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1.
Jennifer L. Brace Rachael R. Baiduc Denise L. Drane Luke C. Flores Greg J. Beitel 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):377-399
ABSTRACTUndergraduate research experience has been shown to enhance student learning and improve persistence in science, technology, engineering, and mathematics (STEM). Researchers studying undergraduate research experiences have largely focused on student outcomes and have seldom investigated the outcomes of graduate and postdoctoral mentors. Here, we report a non-credit, year-long mentor professional development program designed for graduate students, postdoctoral scholars, and research staff in STEM. Mentors attended a series of six interactive and discussion-based workshops and mentored first-year undergraduate students in independent summer research projects. We report evaluation findings for three mentor cohorts using a combination of qualitative analysis of mentoring philosophies and quantitative assessment of pre- and post-surveys about mentoring objectives and skills. Results indicate that mentors gained self-efficacy in some objectives and skills. However, many other objectives and skills remained unchanged. We explore possible explanations for the lack of more broad-scale gains across survey items and present ideas for program improvement. 相似文献
2.
David W. Matheson Gary Rempe Michelle N. Saltis Amanda D. Nowag 《Mentoring & Tutoring: Partnership in Learning》2020,28(1):26-43
ABSTRACTThe purpose of this quantitative study was to understand how training and the development of the mentoring relationship impacts mentor beliefs across time within a therapeutic mentoring program called Campus Connections, a community engagement program that pairs university undergraduate and graduate students with youth from the local community in a mentoring relationship for an academic semester. Specifically, we studied how mentor beliefs are constructed at the start of the mentoring program, how these beliefs shift after four weeks of training, and how mentor beliefs change after participating in the mentoring process during an academic semester. Results indicated mentors held unhelpful mentoring beliefs prior to training and that training combined with the mentoring relationship created a positive impact on mentoring beliefs. Implications for the mentoring relationship and community engagement programs are discussed based on the trajectory of mentor beliefs within the study. 相似文献
3.
Finding a suitable mentor is crucial to the success of mentoring relationships. In the mentoring literature, however, there
is conflicting evidence about the best ways to support the pairing process in organisational mentoring programs. This paper
presents a detailed analysis of the pairing process in an academic mentoring program that has implications for building a
mentoring culture in higher education. The program which began with a pilot and has continued for five years with one hundred
and twenty one participants, was conducted with mentees selecting their own mentor from a pool of mentors who volunteered
to be part of the program. In the pilot program, where mentors and mentees first met as one group, some mentees reported that
the process of selecting and approaching a mentor was uncomfortable and intimidating. Nine of twenty-three potential mentees
did not form mentoring relationships. Analysis of subsequent program evaluation data pointed to the importance of two factors
in the pairing process: personal connections and facilitation of the selection process. This study at a research-intensive
university demonstrates that when the pairing process is tailored to individual mentees, they are comfortable selecting a
mentor and to then develop a successful mentoring relationship. 相似文献
4.
Frank D. Tinari 《College Teaching》2013,61(2):61-67
Abstract An interdisciplinary mentoring program for graduate teaching assistants, the GTA mentoring program, offers the needed support for graduate students in their training as teacher-scholars. Authors outline the vision and structure of the program and highlight student, faculty, and institutional benefits. This program involves regular meetings of small teams consisting of graduate students and a faculty mentor, as well as larger group meetings of all participants. Benefits include the development of personal and professional relationships, an open forum for the discussion of teaching and research issues, increased professional support, and greater confidence in classroom instruction. 相似文献
5.
《Journal of Further & Higher Education》2012,36(3):353-363
Abstract School‐based mentors are taking increased responsibility for the initial training of student teachers as a result of government policy to lengthen the proportion of time students spend in school during their training. The role of the mentor is critical in the development of a partnership model of initial teacher education (ITE), involving close collaboration between higher education institutions (HEIs) and schools. This article draws on our research into the practice of mentoring on the one‐year Primary Postgraduate Certificate in Education (PGCE) at the Chichester Institute. Through observations of mentoring sessions at school we analyse the process of mentoring in action. Drawing on mentor observations and interviews with mentors, students and college (link) tutors we examine the diverse nature of mentoring and identify some of the common qualities of good mentoring practice. 相似文献
6.
