also provide an ongoing personal faculty contact. Competency domains and benchmarks define skill areas in which deepening, progressive attention is focused throughout medical school. This educational model places primary focus on the student.

Embarking on College and Career: Interim Evaluation of Urban Alliance. Research Report

ERIC Educational Resources Information Center

Theodos, Brett; Pergamit, Michael R.; Hanson, Devlin; Edelstein, Sara; Daniels, Rebecca

2016-01-01

Urban Alliance serves at-risk youth through its high school internship program, which provides training, mentoring, and work experience to high school seniors from distressed communities. The program aims to help youth move on to higher education or employment after graduation. The Urban Institute is conducting a six-year, randomized controlled…

Preparing Youth for College and Career: A Process Evaluation of Urban Alliance

ERIC Educational Resources Information Center

Theodos, Brett; Pergamit, Michael R.; Edelstein, Sara; George, Taz; Freiman, Lesley

2014-01-01

This report presents baseline and process study findings of an evaluation of the Urban Alliance high school internship program, which provides training, mentoring, and work experience to high school seniors from distressed communities in Washington, DC, Baltimore, Northern Virginia, and Chicago. The report, which focuses on the program's…

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.

Effectiveness of a Combined Tutoring and Mentoring Intervention with Ninth-Grade, Urban Black Adolescents

ERIC Educational Resources Information Center

Somers, Cheryl L.; Wang, Dan; Piliawsky, Monte

2016-01-01

This quasi-experimental study examined the effectiveness of a combined tutoring and mentoring intervention for urban, low-income Black youth during the transition to high school. Participants were 118 ninth-grade students (experimental n = 69; comparison n = 49). After 7 months in the intervention program, students in the experimental group showed…

Mentoring New Special Education Teachers: A Guide for Mentors and Program Developers

ERIC Educational Resources Information Center

Duffy, Mary Lou; Forgan, James W.

2004-01-01

Surveys show that 98% of school districts are reporting shortages of special education teachers, and that nearly a quarter of a million new special education teachers will be needed over the next few years. Special education teachers are leaving the field at twice the rate of general education teachers. Why? Special education teachers can quickly…

The Impact of Induction/Mentoring on Job Satisfaction and Retention of Novice Teachers

ERIC Educational Resources Information Center

Williams, Ingrid Rene'e

2012-01-01

Teachers are essential to the success of all students. In an effort to reduce high teacher turnover, states and/or school systems are implementing induction/mentoring programs as a mechanism for supporting teachers in their early years. The issue is not the availability of teachers; higher education is producing more than enough qualified…

The Benefits of Headship Mentoring: An Analysis of Malaysian Novice Headteachers' Perceptions

ERIC Educational Resources Information Center

Tahir, Lokman; Haruzuan Mohd Said, Mohd Nihra; Daud, Khadijah; Vazhathodi, Shafeeq H.; Khan, Aqeel

2016-01-01

In this article we examine the mentoring program for novice headteachers and what they perceive as its purposes, as well as the constraints to successfully implementing it in Malaysian schools. Using a survey research design we analysed responses from 200 newly appointed headteachers from two state departments of education, and interviewed six…

Counselors and Mentors Handbook on Federal Student Aid: A Guide for Those Advising Students about Financial Aid for Postsecondary Education. 2009-10

ERIC Educational Resources Information Center

US Department of Education, 2008

2008-01-01

Many students are unaware that they might be eligible for financial aid to attend college or trade school. High school, TRIO, and GEAR UP (Gaining Early Awareness and Readiness for Undergraduate Programs) counselors are an important source of information about financial aid from private, school, state, and federal student aid programs. This…

Research Based Science Education: Bringing Authentic Scientific Research into the Secondary Classroom

NASA Astrophysics Data System (ADS)

Sayers, J.

2003-12-01

Teachers and students at Northview High School in Brazil, Indiana have the opportunity to engage in authentic scientific research through our participation in two national projects, TLRBSE and PEPP. Teacher Leaders in Research Based Science Education (TLRBSE) is a teacher professional development and retention program coupled with authentic scientific research projects in astronomy. Teacher-Leaders are trained in research-based pedagogy and serve as mentors to less experienced colleagues and work with students to develop science research methods and research projects for the classroom. Astronomical data collected at Kitt Peak by astronomers and teachers is made available on CD for classroom use. Northview is in its second year as a TLRBSE school. The Princeton Earth Physics Project (PEPP) trains mentor teachers in fundamentals of research in seismology. Teachers and students then gain hands on experience in science research through operation of a research quality seismic station sited at the high school. Data from the Northview seismometer are stored locally and also transmitted over the Internet to a database at Indiana University. Students have access to local data as well as seismic databases accessible through the Internet to use for research projects. The Northview Seismic Station has been in operation since 1998. In this presentation, I will describe how these projects have been incorporated into the physics and earth science programs at Northview High School. I will discus how our teachers and students have benefited from the opportunity to take part in hands-on scientific research under the guidance of university faculty. In particular, I will describe our participation in a regional seismic network through seismic data acquisition, data analysis using seismological software, and students' experiences in a university-based student research symposium. I reflect on the some of the successes and barriers to high-school teachers' and students' involvement in scientific research programs. I conclude with a discussion of a successful student seismology project that was a finalist in the 2003 INTEL International Science and Engineering Fair

Becoming Ryan: Lines of Flight from Majoritarian Understandings of Masculinity through a High School Reading and Mentoring Program. A Story of Possibility

ERIC Educational Resources Information Center

Rogers, Mandy; Rowan, Leonie; Walker, Rachel

2014-01-01

Within literature relating to the broad field of boys' education attention is regularly drawn to the significant difference between essentialist and anti-essentialist accounts of "the boy problem" and the limitations of gender-based educational reforms which rely upon deterministic notions of what boys are "really" like and, by…

Changing Deficit Narratives about Young Latino Men in Texas through a Research-Based Mentorship Program

ERIC Educational Resources Information Center

Campos, Emmet E.; Van Ryn, Rebekah; Davidson, Ty J.

2018-01-01

Austin Independent School District (AISD) and the University of Texas's Project MALES began a partnership to design a mentoring system for young men of color in hopes of improving the the matriculation and sustainability of this group in college by addressing the social, economic, and cultural obstacles impacting these young men. This strong…

Civil Rights Activists in the Information Age: The Development of Math Literacy Workers. CIRCLE Working Paper 50

ERIC Educational Resources Information Center

Watts, Roderick J.; Guessous, Omar

2006-01-01

Roderick Watts and Omar Guessous of Georgia State University conducted exploratory research to investigate the link between math and civic engagement. Their research is based on an evaluation of the Young People's Project (YPP), a national program that recruits, trains, and deploys high school and college Math Literacy Workers for mentoring middle…

Does an Urban Teacher Residency Increase Student Achievement? Early Evidence from Boston

ERIC Educational Resources Information Center

Papay, John P.; West, Martin R.; Fullerton, Jon B.; Kane, Thomas J.

2012-01-01

Boston Teacher Residency (BTR) is an innovative practice-based preparation program in which candidates work alongside a mentor teacher for a year before becoming a teacher of record in the Boston Public Schools (BPS). The authors found that BTR graduates are more racially diverse than other BPS novices, more likely to teach math and science, and…

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

ACCP white paper: Essential components of a faculty development program for pharmacy practice faculty.

PubMed

Boyce, Eric G; Burkiewicz, Jill S; Haase, Mark R; MacLaughlin, Eric J; Segal, Alissa R; Chung, Eunice P; Chan, Lingtak-Neander; Rospond, Raylene M; Barone, Joseph A; Durst, Stephen W; Wells, Barbara G

2009-01-01

Prospective, ongoing faculty development programs are important in the initial orientation and short- and long-term development of faculty in higher education. Pharmacy practice faculty are likely to benefit from a comprehensive faculty development program due to the complex nature of their positions, incomplete training in select areas, and multiple demands on their time. The need for faculty development programs is supported by the increased need for pharmacy practice faculty due to the increased number of colleges and schools of pharmacy, expanding enrollment in existing colleges and schools, and loss of existing senior faculty to retirement or other opportunities within or outside the academy. This White Paper describes a comprehensive faculty development program that is designed to enhance the satisfaction, retention, and productivity of new and existing pharmacy practice faculty. A comprehensive faculty development program will facilitate growth throughout a faculty member's career in pertinent areas. The structure of such a program includes an orientation program to provide an overview of responsibilities and abilities, a mentoring program to provide one-on-one guidance from a mentor, and a sustained faculty development program to provide targeted development based on individual and career needs. The content areas to be covered in each component include the institution (e.g., culture, structure, roles, responsibilities), student-related activities, teaching abilities, scholarship and research abilities, practice abilities and the practice site, and professional abilities (e.g., leadership, career planning, balancing responsibilities). A general framework for a comprehensive pharmacy practice faculty development program is provided to guide each college, school, department, and division in the design and delivery of a program that meets the needs and desires of the institution and its faculty.

Integrating Students and Teachers into Research on Adaptation to Climate Change

NASA Astrophysics Data System (ADS)

Lane, T.; Lescaze, M.; Lenorovitz, K.

2013-12-01

High school students and teachers have the opportunity to participate in current research through a Research Mentor/Teacher/Student team approach offered by the VT EPSCoR Center's for Workforce Development and Diversity (CWDD). High school teams (two students and one teacher) participate in a summer residential training week to learn about the research program and learn field and lab research skills. During the academic year they collect data for the university research project from sites near their schools, and formulate an independent research question of their own, guided by a research mentor. Through the year-long program participants develop skills in scientific methods, earth systems thinking and data analysis. Participants experience what research and being a scientist is all about. The research program benefits from a distributed data gathering network, and the high school teams become part of a research community. High school projects have researched the relationship between anticipated increase in storm intensity and frequency in the northeast as a result of climate change, to phosphorus and sediment loading in streams, land use change, and biotic communities, to name a few. This poster, authored by a teacher participants in the program, will share the experience and benefits to their students.

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…

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

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.

Cathedral High School: Indianapolis, Indiana

ERIC Educational Resources Information Center

Fetter, Corinne

2005-01-01

This article discusses Cathedral High School's peer program that involves seniors serving as mentors to freshmen students to help them transition to high school. Students pour into Cathedral from more than 60 different grade schools, and the administration saw a need to connect these students with their peers in order to retain them. The program…

Preparing the Next Generation of School Administrators: Advice from Veteran Leaders

ERIC Educational Resources Information Center

Michael, Christine N.; Young, Nicholas D.

