Community Mentors Research Articles

Startup India initiative – A comparative study of selected states

The Government of India initiated the Startup India initiative to supplement the Make in India and Standup India initiative. The government aims to stretch this initiative across all three sectors namely primary, secondary and tertiary sectors. As a contribution to the social milieu the Startup India initiative has attracted many youth, entrepreneurs and tech-entrepreneurs. The Government plans to invest its startup corpus of Rs. 10,000 crore as a part of the Startup India Action Plan. It aims to educate the startup in areas such as developing, learning and business models. On the basis of largest number of funded tech companies Bengaluru has emerged as the largest metro startup hub. Gujarat capital city Ahmedabad an old business bastion has been attracting large number of venture capitalists and private equity investments. There is an ecosystem developing for entrepreneurs in small cities as well. Among the tier 2 cities Jaipur in Rajasthan has witnessed the presence of 21 funded startups. The study has been conducted (i) to study the startup initiatives of selected states. (ii) to study the successful startup ventures of selected states. The three states namely Karnataka, Gujarat and Rajasthan and state capital namely Bengaluru, Ahmedabad and Jaipur were selected accordingly. The results of this study are expected to reveal the Government initiatives and prominent startups of these states. The challenges faced by the new age entrepreneurs would compel the Government and emerging community of investors and mentors to focus on introducing robust startup environment.

Oxytocin receptor gene methylation and substance use problems among young African American men

BackgroundStressful or supportive social environments promote biological changes with regulatory implications for future relationships and substance abuse. Recent research suggests links between adverse social environments, prosocial relationships, methylation at the oxytocin receptor gene (OXTR), and substance abuse. The potential for OXTR methylation to act as the mechanism linking social environments to substance abuse has yet to be investigated. We hypothesized that, for young African American men, childhood adversity increases, and supportive, prosocial bonds with parents, peers, partners, and community mentors decrease OXTR methylation levels, which in turn predict increases in substance-related symptoms. MethodsA sample of 358 rural African American men (age 19 at baseline) provided self-report data at three time points separated by 18 months and a genetic specimen at Time 2. ResultsEarly adversity was associated with OXTR methylation indirectly via contemporary prosocial relationships. OXTR methylation was a proximal predictor of changes in substance-related symptoms. We found no evidence for a direct association of self-reported childhood trauma with OXTR methylation status. ConclusionsFindings suggest that OXTR methylation is linked to substance use symptomatology, ostensibly resulting in increased expression of oxytocin (OT) in peripheral and central nervous systems. OXTR may act as a mechanism to explain how prosocial ties deter substance abuse and related problems. Despite conjectures in the literature that early adversity may become physiologically embedded via methylation in the OT system, direct effects were not evident. Rather, early adversity may affect OXTR methylation via influence on contemporary prosocial relationships.

The ALiEM Faculty Incubator: A Novel Online Approach to Faculty Development in Education Scholarship.

Early- and midcareer clinician educators often lack a local discipline-specific community of practice (CoP) that encourages scholarly activity. As a result, these faculty members may feel disconnected from other scholars. Academic Life in Emergency Medicine (ALiEM) piloted the Faculty Incubator. This longitudinal, asynchronous, online curriculum focused on developing a virtual CoP among 30 early- to midcareer medical educators (the "incubatees"), 8 core faculty mentors, and 10 guest mentors. The yearlong curriculum included 12 monthly modules focusing on core concepts in medical education scholarship. The initiative connected the incubatees with a virtual community of peers and mentors, with whom they completed multiple scholarly projects, sought mentorship, and engaged professionally. The authors used an online, closed, social media platform (Slack) to facilitate the exchange of ideas. In the inaugural year (March 2016-February 2017), the mentorship team facilitated exceptional levels of online engagement among incubatees. All participants (incubatees, core mentors, and guest mentors) shared 1,081 files and exchanged a total of 22,665 messages (approximately 62 per day). Of these, 3,036 (13.4%) were via open channels, 5,483 (24.2%) via small groups, and 14,146 (62.4%) via direct messages. The ALiEM Faculty Incubator represents a proof of concept, and initial outcomes show that it is possible to engage an international group of early- to midcareer medical educators to create a vibrant online CoP. The Faculty Incubator leaders plan to determine whether this engaged group of health professions educators will increase their scholarly output as a result of this initiative.