Christy D. McGee 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):201-209
This study suggests that the process of mentoring education students is not reserved for master mentor teachers but can also be done by more advanced students. The author shares her two-year experience of enlisting Master of Arts in Teaching intern teachers to mentor senior-level baccalaureate students during the practicum attached to a 12-hour integrated content block. The qualitative data collected through interviews and open-ended survey questions reveal that the mentoring experience was positive for both sets of students. 相似文献
7.
Christopher M. Parfitt Amanda L. Rose 《Mentoring & Tutoring: Partnership in Learning》2020,28(3):278-294
ABSTRACT Informal mentoring had been previously identified as a vital component to leadership development and succession planning. Through a phenomenological approach, we sought to capture the lived experiences of aspiring school leaders pertaining to informal mentoring. Using open-ended questions and reflective activities, eight aspiring school leaders provided information about their experiences and characteristics of informal mentoring. Through a human science research perspective, four themes emerged from the data analysis: (a) defining informal mentoring, (b) characteristics of effective informal mentors, (c) constructive relationship, and (d) mentoring recommendations. Participants found their experiences with informal mentoring beneficial. There was a reported high level of trust between mentor and protégé and the process was flexible. Because the aspiring leaders sought to become school leaders in the near future, most were cognizant of the fact they needed to have quality mentors, but also be a mentor to new educators. 相似文献
8.
AbstractExperiential learning is touted as an effective way of imparting research skills. This suggests that master’s students undergoing training in research psychology should be exposed to managing projects and supervising interdisciplinary research teams and projects before entering the workplace. The Department of Psychology and Department of Town and Regional Planning at a South African university developed a near-peer mentoring programme in which the psychology master’s students mentored undergraduate urban planning students who were writing their final-year research reports. Focus group discussions with the psychology students about their experiences of the programme were analysed using phenomenography. The psychology students experienced their role as mentor in five hierarchical variations. The first four were seen as challenging, while the benefits were only experienced at the highest level of the hierarchy. Lessons learnt from the mentoring relationship that mirror certain workplace research skills are discussed followed by recommendations for improving the mentoring programme. 相似文献
9.
AbstractInterdisciplinary undergraduate research experiences often require students to work in teams with other students and researchers from different disciplines, creating a need for development of new skills in interdisciplinary collaboration. In this paper, we describe our unique efforts to mentor participants in developing these skills during our team-based research experience for undergraduates program. This effort was initiated in response to a perceived need to provide professional development in collaboration for our participants, who come from diverse backgrounds that span a range of disciplines, institutions, and cultures. We describe here the intervention used, which is a modified version of one successfully implemented in a classroom setting. Furthermore, we present our formative and summative program evaluation data regarding participants’ perceptions about what helps or hinders team science. The most-repeated themes in student evaluations, in order from most mentions to least, were: communication, goal setting, shared mental model, timing/scheduling, cooperation, non-participation, attitudes, and mentor guidance/support. Together these themes account for 82% of the student responses. Lastly, we present our observations of the positive effects of this intervention on our program. Our findings may be useful to those mentoring undergraduates in both team research and classroom group learning. 相似文献
10.
Using survey data on the third cohort of scholarship recipients in the Washington State Achievers (WSA) program, this study
first examined how the assignment of college mentor and student engagement in mentoring vary based on student and institutional
characteristics and then examined the relationship between mentor assignment and different mentoring aspects of the WSA program
and student persistence in college. The results from this project indicated that Asian American students were more likely
to have an assigned college mentor and that Hispanic students were more likely than White students to turn to their college
mentors for support and encouragement and had a higher level of perceived importance of their overall experiences with mentors.