2006-01-01

The purpose of this study was to systematically gather advice and insights from veteran school leaders on how to prepare and support the next generation of educational administrators through professional development and mentoring programs. Two hundred school administrators who were members of the American Association of School Administrators were…

Exploring Learning Progressions of New Science Teachers

NASA Astrophysics Data System (ADS)

Krise, Kelsy Marie

First-, second- and third-year teachers can be considered novice teachers with a solid foundation. The beginning years of teaching are intense times for learning, in which teachers can build upon their foundational knowledge. However, traditional mentoring programs often focus on technical advice and emotional support to help teachers survive the first years. This study set out to understand new science teachers' pedagogical content knowledge (PCK) in order to identify how their learning progresses. Understanding teachers' ideas will allow one to think about the development of educative mentoring practices that promote the advancement of teachers' knowledge. To investigate teachers' learning progressions, the following research questions guided this study: What is the nature of pedagogical content knowledge of first-, second- and third-year science teachers at various points across the school year? To which aspects of pedagogical content knowledge do first-, second- and third-year teachers pay attention at various points across the school year? Which aspects of pedagogical content knowledge are challenging for first-, second- and third-year teachers at various points across the school year? First-, second- and third-year teachers were interviewed, observed, and their teaching artifacts were collected across the school year. Data were examined to uncover learning progressions, when ideas became more sophisticated across first-, second-, and third-year teachers. The findings of this study contribute to an understanding of how teachers' learning progresses and allows for a trajectory of learning to be described. The trajectory can be used to inform the design of university-based mentoring programs for new teachers. The descriptions of the nature of teachers' PCK and the aspects of PCK to which teachers pay attention and find challenging shed light on the support necessary to promote continued teacher learning.

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

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.

The Intuitive Principal: A Guide to Leadership.

ERIC Educational Resources Information Center

Dyer, Karen M.; Carothers, Jacqueline

Professional demands on school administrators continue to multiply exponentially. Effective administrators require solid preparation programs, continuing professional development, extensive experience, mentoring, and the support of supervisor and school colleagues. Chapter 1, "Intuitive Ways of Knowing," references research on intuition,…

Reading, writing, and having babies: a nurturing alternative school program.

PubMed

Spear, Hila J

2002-10-01

This ethnographic study, a component of another study that examined the lived experiences of a small group of pregnant teenagers, focused on the social and learning environment of an alternative school program for pregnant and parenting female adolescents, aged 13 to 19. Field notes, participant observation, group discussion, and informal conversational data were gathered over a 16-week period. Analysis of the data revealed four major themes: nurture and positive regard, sisterhood and belonging, mentoring and sense of family, and proactive learning environment and academic pride. The girls who attended the program developed close relationships with their peers and teachers. Many of them experienced academic success for the first time and reported that pregnancy and impending motherhood motivated them to do better in school. Recommendations for a more comprehensive school-based approach to meeting the needs of pregnant and parenting teens are made, particularly after the babies are born.

Mediators of Racial/Ethnic Disparities in Mentored K Award Receipt Among U.S. Medical School Graduates.

PubMed

Andriole, Dorothy A; Yan, Yan; Jeffe, Donna B

2017-10-01

Mentored K (K01/K08/K23) career development awards are positively associated with physicians' success as independent investigators; however, individuals in some racial/ethnic groups are less likely to receive this federal funding. The authors sought to identify variables that explain (mediate) the association between race/ethnicity and mentored K award receipt among U.S. Liaison Committee for Medical Education-accredited medical school graduates who planned research-related careers. The authors analyzed deidentified data from the Association of American Medical Colleges and the National Institutes of Health Information for Management, Planning, Analysis, and Coordination II grants database for a national cohort of 28,690 graduates from 1997-2004 who planned research-related careers, followed through August 2014. The authors examined 10 potential mediators (4 research activities, 2 academic performance measures, medical school research intensity, degree program, debt, and specialty) of the association between race/ethnicity and mentored K award receipt in models comparing underrepresented minorities in medicine (URM) and non-URM graduates. Among 27,521 graduates with complete data (95.9% of study-eligible graduates), 1,147 (4.2%) received mentored K awards (79/3,341 [2.4%] URM; 1,068/24,180 [4.4%] non-URM). All variables except debt were significant mediators; together they explained 96.2% (95%, CI 79.1%-100%) of the association between race/ethnicity and mentored K award. Research-related activities during/after medical school and standardized academic measures largely explained the association between race/ethnicity and mentored K award in this national cohort. Interventions targeting these mediators could mitigate racial/ethnic disparities in the federally funded physician-scientist research workforce.

Leadership Mentoring and Situated Learning: Catalysts for Principalship Readiness and Lifelong Mentoring

ERIC Educational Resources Information Center

Browne-Ferrigno, Tricia; Muth, Rodney

2006-01-01

Leadership mentoring and situated learning are important components in the effective preparation of candidates for school principalships. This study examined this assertion through responses to reflective writing prompts and to interview questions by students enrolled in three different closed cohorts in the same university-based preparation…

Beginning Teachers' Perceptions of In-School and In-Profession Mentoring Relationships

ERIC Educational Resources Information Center

Greiman, Bradley C.; Torres, Robert M.; Burris, Scott; Kitchel, Tracy

2007-01-01

The purpose of this study was to compare two different formal mentoring relationships based on the perceptions of beginning teachers regarding their dyadic interactions. Kram's mentor role theory and Byrne's similarity-attraction paradigm served as the theoretical foundation for the study. The specific variables of interest included psychosocial…

A New Approach to Reach Latino Populations in Rural and Urban Settings

NASA Astrophysics Data System (ADS)

Morris, P.; Garcia, A.; Galindo, C.; Obot, V.; Allen, J.; Reiff, P.; Sumners, C.; Garcia, J.; Garza, O.

2004-12-01

Current statistics indicate that Latino populations have lower high school and college graduation rates than Anglos or African Americans. If Latinos do not pursue baccalaureate and higher degrees, then this group will be left behind as technological advances increasingly drive our society. The drop out rate affects not only the individuals, families, communities, and society from many different aspects, including financial independence, but also loss of potential contributing members of society in science, engineering, etc. Houston, an urban area, with a Latino population of 39% and Brownsville, a rural area represented by 84% Latinos, are two Texas areas where universities, schools, museums, and NASA are reaching out to increase science skills and graduation rates. Many Houston families have the opportunity to be introduced to different options, but Brownsville families do not have the same opportunities as the area lacks a strong industrial and technological base. We have developed programs to improve the space and Earth science knowledge base by providing summer science enrichment programs for K-12 students, family events, exposing high school students to college opportunities, and training high school and college students to serve as mentors to their peers. The peer mentors lead many of the outreach venues, interacting with the public with demonstrations and interactive science activities. In addition, we have developed a series of teacher workshops and modules on integrated science and mathematics. The teacher workshops are designed to provide the teachers with a wealth of integrated examples for classroom use.

Mentoring Novice Teachers: Motives, Process, and Outcomes from the Mentor's Point of View

ERIC Educational Resources Information Center

Iancu-Haddad, Debbie; Oplatka, Izhar

2009-01-01

The purpose of this paper is to present the major motives leading senior teachers to be involved in a mentoring process of newly appointed teachers and its benefits for the mentor teacher. Based on semi-structured interviews with 12 experienced teachers who participated in a university-based mentoring program in Israel, the current study found a…

Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program

PubMed Central

Salto, Lorena M.; Riggs, Matt L.; Delgado De Leon, Daisy; Casiano, Carlos A.; De Leon, Marino

2014-01-01

An urgent need exists for graduate and professional schools to establish evidence-based STEM (science, technology, engineering, and math) pipeline programs to increase the diversity of the biomedical workforce. An untapped yet promising pool of willing participants are capable high school students that have a strong STEM interest but may lack the skills and the guided mentoring needed to succeed in competitive STEM fields. This study evaluates and compares the impact of the Loma Linda University (LLU) Summer Health Disparities Research Program on high school (HS) and undergraduate (UG) student participants. The primary focus of our summer research experience (SRE) is to enhance the research self-efficacy of the participants by actively involving them in a research project and by providing the students with personalized mentoring and targeted career development activities, including education on health disparities. The results of our study show that our SRE influenced terminal degree intent and increased participant willingness to incorporate research into future careers for both the HS and the UG groups. The quantitative data shows that both the HS and the UG participants reported large, statistically significant gains in self-assessed research skills and research self-efficacy. Both participant groups identified the hands-on research and the mentor experience as the most valuable aspects of our SRE and reported increased science skills, increased confidence in science ability and increased motivation and affirmation to pursue a science career. The follow-up data indicates that 67% of the HS participants and 90% of the UG participants graduated from college with a STEM degree; for those who enrolled in graduate education, 61% and 43% enrolled in LLU, respectively. We conclude that structured SREs can be highly effective STEM strengthening interventions for both UG and HS students and may be a way to measurably increase institutional and biomedical workforce diversity. PMID:25250695

Underrepresented minority high school and college students report STEM-pipeline sustaining gains after participating in the Loma Linda University Summer Health Disparities Research Program.

PubMed

Salto, Lorena M; Riggs, Matt L; Delgado De Leon, Daisy; Casiano, Carlos A; De Leon, Marino

2014-01-01

An urgent need exists for graduate and professional schools to establish evidence-based STEM (science, technology, engineering, and math) pipeline programs to increase the diversity of the biomedical workforce. An untapped yet promising pool of willing participants are capable high school students that have a strong STEM interest but may lack the skills and the guided mentoring needed to succeed in competitive STEM fields. This study evaluates and compares the impact of the Loma Linda University (LLU) Summer Health Disparities Research Program on high school (HS) and undergraduate (UG) student participants. The primary focus of our summer research experience (SRE) is to enhance the research self-efficacy of the participants by actively involving them in a research project and by providing the students with personalized mentoring and targeted career development activities, including education on health disparities. The results of our study show that our SRE influenced terminal degree intent and increased participant willingness to incorporate research into future careers for both the HS and the UG groups. The quantitative data shows that both the HS and the UG participants reported large, statistically significant gains in self-assessed research skills and research self-efficacy. Both participant groups identified the hands-on research and the mentor experience as the most valuable aspects of our SRE and reported increased science skills, increased confidence in science ability and increased motivation and affirmation to pursue a science career. The follow-up data indicates that 67% of the HS participants and 90% of the UG participants graduated from college with a STEM degree; for those who enrolled in graduate education, 61% and 43% enrolled in LLU, respectively. We conclude that structured SREs can be highly effective STEM strengthening interventions for both UG and HS students and may be a way to measurably increase institutional and biomedical workforce diversity.