Mentoring communities of practice: what’s in it for the mentor?

PurposeThe purpose of this paper is to address the critique of researchers, who question the effectiveness and sustainability of mentoring as a continuing professional development and learning (CPDL) process. Where a lack of awareness exists surrounding the potential benefits of mentoring for the mentor, this paper investigates whether engaging in and with mentoring through a mentoring community of practice (M-CoP) assists mentors to accrue and realise the benefits of engagement. A relationship will be drawn between the community of practice (CoP) dimensions as outlined by Wenger-Trayner and Wenger-Trayner (2015): domain, practice and community, and the perceived benefits accrued for mentors will be reported.Design/methodology/approachA qualitative approach was taken, using a participatory action learning action research strategy. In total, 12 mentors came together to form a developing M-CoP. They attended four M-CoP workshops where they grew as mentors, through the three dimensions of a CoP: domain, practice and community. Workshops were audio visually recorded and observed. Further data were gathered through an M-CoP questionnaire, pre-workshop questions, M-CoP artefacts, stimulus recall, reflective journals, reflective journey plans and extended focus group discussions. Respondent validation, inter-rater and intra-observer reliability were used. Data were coded manually and using NVivo-10 software.FindingsMany of the benefits reported were directly linked to participants’ engagement in and with the three M-CoP dimensions: domain, practice and community. Such benefits related to mentor identity, support and solidarity, engagement and interaction, sharing “for” and learning “from” other mentors, and knowledge expansion and boundary spanning. Participants reported that engaging in and with mentor education through an M-CoP was an effective CPDL process, which was beneficial for them as developing mentors.Research limitations/implicationsThe sample size was limited, based in one country and focussed upon one subject specialism. Such reported benefits need to be disseminated in order to raise the awareness of policy makers, teacher education institution managers and teacher educators, teachers and school leaders of the benefits of engaging in mentoring CPDL through the process of M-CoP engagement.Practical implicationsThe findings from this study can be used to inform policies related to the continuum of teacher education. A recommendation is made for policy makers, teacher education institution managers, school leaders and CPDL service providers to facilitate the development of M-CoPs and to support their growth. It is also suggested that government departments of education and professional standards bodies account for the resourcing of such work in the design and implementation phase of school placement developments.Originality/valueThis paper closes the following gaps in the literature: CPDL benefits of engaging in and with an M-CoP for the mentor, the relationship between CPDL benefits and CoP dimensions and the development of M-CoPs in the given socio-cultural, historical and economic context of Ireland’s teacher education system and those of similar contexts.

How Mentor Support Interacts With Mother and Teacher Support in Predicting Youth Academic Adjustment: An Investigation Among Youth Exposed to Big Brothers Big Sisters of Canada Programs

This study examines three potential contributions (i.e., additive only, hierarchical compensatory, and hierarchical conditional) of mentor support to youth academic adjustment, taking into account interactions with support from mothers and teachers. We derived data from a larger study of the Big Brothers Big Sisters (BBBS) of Canada community mentoring program. The sample included 427 youth (average age 9.8years; 64% girls, 56% White) who received one-to-one community-based mentoring for at least three months. We assessed perceptions of support from mothers and teachers before the match and assessed perceptions of support from mentors five times throughout the mentoring experience. Hierarchical linear regression analyses showed that mentor support predicted positive changes in youth academic adjustment (i.e., school attitude, academic self-efficacy, assistance seeking, and problem solving) mainly when mentees already reported high support from their mother. This finding clearly supports the conditional model and invites researchers to question the assumption that mentoring constitutes a corrective experience for young people (i.e., the compensatory model). BBBS agencies are strongly encouraged to involve parents in the mentoring process and to view them as experts, assets, and allies in their effort to meet the youth's needs.