Among all WSA recipients, having an assigned college mentor was positively related to the probability of persisting in college;
among those who had an assigned college mentor, the probability of persisting was positively associated with the extent to
which the recipients turn to mentors for support and encouragement and with their perceived importance of experiences with
mentors. 相似文献
11.
12.
John Butcher 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):197-220
This article investigates a tension in mentoring in secondary Initial Teacher Training (ITT) in England and Wales. Neither the ITT Standards nor the literature clarify which mentor strategies can be effective in the particular domain of the post-16 classroom. A case study was conducted on a sample of distance learning Postgraduate Certificate in Education (PGCE) students and their mentors as the former learned to teach post-16. Five research instruments were developed and used iteratively to generate qualitative data. This revealed that ITT mentoring is inconsistent in relation to post-16 teaching. While some mentor support was given, opportunities presented for challenge were not taken up. The results illuminate the need for more effective models of post-16 mentoring in ITT, including the use of challenge alongside support. The conclusions have implications for mentors in secondary ITT, and will be a source of help for student teachers. 相似文献
13.
Understanding how experienced teachers share and articulate effective mentoring practices can guide efforts to prepare quality mentors. This qualitative study focused on mentoring practices within a teacher-designed student-teaching program conceptualized while the mentor teachers within the program were students in a graduate-level mentoring course and implemented upon the mentors’ completion of their graduate studies. Data sources included interviews and field notes from meetings with mentors and student teachers. The results detail specific mentoring practices: explicit instruction through scaffolding, developing the whole teacher, student-teacher-directed learning, fostering student teachers’ individual practice, explicit mentoring of one another, and reflecting on mentoring. These practices were enabled by program structures such as mentor meetings, an online forum, and mentors’ observation of all student teachers in the program. 相似文献
14.
Linda S. Behar-Horenstein Xiaoying Feng Alena Prikhidko Yu Su Huan Kuang Roger B. Fillingim 《Mentoring & Tutoring: Partnership in Learning》2019,27(1):109-125
The purpose of our study was to assess how an academic health center (AHC) mentor academy program affected mentor competence and optimized the mentor–mentee relationship. Mixed methods were used to assess the effectiveness of an AHC mentor program at a clinical translational science institute (CTSI). Twenty biomedical research faculty mentors took a validated survey and submitted reflective writings to discover if they corroborated or refuted statistically significant survey results. There was a significant improvement in participants’ confidence of mentor skills, integral mentoring quality, and the extent to which they fulfill mentees’ expectations. Males provided constructive feedback and helped mentees develop goal strategies more often compared to females. Reflective writings supported these findings yet refuted two survey findings. The use of a mixed methods approach offers novel insight into how mentoring programs benefit translational research mentoring capacity building and raises questions about the sole use of surveys as evidence of program effectiveness. 相似文献
15.
This study focuses on the mentor relationships between science teachers and their scientist mentors in a summer Research Experience for Teachers program at a United States national laboratory facility. Using mixed methods, the authors surveyed and interviewed (semi-structured) the eleven participating teachers before and after the program. The authors also observed the teachers with their mentors each week. During these observations, three different types of mentoring relationships were observed. The authors highlight these through case studies of three teachers, each of whom experienced one of the three relationships. These case studies include their pre and post survey and interview data as well as classroom observations following the program. The results show that the mentoring relationship positively influences teachers?? views of scientific inquiry. The participating teachers felt a sense of membership in the science community as a result of the mentoring they received from their scientists and/or other members of their research group (i.e. graduate students, post doctorates). The three cases demonstrate that teachers felt a higher sense of ownership when they were ??discovering?? information that was new to their scientist or ??translating?? their work. All three types of mentoring relationships improved teachers?? understanding of scientific inquiry, which can translate into the classroom. 相似文献
16.