Working Together To Become Proficient Readers. Early Impact of the Talent Development Middle School's Student Team Literature Program. Report No. 15.

ERIC Educational Resources Information Center

Mac Iver, Douglas J.; Plank, Stephen B.; Balfanz, Robert

The Talent Development Model of Middle School Reform includes a "Student Team Literature" (STL) program that relies on: (1) curricular materials designed to assist students to study great literature; (2) recommended instructional practices, peer assistance processes, and assessments; and (3) staff development, mentoring, and advising to…

A Correlational Study of Mentoring and Servant Leadership on First-Year Teachers in a Select School Division

ERIC Educational Resources Information Center

Kitchens, Kelly McMillan

2017-01-01

With an estimated 40 to 50% of teachers leaving the classroom within their first 5 years (Arnett, 2017; Haynes, Maddock, & Goldrick, 2014; Ingersoll, 2012; Neason, 2014; Phillips, 2015; Riggs, 2013), some have espoused that a well-conceived and well-implemented teacher induction program with a strong emphasis on mentoring will not only…

Comparing Satisfaction, Retention, and Success of Principals Who Did and Did Not Participate in a Mentoring Program

ERIC Educational Resources Information Center

Jackson, Anthony D.

2010-01-01

A descriptive quantitative study design was used to determine the impact of induction and mentoring on the success, satisfaction, and retention of new and novice school principals. Three research questions addressed the types of induction experiences new and novice principals reported, the types of support given to new and novice principals, and…

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

ERIC Educational Resources Information Center

Gustafson, Robert L.; Thomsen, Steven R.

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

Medical student service learning program teaches secondary students about career opportunities in health and medical fields.

PubMed

Karpa, Kelly; Vakharia, Kavita; Caruso, Catherine A; Vechery, Colin; Sipple, Lanette; Wang, Adrian

2015-12-01

Engagement of academic medical centers in community outreach provides the public with a better understanding of basic terms and concepts used in biomedical sciences and increases awareness of important health information. Medical students at one academic medical center initiated an educational outreach program, called PULSE, that targets secondary students to foster their interest in healthcare and medicine. High school student participants are engaged in a semester-long course that relies on interactive lectures, problem-based learning sessions, mentoring relationships with medical students, and opportunities for shadowing healthcare providers. To date, the curriculum has been offered for 7 consecutive years. To determine the impact that participation in the curriculum has had on college/career choices and to identify areas for improvement, an electronic questionnaire was sent to former participants. Based on a 32% response rate, 81% of former participants indicated that participation in the course influenced their decision to pursue a medical/science-related career. More than half (67%) of respondents indicated intent to pursue a MD/PhD or other postgraduate degree. Based on responses obtained, additional opportunities to incorporate laboratory-based research and simulation sessions should be explored. In addition, a more formalized mentoring component has been added to the course to enhance communication between medical students and mentees. Health/medicine-related educational outreach programs targeting high school students may serve as a pipeline to introduce or reinforce career opportunities in healthcare and related sciences. Copyright © 2015 The American Physiological Society.

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

45 CFR 2522.900 - What definitions apply to this subpart?

Code of Federal Regulations, 2010 CFR

2010-10-01

... safe place for children is not tutoring, even if some of the program activities focus on homework help. ... NATIONAL AND COMMUNITY SERVICE AMERICORPS PARTICIPANTS, PROGRAMS, AND APPLICANTS Program Management... someone engaged in other academic support activities, such as mentoring and after-school program support...

Science teachers and docents as mentors to science and mathematics undergraduates in formal and information settings. Final report

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

Koran, J.J. Jr.

Twenty-four undergraduate science and mathematics majors who were juniors and seniors in the colleges of Liberal Arts and Sciences and Engineering were recruited, and paid, to participate in an orientation seminar and act as teacher aides in regional schools and the Florida Museum of Natural History. Aides worked with teachers in the schools one semester and as docents in the natural history museum a second semester. Mentoring took place by the principal investigator and participating teachers and docents throughout the program. Success of the program was measured by a specially prepared attitude instrument which was administered to participants before themore » mentoring started and when it ended each semester. Written logs (field notes) were also prepared and submitted by participants at the end of each semester. Further, a tally was kept of the number of participants who decided to go into science or mathematics teaching as a result of the experience.« less

Effects of summer internship and follow-up distance mentoring programs on middle and high school student perceptions and interest in health careers.

PubMed

Fernandez-Repollet, Emma; Locatis, Craig; De Jesus-Monge, Wilfredo E; Maisiak, Richard; Liu, Wei-Li

2018-05-02

Minorities are underrepresented in health professions and efforts to recruit minority students into health careers are considered a way to reduce health disparities. There is little research about the effectiveness of these programs, other than satisfaction. This study aimed to measure program effects on student understanding of and interest in health careers. Students took a career interest inventory, completed a scale measuring their self-reported understanding and interest in health careers, and wrote essays about health careers before and after completing a 1 week on campus internship on health careers and after a 9 month follow up distance mentoring program where they continued to interact with university faculty by videoconference about career options. Changes in inventory, scale, and essay scores were analyzed for changes over time using Wilcoxon and Mann-Whitney tests. Inventory scores were unchanged over time, but scale and essay scores trended upward significantly post internship and mentoring. Health career education and mentoring programs can positively affect student knowledge of health careers and their attitudes about them. The study's methods extend measures of program impact beyond satisfaction.

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

ERIC Educational Resources Information Center

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

2015-01-01

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

A practical guide for implementing and maintaining value-added clinical systems learning roles for medical students using a diffusion of innovations framework.

PubMed

Gonzalo, Jed D; Graaf, Deanna; Ahluwalia, Amarpreet; Wolpaw, Dan R; Thompson, Britta M

2018-03-21

After emphasizing biomedical and clinical sciences for over a century, US medical schools are expanding experiential roles that allow students to learn about health care delivery while also adding value to patient care. After developing a program where all 1st-year medical students are integrated into interprofessional care teams to contribute to patient care, authors use a diffusion of innovations framework to explore and identify barriers, facilitators, and best practices for implementing value-added clinical systems learning roles. In 2016, authors conducted 32 clinical-site observations, 29 1:1 interviews with mentors, and four student focus-group interviews. Data were transcribed verbatim, and a thematic analysis was used to identify themes. Authors discussed drafts of the categorization scheme, and agreed upon results and quotations. Of 36 sites implementing the program, 17 (47%) remained, 8 (22%) significantly modified, and 11 (31%) withdrew from the program. Identified strategies for implementing value-added roles included: student education, patient characteristics, patient selection methods, activities performed, and resources. Six themes influencing program implementation and maintenance included: (1) educational benefit, (2) value added to patient care from student work, (3) mentor time and site capacity, (4) student engagement, (5) working relationship between school, site, and students, and, (6) students' continuity at the site. Health systems science is an emerging focus for medical schools, and educators are challenged to design practice-based roles that enhance education and add value to patient care. Health professions' schools implementing value-added roles will need to invest resources and strategize about best-practice strategies to guide efforts.

A systematic review of the literature describing the outcomes of near-peer mentoring programs for first year medical students.

PubMed

Akinla, Olawunmi; Hagan, Pamela; Atiomo, William

2018-05-08

Transition into higher education has been identified as one of the most stressful periods for learners. Interventions targeting the transition phase such as near- peer mentoring might help address some of these challenges. We were however unable to identify a published systematic review of the literature describing outcomes of near-peer mentoring of medical students during the transition phase into medical school. The aim of this paper is to review the literature and describe the outcomes of near-peer mentoring schemes for first-year medical students in the transition phase. A search of different electronic databases was carried out, using the search terms peer, buddy, mentor*, counsel*, advise*, tutor*, student, medical, school. 1861 articles were identified, however only 5 studies met the inclusion criteria- primary mentees should be first-years, and mentors must be inclusive of second-years but not limited to them. In reporting this paper, the PRISMA guidelines were followed. Published material on near-peer mentoring for medical students is scarce. Three outcomes for peer mentoring were identified- professional and personal development, stress reduction, and ease of transitioning. Incidentally, peer-mentoring was also found to have facilitated the development of personal and professional attitudes in the mentors. The quality of the evaluation methods in the studies was however low to moderate. Near-peer-mentoring is a way of promoting professional and personal development. It is also promising to aid transition and maintain well-being of first-year medical students. However, larger, better quality longitudinal studies, are needed to ascertain its true value for these students.

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.

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,…

Undergraduate Medical Students Using Facebook as a Peer-Mentoring Platform: A Mixed-Methods Study.

PubMed

Pinilla, Severin; Nicolai, Leo; Gradel, Maximilian; Pander, Tanja; Fischer, Martin R; von der Borch, Philip; Dimitriadis, Konstantinos

2015-10-27

Peer mentoring is a powerful pedagogical approach for supporting undergraduate medical students in their learning environment. However, it remains unclear what exactly peer mentoring is and whether and how undergraduate medical students use social media for peer-mentoring activities. We aimed at describing and exploring the Facebook use of undergraduate medical students during their first 2 years at a German medical school. The data should help medical educators to effectively integrate social media in formal mentoring programs for medical students. We developed a coding scheme for peer mentoring and conducted a mixed-methods study in order to explore Facebook groups of undergraduate medical students from a peer-mentoring perspective. All major peer-mentoring categories were identified in Facebook groups of medical students. The relevance of these Facebook groups was confirmed through triangulation with focus groups and descriptive statistics. Medical students made extensive use of Facebook and wrote a total of 11,853 posts and comments in the respective Facebook groups (n=2362 total group members). Posting peaks were identified at the beginning of semesters and before exam periods, reflecting the formal curriculum milestones. Peer mentoring is present in Facebook groups formed by undergraduate medical students who extensively use these groups to seek advice from peers on study-related issues and, in particular, exam preparation. These groups also seem to be effective in supporting responsive and large-scale peer-mentoring structures; formal mentoring programs might benefit from integrating social media into their activity portfolio.