Mentoring for all: building knowledge and community

PurposeAfter many years working with mentors for beginning teachers, both through a formal, Ministry-sponsored program, known in Ontario as the New Teacher Induction Program (NTIP) and through a university-based Faculty of Education practicum, the authors cultivated an understanding of the value of both mentoring and the communities that foster it. The authors observed that pre-service mentors are not offered the same level of support as their induction mentor counterparts. The purpose of this paper is to explore the aforementioned gap by bringing together a small group of pre-service mentor teachers with several highly trained induction mentors from the NTIP program in two full days of professional development: one day of learning and community building among mentors, and the second day of collaboration by pre-service mentors alongside their teacher candidates (TCs). The authors learned that pre-service mentors need and desire professional learning and community mentoring support to develop foundational understandings about the role of mentors and the skills and strategies that support an effective mentoring practice. As a result, the authors advocate for sustainable professional development that leverages existing programs and the clarification of the pre-service mentoring role through continued study and collaboration over time.Design/methodology/approachThis qualitative study was designed to explore, understand, and interpret pre-service mentor teachers’ experience of professional learning about mentoring and the role of the mentor, including their responses to participating in a like community of learners. This study brought together educators serving as pre-service and induction mentors to engage them in formal professional learning about mentoring, within an environment that created the conditions for collaboration and community in the context of learning about mentoring.FindingsThis study surfaces the insights related to the types of knowledge and skills that mentors developed in this study in addition to pointing toward the knowledge and skills they perceive to be necessary to their effective participation in their roles as mentors. The study also identifies both the value that pre-service mentors perceived as a result of being invited into a learning space and the dynamics of professional learning and dialogue in collaboration with their induction mentor counterparts and their pre-service mentees.Research limitations/implicationsThis research study explores a research gap in the area of mentoring as it relates to pre-service mentors or cooperating teachers. Its unique feature involves bringing together two previously segmented groups of mentors: pre-service mentors supporting developing TCs and induction mentors supporting novice teachers. It describes the value and impact of mentoring as understood by pre-service mentors, in particular identifying the reciprocal benefits they experienced. The authors also investigate and shed light on the value and impact of pre-service mentor participation in a community that is intentionally created to support their professional learning about their role. It provides recommendations for practice and indicates areas of potential research.Practical implicationsThis study surfaces the potential benefits of professional learning and community for pre-service mentors who play an integral role in supporting TCs in the completion of their education degrees. It makes practical recommendations which point to uniting pre-service and in-service mentors as participants in learning communities that build leadership capacity and advance mentoring knowledge and skills to impact the mentoring relationship. This study advocates for a restructuring existing practice in the area of pre-service mentoring to encourage professional learning and interaction that connects the work of pre-service and in-service mentors, bridging two currently separate mentoring communities.Originality/valueThis study offers a re-visioning of mentoring as a community endeavor. It advances the notion that, supported by a targeted program of professional development and participation in communities of inquiry, knowledge creation and mobilization, mentors can build their mentoring and leadership capacity and extend their professional impact.

LET's CONNECT community mentorship program for youths with peer social problems: Preliminary findings from a randomized effectiveness trial.

This study examined the effectiveness of LET's CONNECT (LC), a community mentorship program for youths who report peer social problems, which is based on a positive youth development framework. Participants were 218 youths (66.5% girls), aged 12 to 15 years, who were recruited from an urban medical emergency department and screened positive for bullying victimization, bullying perpetration, and/or low social connectedness. Youths were randomized to LC (n=106) or the control condition (n=112). Six-month outcomes were assessed with self-report measures of youth social connectedness, community connectedness, thwarted belongingness, depression, self-esteem, and suicidal ideation. LC was associated with a significant increase in only one of these outcomes, social connectedness (effect size=0.4). It was associated consistently with trend-level positive changes for thwarted belongingness (decreased), depression (decreased), community connectedness, and self-esteem (effect sizes=0.2). There was no effect on suicidal ideation (effect size=0.0), and although not a primary outcome, eight youths in the LC condition and seven youths in the control condition engaged in suicidal behavior between baseline and follow-up. Although LC effect sizes are consistent with those from previous studies of community mentorship, there were multiple challenges to LC implementation that affected dosage and intervention fidelity, and that may account for the lack of stronger positive effects.