《Quest (Human Kinetics)》2012,64(4):447-462
ABSTRACTMany students experience difficulties during their graduate education. Scholars have proposed mentoring as one potential strategy to support them. While often assumed to be the sole responsibility of faculty, graduate students are also in a position to provide meaningful mentorship to their peers. Thus, the purpose of the current article is to focus on the relationship between peer mentor and mentee and provide those interested in becoming peer mentors during their graduate training with a guide to deliberately structure their interactions and relationships with mentees. More specifically, the approaches of four former peer mentors are presented. These are all grounded in theory and have been labeled: (a) autonomy-supportive mentoring, (b) mentoring with resonance, (c) community-based mentoring, and (d) self-concept-based mentoring. 相似文献
17.
In this article, we argue that mentoring of technical communication students must occur within the classroom. In our survey of students, we found that most students felt they had not been mentored. In our ethnography, we found that although students could define the term “mentor”, many were conflicted about its value. This confusion made students less likely to seek out or recognize mentoring opportunities. Students recognized mentoring practices that teachers implemented; however, they did not necessarily identify those practices as “mentoring”. We conclude that confusion arose from students' ambiguous views about mentoring and the lack of standard mentoring practices in the humanities. Therefore, teachers who intend to mentor in the classroom must (a) be more explicit in implementing elements that distinguish mentoring from teaching (e.g., intent and involvement), (b) extend an invitation to students to be mentored, and (c) help students develop a professional identity. 相似文献
18.
Rachel Louise Geesa Rebecca D. Brown Kat R. McConnell 《Mentoring & Tutoring: Partnership in Learning》2020,28(2):156-175
ABSTRACT Education doctoral (EdD) students face unique challenges to complete a doctorate as scholar-practitioners. An EdD mentoring pathways program for first year EdD students to receive support and advice from fellow colleagues and graduates of the doctoral program to successfully complete the degree at a mid-sized, midwestern university was initially implemented in the 2016–2017 academic year. In order to sustain the EdD mentoring pathways program, the program was redesigned and studied for sustainability the following year for first year EdD students (mentees). To better understand mentees’ perspectives of the mentoring pathways program, mentees participated in pre- and post-surveys, an interview, and a focus group during the 2017–2018 academic year. Themes emerged from quantitative and qualitative data and include: (a) mentees view mentors as successful role models and resources; (b) mentees used the mentoring program to connect with one another; and (c) mentees desire more access to and advice from mentors. 相似文献
19.
Hilary Dutton Pat Bullen Kelsey Deane 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):400-419
ABSTRACTMentoring relationship quality has frequently been associated with improved effectiveness of mentoring interventions for youth. As youth mentoring research has largely been undertaken in community-based, one-to-one mentoring programs in the United States, there have been recent calls to investigate mentoring relationships in specific contexts. Accordingly, this research examines relationship quality within nine mentor-mentee dyads involved in a New Zealand school-based mentoring program that combines one-to-one and group mentoring. This research identifies key features of and perceived influences on mentoring relationship quality using qualitative interviews with program staff and mentor portfolios. The results indicate that high quality relationships were formed during the program, and were primarily facilitated by mentors who demonstrated attunement, critical self-reflection, self-efficacy, and a holistic view of their mentee. Implications for practice and future research are discussed. 相似文献
20.
Julie Kunselman Christopher Hensley Richard Tewksbury 《Journal of Criminal Justice Education》2013,24(1):17-35
Mentoring academics is an integral step in aiding their professional development. This commitment to mentoring is discussed by three criminal justice professors, each in a distinct phase of his career. Three distinct mentoring models are discussed: (1) continuing a mentoring relationship with a dissertation advisor or other mentor from graduate school, (2) developing a new mentoring relationship at an academic institution where one receives a position, and (3) developing a new mentoring relationship with an academic in the same field, but at a totally separate institution. The authors describe their advancement in the field of criminal justice as it relates to the existence of a mentoring model, focusing on identifying the strengths of each model. 相似文献