The Impact of a Service-Learning Experience in Mentoring At-Risk Youth

ERIC Educational Resources Information Center

Wasburn-Moses, Leah; Fry, Jay; Sanders, Kari

2014-01-01

Service-learning experiences for college students are increasing in popularity. Although youth mentoring is thought to be a significant service-learning experience for students, data in this area are lacking. This study evaluates a unique school-based service-learning mentoring experience at a midsized Midwestern university. Data were collected…

"Trying to Decide … What Sort of Teacher I Wanted to Be": Mentoring as a Dialogic Practice

ERIC Educational Resources Information Center

Talbot, Debra; Denny, Jane; Henderson, Sarah

2018-01-01

Mentoring of pre-service teachers in school contexts is acknowledged as an important part of initial teacher education. However, finding sufficient school-based professional experience placements for pre-service teachers, ensuring the quality of the learning experiences provided by such placements, and gaining a clear understanding of what…

"Why Single Me Out?" Peer Mentoring, Autism and Inclusion in Mainstream Secondary Schools

ERIC Educational Resources Information Center

Bradley, Ryan

2016-01-01

The past decade has seen an increase in the number of students with autism attending mainstream educational provision. Improving outcomes for this group is a complex issue given the deficit of evidence-based practice. A new peer mentoring programme developed for students with autism in mainstream secondary schools was evaluated using a combination…

Ocean Science in a K-12 setting: Promoting Inquiry Based Science though Graduate Student and Teacher Collaboration

NASA Astrophysics Data System (ADS)

Lodico, J. M.; Greely, T.; Lodge, A.; Pyrtle, A.; Ivey, S.; Madeiros, A.; Saleem, S.

2005-12-01

The University of South Florida, College of Marine Science Oceans: GK-12 Teaching Fellowship Program is successfully enriching science learning via the oceans. Funded by the National Science Foundation, the program provides a unique opportunity among scientists and K-12 teachers to interact with the intention of bringing ocean science concepts and research to the classroom environment enhance the experience of learning and doing science, and to promote `citizen scientists' for the 21st century. The success of the program relies heavily on the extensive summer training program where graduate students develop teaching skills, create inquiry based science activities for a summer Oceanography Camp for Girls program and build a relationship with their mentor teacher. For the last year and a half, two graduate students from the College of Marine Science have worked in cooperation with teachers from the Pinellas county School District, Southside Fundamental Middle School. Successful lesson plans brought into a 6th grade Earth Science classroom include Weather and climate: Global warming, The Geologic timescale: It's all about time, Density: Layering liquids, and Erosion processes: What moves water and sediment. The school and students have benefited greatly from the program experiencing hands-on inquiry based science and the establishment of an after school science club providing opportunities for students to work on their science fair projects and pursuit other science interests. Students are provided scoring rubrics and their progress is creatively assessed through KWL worksheets, concept maps, surveys, oral one on one and classroom discussions and writing samples. The year culminated with a series of hands on lessons at the nearby beach, where students demonstrated their mastery of skills through practical application. Benefits to the graduate student include improved communication of current science research to a diverse audience, a better understanding of the perspective of teachers and their content knowledge, and experience working with children and youth. The GK-12 teacher mentor benefits include a resource of inquiry based ocean science activities and increased knowledge of current scientific ocean research. The K-12 students gain an opportunity to be engage with young passionate scientists, learn about current ocean science research, and experience inquiry based science activities relating to concepts already being taught in their classroom. This program benefits all involved including the graduate students, the teachers, the K-12 students and the community.

Mentoring ethnic minority counseling and clinical psychology students: A multicultural, ecological, and relational model.

PubMed

Chan, Anne W; Yeh, Christine J; Krumboltz, John D

2015-10-01

The aim of the current study was to understand the role of race and culture in successful mentoring relationships in graduate school. We examined the practices of 9 faculty mentors working with 15 ethnic minority doctoral students in counseling and clinical psychology. Grounded theory was used to discern unifying patterns and to formulate a theory of multicultural mentoring. Five overall themes significant to multicultural mentoring emerged: (a) career support and guidance tailored for ethnic minorities, (b) relationality between mentors and protégés, (c) significance of contexts, (d) interconnections across contexts, and (e) multidirectionality of interactions between contexts. The 5 themes combined to form a multicultural, ecological, and relational model of mentoring. Our findings suggest that mentoring ethnic minority students can be successful, productive, and satisfying for both mentors and protégés when mentors possess the necessary skills, time, commitment, and multicultural competencies. Implications for doctoral programs in counseling and clinical psychology are discussed, along with recommendations for future research directions. (c) 2015 APA, all rights reserved).

E-Sponsor Mentoring: Support for Students in Developmental Education

ERIC Educational Resources Information Center

Hodges, Russ; Payne, Emily Miller; Dietz, Albert; Hajovsky, Michelle

2014-01-01

Researchers investigated the use of two mentoring programs for students who were part of a support component of Fundamentals of Conceptual Understanding and Success (FOCUS), a comprehensive intervention grant for students enrolled in developmental mathematics coursework at a large public Texas university. The technology-based mentoring program,…

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…

Authors "in Residence" Make Writing Fun! Online Mentors Help Fourth Graders Compose Original Stories

ERIC Educational Resources Information Center

Hagins, Chelsea; Austin, Jackie; Jones, Raven; Timmons, Taylor

2004-01-01

Chelsea pointed to four sentences on her computer screen. "Am I done, Mrs. Weeg?" Writing was not her favorite activity. She and five other fourth-grade classmates were in the early stages of writing a story in the global classroom. For the past four years, 12 students at Delmar Elementary School have taken part in this online mentoring program,…

School Climate, Connectedness and Academic Achievement: Examining Positive Impacts from High School Mentoring Services

ERIC Educational Resources Information Center

Angus, Rebecca; Hughes, Thomas

2017-01-01

Schools regularly implement numerous programs to satisfy widespread expectations. Often, implementation is carried out with little follow-up examining data that could help refine or determine the ultimate worth of the intervention. Through utilization of both descriptive and empirical methods, this study delved into the long-term effectiveness of…

European School-to-Work Systems: A View from the American States. Issue Brief.

ERIC Educational Resources Information Center

National Governors' Association, Washington, DC.

Representatives of the School-to-Work Roundtable studied education systems and work force training programs in Denmark and Germany. The group visited vocational schools, technical colleges, and firms sponsoring apprentices in Copenhagen and Munich and spoke with students, teachers, and mentors in apprenticeships in metalworking, textiles,…

Gotta Have It! Pepsi Challenges Students to Stay in School.

ERIC Educational Resources Information Center

Punsalan, Carla M.

1993-01-01

A program sponsored by Pepsi-Cola Company is designed to provide students in inner-city school districts with reasons for staying in school. Incentives for students include scholarship credit of $250 for each semester in which they maintain a C average; mentor-teachers receive $1,000 for continuing education, classroom enhancement, or the…

Lessons from an Alternative-Certification Program.

ERIC Educational Resources Information Center

Barkley, Brenda Stallion

1999-01-01

Describes Kentucky's Alternative Training Program for the Preparation of Candidates for Initial Certification, presenting the story of one individual who made a career change to teaching after 15 years as a broadcast journalist. The paper discusses state guidelines, the mentor teacher, the school district alternative training program, the…

48 CFR 719.273-5 - Selection of Protégé firms.

Code of Federal Regulations, 2010 CFR

2010-10-01

... (USAID) Mentor-Protégé Program 719.273-5 Selection of Protégé firms. (a) Mentor firms will be solely responsible for selecting Protégé firms. Mentors are encouraged to select from a broad base of small business.... (b) Mentors may have multiple Protégés. However, to preserve the integrity of the Program and assure...

A service-learning project to eliminate barriers to oral care for children with special health care needs.

PubMed

DeMattei, Ronda R; Allen, Jessica; Goss, Breanna

2012-06-01

Children with special health care needs face many barriers to oral care and are at high risk for oral disease. School nurses are in a unique position to promote oral wellness in this vulnerable population. Collaboration between school nurses and dental hygiene faculty resulted in the formation of a partnership between a university-based dental hygiene program and two special education districts in rural southern Illinois. Senior dental hygiene students participated in a school-based service-learning project that provided dental examinations, preventive services, and education to children with special health care needs. Evidence-based behavioral interventions were used to teach children to comply with oral procedures. School nurses mentored dental hygiene students in behavior management of children. Dental exams were provided to 234 children from four special education schools with the majority receiving cleanings and fluoride.

Supporting Beginner Teacher Identity Development: External Mentors and the Third Space

ERIC Educational Resources Information Center

McIntyre, Joanna; Hobson, Andrew J.

2016-01-01

This paper reports findings from a study of support provided by non-school-based mentors of secondary science teachers in England. It focuses on the identity development of beginning teachers of physics, some of the recipients of the mentoring. Drawing on the analysis of interview and case study data, and utilising third space theory, the authors…

Characterizing Mathematics Teaching Research Specialists' Mentoring in the Context of Chinese Lesson Study

ERIC Educational Resources Information Center

Gu, Feishi; Gu, Lingyuan

2016-01-01

This study examines how mathematics teaching research specialists mentor practicing teachers during post-lesson debriefs of a lesson study in China. Based on a systematic, fine-grained analysis of 107 h of videotaped mentoring meetings of 20 groups of teachers and teaching research specialists from different elementary schools, this study reveals…

Preparing the “New” Biologist of the Future: Student Research at the Interface of Mathematics and Biology

PubMed Central

Bishop, Pamela; Lenhart, Suzanne

2010-01-01

We describe a unique Research Experience for Undergraduates and Research Experience for Veterinary students summer program at the National Institute for Mathematical and Biological Synthesis on the campus of the University of Tennessee, Knoxville. The program focused on interdisciplinary research at the interface of biology and mathematics. Participants were selected to work on projects with a biology mentor and a mathematics mentor in an environment that promoted collaboration outside of the students' respective disciplines. There were four research projects with teams of four participants and two faculty mentors. The participants consisted of a mixture of 10 undergraduates in biology- and mathematics-related disciplines, four veterinary students, and two high-school teachers. The activities included lectures on both the biological and mathematical backgrounds of the projects, tutorials for software, and sessions on ethics, graduate school, and possible career paths for individuals interested in biology and mathematics. The program was designed to give students the ability to actively participate in the scientific research process by working on a project, writing up their results in a final report, and presenting their work orally. We report on the results of our evaluation surveys of the participants. PMID:20810963

Preparing the "new" biologist of the future: student research at the interface of mathematics and biology.

