Mentoring

Rewarding and recognising researchers

by Sara Shinton

Implementing successful mentoring programs: career definition vs mentoring approach

by Kirsten Poulsen

Differences in national approaches to doctoral education: Implications for international research collaborations

by Marta Shaw

Co-authored with Melissa S. Anderson (1st author), Felly Chiteng Kot, Yiyun Jie, Takehito Kamata, Aliya Kuzabekova, Christine Lepkowski, Martha M. Sorenson, and Sonia M.R. Vasconcelos

In "International Research Collaborations: Much to be Gained, Many Ways to Get in Trouble." Ed. Melissa S. Anderson and Nicholas H. Steneck. New York: Routledge

Encouraged by their institutions and governments and aided by advances in technology and communication, researchers... more Encouraged by their institutions and governments and aided by advances in technology and communication, researchers increasingly pursue international collaborations with high hopes for scientific breakthroughs, intellectual stimulation, access to research equipment and populations, and the satisfaction of global engagement. International Research Collaborations considers what can and does go wrong in cross-national research collaborations, and how scientists can avoid these problems in order to create and sustain productive, mutually-enriching partnerships. This chapter outlines cross-national differences in the training of scientists that may pose challenges for collaboration.

The challenges of designing and implementing a doctoral student mentoring program

by Karri Holley

Co-authored with Mary Lee Caldwell, in Innovative Higher Education

GSU Spring 2012 Teaching Evaluations

by Robin Kemp

UNIVERSITY-BASED MENTORING PROGRAMMES FOR HIGH-RISK FIRST YEAR STUDENTS: A CRITICAL LITERATURE REVIEW

by Alexis Pillay

Masters Research Report

The development, implementation and perpetuation of student development programmes have become an essential strategy... more The development, implementation and perpetuation of student development programmes have become an essential strategy at South African universities, to meet the increasing massification of higher education head on. As a result of the diversification of this sector, previously disadvantaged groupings now frequent campuses, many of whom are underprepared and therefore need additional support to enhance their chances of success. Based on these conditions universities are under increasing pressure to improve student outcomes such as retention, persistence and completion. Mentoring is one mechanism used by universities to foster those outcomes. Mentoring has received considerable exposure in recent decades and this is evident by the proliferation of research covering the topic. In this report the literature on this ubiquitous yet elusive concept is reviewed. Firstly, an orientation to the problem is outlined. Secondly, the methodology for excavating secondary data sources is summarised. Thirdly, a critical review of literature is mapped out with the aim of harvesting key tenets to enable a ‘best practice’ mentoring programme capable of addressing transitional challenges of high-risk underprepared students. As a result, the meaning of mentoring is explored; the roles, categories, and typologies are defined; and theories reinforcing mentoring impact are delineated. Research demonstrates that mentoring is associated with a wide range of favourable cognitive, conative and affective outcomes. However, although higher incidence of positive outcomes associated with mentoring is found, sufficient evidence suggests that the ‘dark side’ of mentoring does exist. Lastly, a research proposal will validate how research should be undertaken to enable the development of a mentoring programme in which greater adherence to guidelines for the design and implementation of effective mentoring programmes should to be included.


Keywords: Mentoring, student development, university, undergraduate, students, first-year, extended programme, foundation provision, academic support, social support, underprepared, at-risk, high-risk, transition, retention, persistence, throughput, attrition, dropout.

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

by Heather Duncan

Programa Tutor Quirón: La utilidad de la mentoría y la inteligencia emocional // Tutor Quiron Program: Mentoring and Emotional Intelligence

by Andres Romero-Jodar

Co-authored with Laura Martínez Escudero. Published (in Spanish) in "IX Jornadas de Redes de Investigación en Docencia Universitaria," Alicante: Universidad de Alicante, 2011, pp. 2488-2503. ISBN: 978-84-694-9813-2

Recientes estudios en inteligencia emocional (Goleman 1995) han resaltado la importancia de las emociones en la... more Recientes estudios en inteligencia emocional (Goleman 1995) han resaltado la importancia de las emociones en la creación de redes interpersonales dentro del proceso de enseñanza-aprendizaje. Figuras intermedias, como los mentores, pueden ayudar a los estudiantes a desarrollar competencias emocionales necesarias para un mejor rendimiento académico. Inspirado en el proyecto Tutor Quirón de la Universidad Politécnica de Cartagena, el programa Tutor Quirón de la Universidad de Zaragoza se basa en el concepto de mentoría entre iguales. Básicamente, propone una actividad de coordinación, orientación y seguimiento entre los estudiantes del Máster y de Doctorado de Estudios Textuales y Culturales en Lengua Inglesa. La implantación de este sistema responde a un plan de acción estratégica multidisciplinar que permite supervisar con más precisión el proceso de aprendizaje de cada estudiante y, al mismo tiempo potenciar el aprendizaje autónomo y responsable. El propósito de esta comunicación es bidimensional. Por una parte, presentamos el programa concreto que estamos llevando a cabo en la Universidad de Zaragoza y por otra parte, incidimos en el papel fundamental que tiene la inteligencia emocional como elemento subyacente durante el proceso de aprendizaje en el Máster de Estudios Textuales y Culturales en Lengua Inglesa.