PubMed

Duncan, Sarah I; Bishop, Pamela; Lenhart, Suzanne

2010-01-01

We describe a unique Research Experience for Undergraduates and Research Experience for Veterinary students summer program at the National Institute for Mathematical and Biological Synthesis on the campus of the University of Tennessee, Knoxville. The program focused on interdisciplinary research at the interface of biology and mathematics. Participants were selected to work on projects with a biology mentor and a mathematics mentor in an environment that promoted collaboration outside of the students' respective disciplines. There were four research projects with teams of four participants and two faculty mentors. The participants consisted of a mixture of 10 undergraduates in biology- and mathematics-related disciplines, four veterinary students, and two high-school teachers. The activities included lectures on both the biological and mathematical backgrounds of the projects, tutorials for software, and sessions on ethics, graduate school, and possible career paths for individuals interested in biology and mathematics. The program was designed to give students the ability to actively participate in the scientific research process by working on a project, writing up their results in a final report, and presenting their work orally. We report on the results of our evaluation surveys of the participants.

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.

General Atomics Sciences Education Foundation Outreach Programs

NASA Astrophysics Data System (ADS)

Winter, Patricia S.

1997-11-01

Scientific literacy for all students is a national goal. The General Atomics (GA) Foundation Outreach Program is committed to playing a major role in enhancing pre-college education in science, engineering and new technologies. GA has received wide recognition for its Sciences Education Program, a volunteer effort of GA employees and San Diego science teachers. GA teacher/scientist teams have developed inquiry-based education modules and associated workshops based on areas of core competency at GA: Fusion -- Energy of the Stars; Explorations in Materials Science; Portrait of an Atom; DNA Technology. [http://www.sci-ed-ga.org]. Workshops [teachers receive printed materials and laboratory kits for ``hands-on" modules] have been presented for 700+ teachers from 200+ area schools. Additional workshops include: University of Denver for Denver Public Schools; National Educators Workshop; Standard Experiments in Engineering Materials; Update '96 in Los Alamos; Newspapers in Education Workshop (LA Times); American Chemical Society Regional/National meetings, and California Science Teachers Association Conference. Other outreach includes High School Science Day, school partnerships, teacher and student mentoring and the San Diego Science Alliance [http://www.sdsa.org].

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.

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.

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

ERIC Educational Resources Information Center

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

2010-01-01

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

A Fifth Year Professional Training Program for Elementary School Teachers: Its Development through Mentoring and Internship.

ERIC Educational Resources Information Center

Jablonski, Ann

This paper describes the development of an experimental, alternative, graduate-level preservice teacher education program at Fordham University, the Internship Fellowship Program. The 15-month program includes an Instructional Training Laboratory (ITL) during the first summer, which supports the intern's acquisition of cognitive and performance…

An Online High School "Shepherding" Program: Teacher Roles and Experiences Mentoring Online Students

ERIC Educational Resources Information Center

Drysdale, Jeffery S.; Graham, Charles R.; Borup, Jered

2014-01-01

Several online programs use on-site facilitators to create a stronger sense of community and reduce student dropout. However, very little research addresses how programs that are fully online can provide their students with comparable support. Using K-12 online research, this case study analyzed a "shepherding program" at Mountain…

Induction Programs for the Support and Development of Beginning Teachers of Science. National Science Teachers Association Position Statement

ERIC Educational Resources Information Center

National Science Teachers Association (NJ1), 2007

2007-01-01

The National Science Teachers Association (NSTA) recommends that schools and teacher preparation programs provide new teachers of science with comprehensive induction programs. Research suggests these programs should address specifics for teachers of science, involve trained mentors, provide adequate time to support continual learning of new…

How Do School Districts Mentor New Teachers? REL 2016-125

ERIC Educational Resources Information Center

DeCesare, Dale; Workman, Simon; McClelland, Abby

2016-01-01

This report provides a snapshot of school district policies for mentoring new teachers in five Regional Educational Laboratory Central states (Kansas, Missouri, Nebraska, North Dakota, and South Dakota). State education agencies collected survey data from school districts on who provides mentoring, how time spent mentoring changes after the first…

Preparing College Students to Teach an Environmental Problem Solving Curriculum to Middle School Students

NASA Astrophysics Data System (ADS)

Powers, S. E.

2001-12-01

An NSF-funded project-based program was implemented by Clarkson University in 2000 to increase the interest and knowledge of middle school students in science, math and technology through the solution of an environmental problem that is relevant to their local school community. Clarkson students developed curricula for 7th and 8th grade science and technology classes and then worked with the middle school students throughout the year to reduce to transform solid waste into healthy soil for plant growth. The solution to this problem provided a vehicle to teach fundamental science and math content as well as the process of doing science and solving problems. Placing college science and engineering students in the classroom proved to be a great mechanism for engaging students in science topics and providing mentoring experiences that differ greatly from those that a practicing professional can provide. It is clear, however, that the students must be well prepared for this experience to maximize the benefits of university - school district partnership programs. The objective of this presentation will be to describe the training program that has been developed to prepare Clarkson students to work effectively in middle school classrooms. The Clarkson students are trained for their classroom experiences during the summer before they enter the classroom. They receive three credits for the training, curriculum development, and teaching efforts. It is expected that the students have the necessary background in science and technology to teach themselves the content and environmental relevance of the problem they will be teaching. Lectures and workshops focus on how to transform this knowledge into a project-based curriculum that meets the needs of the teachers, while also exciting the students. Lecture/workshops include: team work; components of an effective class and teacher; project planning and management; problem solving process; inquiry based learning, deductive/inductive learning; creating unit/lesson plan; defining learning objectives; incorporating mentoring into program; NYS standards and science exam; and, assessment techniques. Journals are used to encourage the fellows to reflect on their learning and own educational experiences. An evaluation of the program by both Clarkson students and their partner teachers indicated that this training was appropriate for the students to enter the classroom as professional scientists and engineers. Their classroom interaction skills improved throughout the year.

Mentoring Interventions and the Impact of Protective Assets on the Reproductive Health of Adolescent Girls and Young Women.

PubMed

Plourde, Kate F; Ippoliti, Nicole B; Nanda, Geeta; McCarraher, Donna R

2017-08-01

Adolescent girls and young women (AGYW) are disproportionately affected by HIV and AIDS and other negative reproductive health (RH) outcomes. Emerging evidence suggests that programs to build AGYW's assets can help reduce their vulnerability to poor RH. Mentoring interventions have demonstrated a positive impact on a variety of youth development outcomes, including the protective assets needed to circumvent poor RH outcomes. The purpose of this review was to understand the types of mentoring programs for AGYW that have demonstrated effectiveness in improving protective assets, and/or, RH knowledge, intentions, behaviors, or outcomes themselves. Interventions were identified through an electronic search of the peer-reviewed and the gray literature. Studies were excluded in stages based on reviews of titles, abstracts, and full text. A review of 491 publications yielded a total of 19 articles that were included in the final review. The majority of the publications examined the impact of the one-to-one mentoring model in the United States. However, a good proportion examined the impact of both one-on-one and group-based interventions globally. The few interventions that followed a group-based model demonstrated more promise; evaluations of this model demonstrated a positive impact on RH knowledge and behavior, academic achievement, financial behavior, and social networks, as well as reductions in the experience of violence. Group-based mentoring programs demonstrated the most promise in building AGYW's protective assets and improving their RH outcomes. The most successful interventions consisted of multiple components, including mentoring, that sought to directly improve AGYW's protective assets and met with more frequency over a longer duration. Despite the promising evidence, more research is needed to better understand the relationship between assets and RH; the characteristics of successful mentoring programs; and the influence mentoring alone has on RH outcomes, versus mentoring as part of a larger RH program. Copyright © 2017 Society for Adolescent Health and Medicine. All rights reserved.

Mentoring medical students in your general practice.

PubMed

Fraser, John

2016-05-01

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

Elder Specialists: Psychosocial Aspects of Medical Education in Geriatric Care

ERIC Educational Resources Information Center

McCann-Stone, Nancy; Robinson, Sherry B.; Rull, Gary; Rosher, Richard B.

2009-01-01

This paper describes an Elder Specialist Program developed by one school of medicine to sensitize medical students to geriatric psychosocial issues. Elder Specialists participate in panel discussions as part of each geriatric session. As an alternative to traditional senior mentoring programs, the Elder Specialist Program provides all students a…

The role of the faculty mentor to the REU experience: insights from an international REU

NASA Astrophysics Data System (ADS)

Houser, C.; Cahill, A. T.; Lemmons, K.

2012-12-01

The Texas A&M REU in Costa Rica provides students with an opportunity to participate in research on the ecohydrology of a tropical pre-montane forest. The international and field components of this program require both that students to work in research clusters of several faculty and students, and that each of the clusters contribute to a primary research question of closing the water budget for a small watershed. Specifically, students and faculty participate in precipitation (P), evapotranspiration (E), hydrology (Q) or subsurface storage (DS) research clusters. It is argued that having the students at a central research station location and focusing their research on a common research problem is an important aspect of an international REU program to avoid a feeling of isolation and to ensure that the students remain safe in their research and during their free time. However, this shared experience and research question can highlight differences among the faculty mentors and make the students evaluate their individual experience more critically. To better understand the relationship between the REU student and their faculty mentor(s), we have been conducting pre- and post-surveys, interviews, and focus groups to understand their experience in the REU and the manner in which the faculty mentor can affect that experience and the desire to continue in research. Results of the pre-trip survey suggest that the undergraduate students are most concerned about their projects and show little no concern about the faculty mentor with whom they will be completing their research. Post-trip results from 2011 and 2012 suggest that mentors had a much greater impact on the experience than expected. Many students said that their future research/graduate school plans were significantly affected by their REU mentor relationship. One student said that by working closely with mentors, "you know that what you are doing and learning is pertinent because you are learning it from actual researchers." The overall results suggest that the student-to-mentor relationship created through these authentic experiences is highly influential in either encouraging or discouraging students to conduct future research and/or attend graduate school.

Undergraduate Medical Students Using Facebook as a Peer-Mentoring Platform: A Mixed-Methods Study

PubMed Central

Gradel, Maximilian; Pander, Tanja; Fischer, Martin R; von der Borch, Philip; Dimitriadis, Konstantinos

2015-01-01

Background Peer mentoring is a powerful pedagogical approach for supporting undergraduate medical students in their learning environment. However, it remains unclear what exactly peer mentoring is and whether and how undergraduate medical students use social media for peer-mentoring activities. Objective We aimed at describing and exploring the Facebook use of undergraduate medical students during their first 2 years at a German medical school. The data should help medical educators to effectively integrate social media in formal mentoring programs for medical students. Methods We developed a coding scheme for peer mentoring and conducted a mixed-methods study in order to explore Facebook groups of undergraduate medical students from a peer-mentoring perspective. Results All major peer-mentoring categories were identified in Facebook groups of medical students. The relevance of these Facebook groups was confirmed through triangulation with focus groups and descriptive statistics. Medical students made extensive use of Facebook and wrote a total of 11,853 posts and comments in the respective Facebook groups (n=2362 total group members). Posting peaks were identified at the beginning of semesters and before exam periods, reflecting the formal curriculum milestones. Conclusions Peer mentoring is present in Facebook groups formed by undergraduate medical students who extensively use these groups to seek advice from peers on study-related issues and, in particular, exam preparation. These groups also seem to be effective in supporting responsive and large-scale peer-mentoring structures; formal mentoring programs might benefit from integrating social media into their activity portfolio. PMID:27731859

The University of Minnesota Morris (UMM) STEP Program: an initiative to encourage the participation of Native Americans in the sciences

NASA Astrophysics Data System (ADS)

Cotter, J. F.

2009-12-01

The goal of the UMM STEP program is to increase the number of graduates in STEM fields through innovative curricular, recruiting and mentoring strategies. A unique focus of the UMM STEP program is increasing the number of Native American science majors. The STEP program fosters a summer research environment where peer interaction and mentoring creates a web of support. To do so we will establish a supportive and fulfilling pipeline that: 1) Identifies Native American students and involves them in research while they are high school; 2) Mentors and prepares participants for university academics the summer before their freshman year; 3) Provides a complete tuition waiver, mentoring and a support network throughout their undergraduate career; and 4) Involves participants in an active and dynamic summer undergraduate research environment where under-represented individuals are in the majority. The third and fourth components of this pipeline are in very good shape. The Morris campus was originally established as an Indian School in 1887. When the federal government deeded the Indian school campus to the University of Minnesota a stipulation was that Native American students attend the college for free. At present, 196 Native Americans are enrolled at UMM (50 are STEM majors). The UMM STEP research experience provides the unique opportunity to interact with a scientific community that both breaks down a number of traditional barriers and aids in the maturation of these students as scientists. In Summer 2008, 4 students were involved in summer research and in 2009 seven Native American students participated. Early efforts of the UMM STEP program are encouraging. UMM Admissions staff used the UMM STEP program to recruit Native American students and the P.I. phoned “uncommitted admits”, visited reservations and hosted reservation student visits. The result was an increase in freshman Native American Science majors from 7 in Fall 2007, 15 in fall 2008 and 20 in fall 2009. Overall, Native American Science majors increased from 33 (2007) to 39 (2008) and now 50 (2009). One UMM STEP participant from summer of 2008 graduated and is now in the University of Wisconsin Pharmacy Program. The biggest challenge to date for the UMM STEP program is making contact with rising junior and senior High School students. As a result, the envisioned UMM STEP “pipeline” remains without a solid foundation. Strategies employed to resolve this situation include: 1) writing to all educators with announcements and advertisements for summer opportunities for High School Juniors, 2) contacting alumni who educators in school districts with a significant number of Native American students, 3) utilizing the UMM STEP review board to make additional contacts in reservations, and 4) bringing UMM STEP students to High Schools to talk about their experiences and answer questions about UMM. This research is funded by the NSF STEP program (NSF/DUE-0653063).

The South Carolina Collaborative Undergraduate HBCU Student Summer Training Program

DTIC Science & Technology

2014-03-01

Trial Perceptions in a Predominantly African American Sample in South Carolina Ms. Jasmine Fox SC State University Dr. Victoria Findlay NIH/NCI...145 146 147 148 149 150 151 Jasmine Fox Mentor: Dr. Victoria Findlay Funding Source: NIH/NCI P20 South Carolina Cancer...Presentations and Honors GRE Status Graduate School Admission Ms. Jasmine Fox SC State University Mentor: Dr. Victoria Findlay Research Project: MiR

The Dialectical Problematic of Resolving the Black-White Academic Achievement Gap and Climate Change

ERIC Educational Resources Information Center

Mocombe, Paul C.

2018-01-01

In this article, I argue that resolving the Black-White academic achievement gap is incompatible with the emerging issues of global climate change. That is, solutions (equitable funding of schools and resources, school integration movements, and after-school and mentoring programs) for closing the gap in order so that Blacks in America and…

Project Summary Report

NASA Technical Reports Server (NTRS)

Upchurch, Christopher

2011-01-01

The project, being the development of resource management applications, consisted entirely of my own effort. From deliverable requirements provided by my mentor, and some functional requirement additions generated through design reviews, It was my responsibility to implement the requested features as well as possible, given the resources available. For the most part development work consisted of database programming and functional testing using real resource data. Additional projects I worked on included some firing room console training, configuring the new NE-A microcontroller development lab network, mentoring high school CubeSat students, and managing the NE interns' component of the mentor appreciation ceremony.

Albuquerque Principals Have ESP.

ERIC Educational Resources Information Center

Weingartner, Carl J.

2001-01-01

In the midnineties, Albuquerque Public Schools developed an Extra Support for Principals initiative-a voluntary support program that respects participants' time constraints and schedules only three activities during the year. Both experienced and mentored principals value the program, which keeps more beginning administrators on the job. (MLH)

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.

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

ERIC Educational Resources Information Center

Meerbaum-Salant, Orni; Hazzan, Orit

2010-01-01

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

"What" and "how" does a mentor teacher learn during a secondary science teacher candidate's internship?

NASA Astrophysics Data System (ADS)

Ashmann, Scott A.

Teaching science for understanding is hard work. Not many teachers leave a teacher education program sufficiently prepared to engage in this practice. In fact, many veteran teachers struggle with this complicated task, so effective professional development is needed. One approach that may hold some promise is being a mentor teacher to an intern. To investigate this possibility, the following central question guided this study: "What" and "how" does a secondary science teacher learn about the practices of teaching from the experience of being a mentor teacher for a science intern? A conceptual framework based on three planes of focus was utilized in this study. These planes are (a) a focus on the larger learning community and context, (b) a focus on the local learning community and activities, and (c) a focus on learners and purposes. Data were collected on two focus mentor teachers. These data included observations of interactions between the mentor and intern, responses to clarifying questions, interviews with other science teachers, and observations of both the mentor and the intern teaching lessons. Relationships among the characteristics of the context of the school and science department with the mentor teacher's theory of learning and teaching practices and the patterns of practice the mentor used in responding to specific occasions for learning were explored. It was found that these characteristics are related to five elements of mentor teacher learning: the social environment, resource use, defining tasks, the learning process, and the nature of a satisfactory conclusion. Two conclusions were made. The first was that remarkably detailed parallels exist among key elements in the context in which a mentor teacher works, the mentor teacher's approaches to teaching and learning, and the mentor's response to occasions for learning during the internship. The second was that differences among mentors in these key elements could account for differences in "what" was learned and "how" it was learned.

Beginning Teachers' Experiences Working with a District-Employed Mentor in a North Carolina School District

ERIC Educational Resources Information Center

Hobbs, Kari S.; Putnam, Jennifer

2016-01-01

This study is concerned with the experiences of beginning teachers working with a district-employed mentor. Based on Illeris's (2002) Three Dimensions of Learning, the study sought to understand the cognitive, emotional, and social processes involved in working with a mentor through the use of one-on one, in-depth interviews. Nine beginning…

A qualitative content analysis of peer mentoring video calls in adolescents with chronic illness.

PubMed

Ahola Kohut, Sara; Stinson, Jennifer; Forgeron, Paula; van Wyk, Margaret; Harris, Lauren; Luca, Stephanie

2018-05-01

This article endeavored to determine the topics of discussion during open-ended peer mentoring between adolescents and young adults living with chronic illness. This study occurred alongside a study of the iPeer2Peer Program. Fifty-two calls (7 mentor-mentee pairings) were audio recorded, transcribed verbatim, and analyzed using inductive coding with an additional 30 calls (21 mentor-mentee pairings) coded to ensure representativeness of the data. Three categories emerged: (1) illness impact (e.g., relationships, school/work, self-identity, personal stories), (2) self-management (e.g., treatment adherence, transition to adult care, coping strategies), and (3) non-illness-related adolescent issues (e.g., post-secondary goals, hobbies, social environments). Differences in discussed topics were noted between sexes and by diagnosis. Peer mentors provided informational, appraisal, and emotional support to adolescents.

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

ERIC Educational Resources Information Center

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

2012-01-01

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

Expert Recommended Strategies for Classroom Management for Beginning Teachers Placed in Hard-to-Staff Schools in Urban School Districts

ERIC Educational Resources Information Center

Alexis, Chelly C.

2014-01-01

Purpose: The purpose of this study was to get the opinion of a panel of experts as to which classroom management strategies should be implemented in urban school district mentoring programs to help beginning teachers who are placed in hard-to-staff schools in Los Angeles County, California. Methodology: This Delphi study included 20 expert mentors…

Renewable Microgrid STEM Education & Colonias Outreach Program

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

None, None

To provide Science, Technology, Engineering, and Math (STEM) outreach and education to secondary students to encourage them to select science and engineering as a career by providing an engineering-based problem-solving experience involving renewable energy systems such as photovoltaic (PV) panels or wind turbines. All public and private schools, community colleges, and vocational training programs would be eligible for participation. The Power Microgrids High School Engineering Experience used renewable energy systems (PV and wind) to provide a design capstone experience to secondary students. The objective for each student team was to design a microgrid for the student’s school using renewable energymore » sources under cost, schedule, performance, and risk constraints. The students then implemented their designs in a laboratory environment to evaluate the completeness of the proposed design, which is a unique experience even for undergraduate college students. This application-based program was marketed to secondary schools in the 28th Congressional District through the Texas Education Agency’s (TEA) Regional Service Centers. Upon application, TEES identified regionally available engineers to act as mentors and supervisors for the projects. Existing curriculum was modified to include microgrid and additional renewable technologies and was made available to the schools.« less

PlantingScience: Fostering student research through scientific inquiry and online mentorship

USDA-ARS?s Scientific Manuscript database

PlantingScience is an inquiry and science mentorship program, led by the Botanical Society of America and supported by 14 Scientific Society partners that brings together students (middle school through high school), plant scientists (as mentors), and teachers from across the nation. Using several l...