‘Dilemmas in measuring the impact of subject-specific mentoring on mentees learners in the Lifelong Learning Sector’

by Rebecca Eliahoo

Practitioner Research in HE July 2011 issue

This article examines dilemmas in measuring the impact of mentoring on teacher trainees and on their learners in the... more This article examines dilemmas in measuring the impact of mentoring on teacher trainees and on their learners in the lifelong learning sector (LLS). In this small-scale research project, five mentors and five mentees were asked how they might evaluate the impact that mentoring might have, not just on trainees, but on their learners. The research participants, who were from different London colleges which all run a University accredited initial teacher education course, were asked: how might they measure mentoring impact? To what extent might these forms of evaluation be considered valid and reliable? The implementation of formal mentoring for teacher trainees in the lifelong learning sector has increased the need for systematic evaluation of mentoring schemes by universities and colleges in initial teacher education. The mentors’ and mentees’ suggestions for evaluating the impact of mentoring comprised quantitative and qualitative methods and also illustrated the significant challenges to evaluating, with any precision, the benefits of mentoring in hard statistical terms.

Keywords:  Mentoring; mentor impact;lifelong learning sector;  post compulsory sector; further education; initial teacher education; initial teacher training;

Meeting the potential for mentoring in Initial Teacher Education: mentors' perspectives from the Lifelong Learning Sector

by Rebecca Eliahoo

Mentoring in social work: key findings from a women’s community-based mentoring program

by Jennifer Boddy

Reference: Boddy, J., Agllias, K., and Gray, M., (in press). Using mentoring in social work: Key findings from a women’s community-based mentoring program. Journal of Social Work Practice.

Based on a social intervention research study into mentoring with women from socioeconomically disadvantaged... more Based on a social intervention research study into mentoring with women from socioeconomically disadvantaged communities, this paper considers some of the key differences between traditional workplace and community-based mentoring when used as a social work intervention. The study involved eighteen women who participated in a preparation-for-mentoring groupwork program for twelve months. Eleven of these participants were then matched with a mentor and supported in this relationship for a further 12 months. Qualitative analysis points to three key factors likely to enhance the success of community-based mentoring relationships: (i) relational qualities, such as trust, engagement, and authenticity, (ii) mentees’ readiness for change and ability to overcome adversity, and (iii) mentors’ practical assistance with tasks and overcoming obstacles. Social workers implementing a community-based mentoring program need to be mindful of the importance of these factors in order to ensure that mentees are supported to engage effectively in any mentoring relationship and overcome structural, community, and familial barriers that may adversely affect them.

Athena's legacy: preparing women for a mentoring program

by Jennifer Boddy

Reference: Boddy, J., Agllias, K., Gray, M., and Gibbons, J. (2008) Athena’s legacy: Preparing women for a mentoring program. Social Work with Groups. 31(2), 203-222. doi: 10.1080/01609510801980666

A community-based research study conducted in 2004 identified
a number of women from disadvantaged communities... more A community-based research study conducted in 2004 identified
a number of women from disadvantaged communities who sought mentoring in personal, educational, and vocational aspects of their lives. Informed by this earlier research, a program titled Map Your Future was developed, and a pilot mentoring program commenced in 2005. This article describes the group program that was developed to prepare the women for a mentoring relationship, and the research methodology underpinning its development. It concludes with an exploration of the women’s experiences of the program.

Gregoriadis, A., & Birbili, M. (2009). «Exploring the role of student-teacher supervisors in Greek higher education: learning from the insiders”. In: Conference Proceedings “Current Issues in Preschool Education in Europe”της ΟΜΕΡ, European Regional Meeting and Conference, Syros, 28-29 April, 149-164.

by Athanasios Gregoriadis

The learning opportunities for student-teachers in practicum settings has long been acknowledged and studied in... more The learning opportunities for student-teachers in practicum settings has long been acknowledged and studied in considerable depth. Findings show that the student teaching
field experience is an essential component of learning to teach. In a number of countries, during practicum, student teachers are assigned to a university supervisor and a university professor, all of whom form a supervisory triad. In this triad, the participant who generally receives the least recognition and has been least studied is the university supervisor. As the literature indicates, supervising student teachers is a multifaceted practice and a highly cultural and contextual activity. This notion implies that research on student-teacher supervisors needs to focus not only on the acquisition of skills but also on how different contexts influence and shape their role and experience. In addition, research shows that supervisors’ perceptions of their role and responsibilities are a key element in the practice of
supervising student teachers. Within this context, the study presented here examines the perceptions of 14 supervisors, employed by a Greek university, about their role in the practice
of supervising prospective early childhood educators. The study was conducted at the Department of Early Childhood Education of Aristotle University of Thessaloniki the first six
months of the year 2008. Data were collected through a questionnaire and a focus group interview. Supervisors in this study talked, among other things, about the extent to which they feel valued as teacher educators by both the university and the Ministry of Education, their uncertainty about their role and responsibilities during students’ field experience, the
difficulties they face in their interaction with students and their need for training and a more clear definition of their role on behalf of the university.