West Virginia University's Health Sciences and Technology Academy

ERIC Educational Resources Information Center

Chester, Ann; Dooley, Elizabeth

2011-01-01

This article describes the Health Sciences and Technology Academy, an outreach and engagement program by West Virginia University to encourage higher education faculty members and administrators, public school teachers, and community leaders to assume the responsibility of mentoring high school students. The primary goal is to increase the college…

Preservice Teachers' Perceptions of Mathematics Education in Urban Schools

ERIC Educational Resources Information Center

Walker, Erica N.

2007-01-01

This article reports findings from a study of preservice mathematics teacher education students and their beliefs about and experiences with students in an urban high school. The preservice teacher education students participated as mentors to a group of peer tutors in a mathematics tutoring program. Data collected from questionnaires and…

An Open Letter to a New Principal

ERIC Educational Resources Information Center

Hall, Pete

2009-01-01

During the author's first decade in school administration, coupled with his work with the National Association of Elementary School Principals' National Principal Mentoring Certification Program, he has collected a few nuggets worth sharing to rookie principals. In this article, he discusses what he calls his 7UP (Seven Unyielding Principles): (1)…

The Spencer Research Training Grant at the Penn Graduate School of Education: Implementation and Effects

ERIC Educational Resources Information Center

Kecskemethy, Thomas A.

2008-01-01

Background/Context: The Research Training Grant (RTG) program at the University of Pennsylvania's Graduate School of Education aimed to create strong research training experiences for predissertation fellows through generous financial aid, mentored research apprenticeships, and cocurricular experiences. Collectively these offerings sought to…

Summer Counseling. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2018

2018-01-01

"Summer counseling" is designed to help college-intending high school graduates complete the steps needed to enroll in college and start their college careers. These programs provide services during the months between high school graduation and college enrollment and involve outreach by college counselors or peer mentors via text…

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

PubMed Central

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

2010-01-01

Background To determine the characteristics associated with having a mentor, the association of mentoring with self-efficacy, and the content of mentor–mentee interactions at the University of California, San Francisco (UCSF), we conducted a baseline assessment prior to implementing a comprehensive faculty mentoring program. Method We surveyed all prospective junior faculty mentees at UCSF. Mentees completed a web-based, 38-item survey including an assessment of self-efficacy and a needs assessment. We used descriptive and inferential statistics to determine the association between having a mentor and gender, ethnicity, faculty series, and self-efficacy. Results Our respondents (n=464, 56%) were 53% female, 62% white, and 7% from underrepresented minority groups. More than half of respondents (n=319) reported having a mentor. There were no differences in having a mentor based on gender or ethnicity (p≥0.05). Clinician educator faculty with more teaching and patient care responsibilities were statistically significantly less likely to have a mentor compared with faculty in research intensive series (p<0.001). Having a mentor was associated with greater satisfaction with time allocation at work (p<0.05) and with higher academic self-efficacy scores, 6.07 (sd = 1.36) compared with those without a mentor, 5.33 (sd = 1.35, p<0.001). Mentees reported that they most often discussed funding with the mentors, but rated highest requiring mentoring assistance with issues of promotion and tenure. Conclusion Findings from the UCSF faculty mentoring program may assist other health science institutions plan similar programs. Mentoring needs for junior faculty with greater teaching and patient care responsibilities must be addressed. PMID:20431710

Conceptualizing the Roles of Mentor Teachers during Student Teaching

ERIC Educational Resources Information Center

Butler, Brandon M.; Cuenca, Alexander

2012-01-01

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

Introduction to Biological Research: A Laboratory Course in Microbiology

ERIC Educational Resources Information Center

Dudley, Aimee M.; Cardozo, David Lopes

2006-01-01

In this paper, the authors describe their development of an introductory laboratory course in microbiology that is geared towards students in grades 8-10. The course was developed as part of the Mentoring for Science Program at Harvard Medical School, an outreach program created by the Minority Faculty Development Program, directed towards…

Dietary Improvements among African American Youth: Results of an Interactive Nutrition Promotion Program

ERIC Educational Resources Information Center

Rosemond, Tiara N.; Blake, Christine E.; Jenkins, Kelli A.; Buff, Scotty M.; Moore, Justin B.

2015-01-01

Background: The Junior Doctors of Healthq (JDOH) program was developed from a collaboration between a large medical university, school district, and community organization to address obesity-related behaviors in children through education, skill building, and mentoring. Purpose: Evaluate the impact of the JDOH program on self-efficacy for and…

Career Development Institute with Enhanced Mentoring: A Revisit

PubMed Central

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

2015-01-01

Objective The need for innovative methods to promote training, advancement, and retention of clinical and translational investigators in order to build a pipeline of trainees to focus on mental health-relevant research careers is pressing. The specific aim of the Career Development Institute for Psychiatry is to provide the necessary skill set and support to a nationally selected broad-based group of young psychiatrists and PhD researchers to launch and maintain successful research careers in academic psychiatry. The program targets such career skills as writing, negotiating, time management, juggling multiple demanding responsibilities, networking, project management, responsible conduct of research, and career goal setting. The current program builds on the previous program by adding a longitudinal, long-distance, virtual mentoring and training program, seen as integral components to sustaining these career skills. Methods Career development activities occur in four phases over a 24-month period for each annual class of up to 18 participants: online baseline career and skills self-assessment and goal setting, preparations for four-day in-person workshop, long-distance structured mentoring and online continued learning, peer- mentoring activities and post-program career progress and process evaluation. Program instructors and mentors consist of faculty from the University of Pittsburgh and Stanford University as well as successful past program graduates from other universities as peer-mentors. A comprehensive website facilitates long-distance activities to occur on-line. Continued training occurs via webinars every other month by experts discussing topics selected for the needs of each particular class. Personally assigned mentors meet individually bi-monthly with participants via a secure web-based “mentor center” that allows mentor dyads to collaborate, share, review, and discuss career goals and research activities. Results Preliminary results after the first 24 months are favorable. Almost uniformly, participants felt the program was very helpful. They had regular contact with their long-distance mentor at least every two months over the two-year period. At the end of the 2 year period, the majority of participants had full-time faculty appointments with K-award support and very few were doing primarily clinical work. Conclusions The longitudinal program of education, training, mentoring, peer support, and communications for individuals making the transition to academic research should increase the number of scientists committed to research careers in mental health. PMID:26048460

Career Development Institute with Enhanced Mentoring: A Revisit.

PubMed

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

2016-06-01

The need for innovative methods to promote training, advancement, and retention of clinical and translational investigators in order to build a pipeline of trainees to focus on mental health-relevant research careers is pressing. The specific aim of the Career Development Institute for Psychiatry is to provide the necessary skill set and support to a nationally selected broad-based group of young psychiatrists and PhD researchers to launch and maintain successful research careers in academic psychiatry. The program targets such career skills as writing, negotiating, time management, juggling multiple demanding responsibilities, networking, project management, responsible conduct of research, and career goal setting. The current program builds on the previous program by adding a longitudinal, long-distance, virtual mentoring, and training program, seen as integral components to sustaining these career skills. Career development activities occur in four phases over a 24-month period for each annual class of up to 18 participants: online baseline career and skills self-assessment and goal setting, preparations for 4-day in-person workshop, long-distance structured mentoring and online continued learning, peer-mentoring activities, and post-program career progress and process evaluation. Program instructors and mentors consist of faculty from the University of Pittsburgh and Stanford University as well as successful past program graduates from other universities as peer mentors. A comprehensive website facilitates long-distance activities to occur online. Continued training occurs via webinars every other month by experts discussing topics selected for the needs of each particular class. Personally assigned mentors meet individually bimonthly with participants via a secure web-based "mentor center" that allows mentor dyads to collaborate, share, review, and discuss career goals and research activities. Preliminary results after the first 24 months are favorable. Almost uniformly, participants felt the program was very helpful. They had regular contact with their long-distance mentor at least every 2 months over the 2-year period. At the end of the 2-year period, the majority of participants had full-time faculty appointments with K-award support and very few were doing primarily clinical work. The longitudinal program of education, training, mentoring, peer support, and communications for individuals making the transition to academic research should increase the number of scientists committed to research careers in mental health.

The American Geological Institute Minority Participation Program

NASA Astrophysics Data System (ADS)

Smith, M. J.; Byerly, G. R.; Callahan, C. N.

2001-12-01

Since 1971, the American Geological Institute (AGI) Minority Participation Program (MPP) has supported scholarships for underrepresented minorities in the geosciences at the undergraduate and graduate levels. Some of our MPP scholars have gone on to hugely successful careers in the geosciences. MPP scholars include corporate leaders, university professors, a NASA scientist-astronaut and a National Science Foundation (NSF) CAREER awardee. Yet as ethnic minorities continue to be underrepresented in the geosciences, AGI plans to expand its efforts beyond its traditional undergraduate and graduate scholarships to include diversity programs for secondary school geoscience teacher internships, undergraduate research travel support, and doctoral research fellowships. Funding for the MPP has come from multiple sources, including industry, scientific societies, individuals, and during the last 10 years, the NSF. College-level students apply for the MPP awards or award renewals, and the MPP Advisory Committee selects scholarship recipients based upon student academic performance, financial need, and potential for success as a geoscience professional. Mentoring is a long-standing hallmark of the AGI MPP. Every AGI MPP scholar is assigned a professional geoscientist as a mentor. The mentor is responsible for regular personal contacts with MPP scholars. The MPP Advisory Committee aims to match the profession of the mentor with the scholar's academic interest. Throughout the year, mentors and scholars communicate about possible opportunities in the geosciences such as internships, participation in symposia, professional society meetings, and job openings. Mentors have also been active in helping younger students cope with the major changes involved in relocating to a new region of the country or a new college culture. We believe that AGI is well-positioned to advance diversity in the geosciences through its unique standing as the major professional organization in the geosciences. AGI maintains strong links to its 37 professional Member Societies, state and federal agencies, and funding programs, many with distinctive programs in the geoscience education. AGI Corporate Associates have consistently pledged to support diversity issues in geoscience education. Current plans include seeking funding for 48 undergraduate awards at 2500 each and 24,000 to support undergraduate travel to professional meetings. We also expect to increase the size of our graduate scholarship program to 30 students and raise an additional $30,000 to support graduate travel to professional meetings.

Mentoring and Coaching in Schools: Professional Learning through Collaborative Inquiry

ERIC Educational Resources Information Center

Burley, Suzanne; Pomphrey, Cathy

2011-01-01

Can mentoring and coaching really improve professional practice? How can research and inquiry improve mentoring and coaching practice? "Mentoring and Coaching in Schools" explores the ways in which mentoring and coaching can be used as a dynamic collaborative process for effective professional learning. It demonstrates how the use of practitioner…

Work-to-School Mentoring: Childcare Center Directors and Teachers' Return to School

ERIC Educational Resources Information Center

Deutsch, Francine M.; Tong, Taryn L.

2011-01-01

As supervisors of preschool teachers, childcare center directors are well-situated to mentor their staff to pursue higher education. Telephone interviews with 78 directors examined their role as mentors in encouraging preschool teachers to take college classes. Educational mentoring was shown to be distinct from career mentoring. Logistic…

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.

Instructional Support and Guidance Enable More Students to Prepare for the Next Step.

ERIC Educational Resources Information Center

Southern Regional Education Board (SREB), 2011

2011-01-01

High schools and middle grades schools are making special efforts to keep students in school and to help them look forward with confidence to the next stage of life. They are connecting students to adult mentors or counselors who assist them in setting goals and completing a program of study for college and career readiness. They are assisting…

Using Telescopic Observations to Mentor High School Students in STEM

NASA Astrophysics Data System (ADS)

McLin, Kevin M.; Cominsky, Lynn R.

2011-03-01

Over the past two summers (2009/2010) the NASA E/PO Group at Sonoma State University has sponsored local high school students in a summer science internship program at the University. The students, chosen from Sonoma County high schools in a competitive selection process, work in various STEM fields throughout the School of Science and Technology at SSU. The two interns sponsored by the E/PO Group each summer use GORT, the NASA/Fermi-sponsored robotic observatory operated by the Group, to monitor active galaxies. They are mentored in their projects by E/PO Group personnel and by SSU undergraduates who have experience with the telescope. The students learn about the sky, telescopes and the active galaxies they observe. They also learn how to make telescopic observations and how to reduce the CCD images obtained. Interns also participate in weekly meetings with other interns working on different projects around campus. At the end of the summer all the interns present their research results at a symposium held on campus.The symposium is attended by the interns themselves, their parents and sponsoring high school science teachers, and university faculty and administrators.The program has had a positive impact on how our interns view science, as reported by themselves, and specifically on their view of astronomy, in the first year of the program.

A survey of residency program directors in anesthesiology regarding mentorship of residents.

PubMed

Gonzalez, Laura Shank; Donnelly, Melanie J

2016-09-01

Mentorship of residents has been extensively studied within many academic specialties, but not anesthesia. The purpose of this study is to determine the prevalence of formal mentorship programs among anesthesia residency programs accredited by the Accreditation Council for Graduate Medical Education in the United States by surveying residency directors. The secondary goals of the study are to describe the programs that exist and identify areas that residency directors think should be the focus of mentoring. Our survey was designed based on previous surveys administered to residency program directors from other specialties. After determination of exempt status by our institutional review board, the survey was administered via e-mail to program directors of Accreditation Council for Graduate Medical Education-accredited anesthesiology residencies. Response rate was 34% (45/131). The sample consisted of mainly university-based programs (93%). Most (88%) had a mentorship program in place. There was little consistency between methods of forming faculty-resident mentor pairs. Most mentors (84%) and mentees (79%) did not evaluate their programs. Nearly all program directors agree that mentorship is an important tool for resident development (90.6%) and that it is important to have a mentor during training (90.6%). Program directors identified the areas of career planning, professionalism, and achieving a balance between personal, career, and family demands to be the most valuable subjects to address in a mentoring relationship. Anesthesiology is currently underrepresented in the trainee mentoring literature. There is significant support for mentorship during resident training; however, the low rates of training for faculty and minimal evaluation by residents and faculty raise the question as to the efficacy of the existing programs. There is a need for more investigation of anesthesia residents' goals and perceptions of mentorship, and a more detailed evaluation of existing mentorship programs to determine the ideal structure of a mentoring program. Copyright © 2016 Elsevier Inc. All rights reserved.

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.

Postdoctoral Mentoring at the Space Telescope Science Institute

NASA Astrophysics Data System (ADS)

Peeples, Molly

2018-01-01

The Space Telescope Science Institute (STScI) has, on average, about 30 postdoctoral researchers. This groups is funded primarily by individual grants but includes independent Fellows (Giacconi, Lasker, and Hubble Fellows) and postdocs based at neighboring Johns Hopkins University but with supervisors based at STScI. Our mentoring program aims to support the intellectual and career development of this entire group, outside of the scientific and career mentoring they receive from their direct supervisors or fellowship sponsors. Our mentoring program consists of two parts. First and foremost, each postdoc has a mentor (someone on the research staff) with whom they meet regularly. Ideally, the mentor is not someone with whom the postdoc collaborates scientifically and can therefore provide an outside, independent, fresh perspective. As different postdocs require different kinds of mentoring, we try to best pair postdocs and mentors according to the postdocs’ needs and the mentors’ backgrounds, skills, and mentoring styles. Second, we conduct several career guidance seminars and related events throughout the year. These have included proposal writing workshops, formalized practice talks, academic job application seminars, and discussion sessions on career paths outside of academia (featuring colleagues who are no longer in academia). These workshops have the added benefit of providing the postdocs with a wider support network of staff members. Finally, we have begun to conduct an annual survey of the postdocs to gauge their experience and integration at STScI, the efficacy of the mentoring program, and to collect feedback on how to improve postdoctoral life at the Institute.

Strategies for Broadening Participation in the Geosciences: Lessons Learned From the UCAR-SOARSr Program

NASA Astrophysics Data System (ADS)

Pandya, R. E.

2004-12-01

Broadening participation in the geosciences will advance our research, enhance our education and training, and improve our ability to meet societal needs. By attracting more diverse students, we will be better postioned to provide all our students the increasingly necessary and relevant experience of working in diverse teams. Because some traditionally underrepresented groups, particularly Latinos & Hispanics, are growing much faster than the population as a whole, broader participation will enlarge the pool of talented individuals contributing to the next generation of research. Finally the geosciences will be more effective and credible when the diversity of our nation is reflected in our workforce, especially as civic discourse includes more and more complex decisions about society's interactions with the Earth and its resources. The Significant Opportunities in Atmospheric Research and Science (SOARS) seeks to broaden participation in geosciences by helping undergraduate students successfully transition to graduate programs in the atmospheric and related sciences. SOARS combines multiple research experiences, multifaceted mentoring, an encouraging community, and financial support to help students enter and succeed in graduate school. A central feature of the SOARS program is a ten-week summer immersion program in which protégés (SOARS participants) conduct scientific research at the National Center for Atmospheric Research (NCAR) or at laboratories of SOARS sponsors. During this summer research experience, SOARS protégés are supported by up to four mentors: a science research mentor, a writing mentor, a community mentor, and a peer mentor. SOARS protégés collaborate with their mentors to perform original research, prepare scientific papers, and present their research at a colloquium. SOARS also provides extensive leadership and communication training; support for conference presentations and for graduate school; and a strong scholarly community that develops from the critical mass of protégés living and working together in Boulder. Over the program's nine years, 90 protégés have participated in the SOARS. Twenty-nine protégés have completed their masters' degrees and one has successfully defended her PhD. Thirty-three SOARS protégés are enrolled in graduate programs in an atmospheric or related science. Twenty-three are enrolled in master's programs, and 10 are pursuing doctoral degrees. Sixteen protégés are currently in the professional scientific or engineering workforce. SOARS protégés have delivered over 100 posters or presentations at national or regional conferences. SOARS received the Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring in 2001 SOARS strategies can be offered for consideration by institutions seeking to develop their own programs to broaden participation. We will also report on an independent review of SOARS that will highlight other programmatic features that contribute to program success. Preliminary results suggest several key practices that include: UCARs institutional commitment to inclusiveness; personal attention to the needs of each student; opportunities for student peer interaction; and continuous program monitoring, evaluation, and adjustment.

Tensions in mentoring medical students toward self-directed and reflective learning in a longitudinal portfolio-based mentoring system - An activity theory analysis.

PubMed

Heeneman, Sylvia; de Grave, Willem

2017-04-01

In medical education, students need to acquire skills to self-direct(ed) learning (SDL), to enable their development into self-directing and reflective professionals. This study addressed the mentor perspective on how processes in the mentor-student interaction influenced development of SDL. n = 22 mentors of a graduate-entry medical school with a problem-based curriculum and longitudinal mentoring system were interviewed (n = 1 recording failed). Using activity theory (AT) as a theoretical framework, thematic analysis was applied to the interview data to identify important themes. Four themes emerged: centered around the role of the portfolio, guiding of students' SDL in the context of assessment procedures, mentor-role boundaries and longitudinal development of skills by both the mentor and mentee. Application of AT showed that in the interactions between themes tensions or supportive factors could emerge for activities in the mentoring process. The mentors' perspective on coaching and development of reflection and SDL of medical students yielded important insights into factors that can hinder or support students' SDL, during a longitudinal mentor-student interaction. Coaching skills of the mentor, the interaction with a portfolio and the context of a mentor community are important factors in a longitudinal mentor-student interaction that can translate to students' SDL skills.

The Content of Beginning Special Educators' Conversations with Their Electronic Mentors

ERIC Educational Resources Information Center

Gentry, Roberta

2016-01-01

This exploratory study examined the frequency and content of text-based interactions between special education mentors (n = 22) and mentees (n = 50) within the Electronic Mentoring for Student Success Program (eMSS). Perceived outcomes of participants, based on an open ended survey question, were also analyzed. The Interstate Teacher Assessment…