Mentoring and coaching in promoting publications in the Department of Physiotherapy at a local university in South Africa

by Michael Rowe

A growing shift towards research and evidence based practice in academia is associated with requirements to... more A growing shift towards research and evidence based practice in academia is associated with requirements to disseminate research results in the form of publication in peer reviewed journals. Mentoring has been identified as an important component of developing young authors, as it increases confidence and competence, and facilitates professional development. This led to the formation of a support group to stimulate peer-review publication in the physiotherapy department at the University of the Western Cape. The Kirkpatrick Framework of Evaluation was used to evaluate the success of the mentoring process which made use of a participatory action research methodology. The writing group consisted of nine academic members of staff and took place over ten weeks. The programme included writing, giving feedback, discussion and peer review on a weekly basis. Focus group discussions were taped and transcribed in order to evaluate the mentoring process by identifying relationships within the data and categorising key concepts, which were shaped into a thematic framework. The findings indicated that participants experienced a variety of emotions throughout the programme, with an overall feeling of personal growth by the end. In addition, participants also reported improved writing, reviewing and communication skills. Six months following the programme, six participants had submitted at least one article to a peer reviewed journal. It is clear from this study that some academics still find the task of writing and reviewing articles daunting, and that guidance and support in the form of a writing programme can be useful.

The Man Who Prefers to Sail in Fog

by Gregory Ulmer

A brief narrative for my mentor, Bob Scholes, Brown University Emeritus, contributed to a collection of such anecdotes... more A brief narrative for my mentor, Bob Scholes, Brown University Emeritus, contributed to a collection of such anecdotes by students and colleagues.

What does it mean to mentor: One student's non traditional story

by Kenny Fasching-Varner

Co-authored with Clarie Bible - published by Think College

This brief tells the story of a role reversal and a creative
approach to postsecondary inclusive education. At a... more This brief tells the story of a role reversal and a creative
approach to postsecondary inclusive education. At a small
private college in Wisconsin, a student with a disability
served as a peer leader and mentor to students without
disabilities in a freshman seminar class. In describing this experience, we present some of the institutional challenges faced in having a student with an intellectual disability serve in the role of peer leader and mentor. We also reflect on how upending the concept of peer mentoring challenged some assumptions about integration of individuals with developmental disabilities on a college campus. Finally, we discuss the positive impact this experience had on the mentor, the professor, the class, and the students involved.

Mentors and mountainboarding: The development and delivery of an innovative program for rural adolescent males at-risk of mental health problems

by Candice Boyd

While sense of belonging to a community offers protection against depression (Glover et al. 1998), rural adolescents... more While sense of belonging to a community offers protection against depression (Glover et al. 1998), rural adolescents with mental health issues often feel isolated, lonely and socially excluded (Aisbett et al. 1997).  Furthermore, stoic attitudes and fear of social stigma often prevent rural adolescent males from engaging in traditional mental health programs (Boyd et al. 2006).  With this knowledge, we aimed to engage at-risk rural adolescent males who would otherwise not seek psychological help in an innovative program which would link them to a broader sporting community.  The project also aimed to strengthen leaders of this community to act as mentors for these young people.  In this article, we describe the development and delivery of the mentoring component of this innovative program.  The outcomes for the youth involved in this program are described in the subsequent article by Kemp and colleagues in the next edition of Children Australia.

(Academic) Families of Choice: Queer Relationality, Mentoring, and Critical Communication Pedagogy.

by Bernadette Calafell

Pattisapu, Krishna and Bernadette Marie Calafell. “(Academic) Families of Choice: Queer Relationality, Mentoring, and Critical Communication Pedagogy.” Identity and Communication Research: Intercultural Reflections and Future Directions. Eds. Nilanjana Bardhan and Mark Orbe. Lanham, MD: Lexington Books, 2012. 51-67.

The utility of mentoring homeless youth: A pilot study.

by Gizem Erdem

Bartle-Haring, S., Slesnick, N., Collins, J., Erdem, G., & Buettner, C. (in press). The utility of mentoring homeless youth: A pilot study. American Journal of Drug and Alcohol Abuse.

How to Ask Professors for Letters of Recommendation

by Ann R. Fischer

Fischer, A. R. (2009). How to ask professors for letters of recommendation. Unpublished document.

More help for students: If you are applying to graduate programs, you will need letters of recommendation from... more More help for students: If you are applying to graduate programs, you will need letters of recommendation from professors who are familiar with your work. Here are some tips for how to deal with that process in a professional way that makes a good impression.

*UPDATE: Many schools now have completely electronic systems for uploading letters of recommendation, eliminating the need for paperwork (forms, stamps, envelopes) as described in points #6 and 7.