Backtalk

Chronic absenteeism — missing 10% or more of the school days in a given year — keeps many students from achieving academically. In this article, the authors explain how community mentors can be part of the solution by checking in with mentees about their attendance and helping them set goals for getting to school.

Loving Out Loud: Community Mentors, Teacher Candidates, and Transformational Learning Through a Pedagogy of Care and Connection

Although there has been significant research examining the practice of culturally responsive teaching, little empirical work to date has examined the role that community-engaged, teacher preparation models play in shaping prospective teachers’ orientation toward cultural responsiveness. This study of 60 preservice teacher candidates enrolled in a program of community-engaged teacher preparation at a midsized Midwestern public university specifically examined the ways in which caring relationships between preservice teachers and volunteer community mentors scaffolded candidates’ contextualized understanding of culture, community, and identity of children and families. Findings provide evidence that as candidates experience authentic caring within the space of supportive relationships, they emerge equipped to care in more authentic, culturally responsive ways for their students.

“A paradigm of possibility”: Community mentors and teacher preparation

In this paper, we investigate mentor perspectives of their roles as de facto “teacher educators.” Drawing upon three years of qualitative data, we argue that community voices and knowledge should be reflected in decisions regarding what and how children are taught. We assert that, by broadening the definition of “teacher educator” beyond university faculty to include community members, we create spaces through which the development of culturally responsive teaching can more authentically emerge. The larger study from which this paper is derived examines the innovative practices of a teacher preparation program at a Midwestern university in the United States of America, wherein majority White, female, middle-class candidates are paired with mentor families in a low-income African-American neighborhood. This program of cultural immersion builds relational ties between community members, and mentors facilitate candidates’ movement beyond deficit perspectives of communities of color and simplistic notions of celebration to see cultural affirmation and contextual knowledge of children’s lived experiences as critical to student success. In the present study, we challenge neoliberal “commonsense” in the preparation of teachers by privileging community voices and highlighting how mentors perceive their respective roles as teacher educators.

Changing the face of STEM with stormwater research

BackgroundThe University of Maine Stormwater Management and Research Team (SMART) program began in 2014 with the goal of creating a diverse science-technology-engineering-math (STEM) pathway with community water research. The program engages female and underrepresented minority high school students in locally relevant STEM research. It focuses on creating educational experiences that are active and relevant to students that build confidence, connect knowledge and skills directly to solving problems in local communities, and support student cultural identities. The core tools of the SMART program are resources and relationships: university-designed or commercial water data collection equipment, data loggers and chemistry supplies, on-campus science and engineering training for teacher-mentors and students, and a community mentor network. The program supports an annual summer institute that trains both students and teacher-mentors and academic-year student research projects. SMART groups are formed at local schools or community centers. Activities revolve around engaging students in citizen-science to expand their understanding of the environment, developing community strategies to address the complex problem of stormwater pollution, and using the tools of science, engineering, and technology effectively. In addition, the program supports teachers and students in reaching out to local science and engineering professionals to form a mentor network for student research.ResultsOver 3 years, 220 students and 25 teachers have been trained in the science and engineering of stormwater, having taken and recorded over 4000 local water measurements (i.e., temperature, conductivity, pH). In all cohorts to date, over 75% of student participants have self-identified as either female or a racial minority. Of approximately 125 currently college-eligible former and current SMART students, more than 41% have been accepted or are enrolled in a secondary STEM degree program. In pre- and post-program surveys, female and underrepresented minority students reported that SMART activities and their relationship with mentors have increased their awareness of how stormwater affects the community and increased their interest in pursuing a STEM career.ConclusionWith its focus on problem-solving at the community level, SMART supports students in active, local, and culturally relevant science and engineering experiences that contribute to building their confidence and affirming their decision to pursue post-secondary STEM careers.

A University-Community Partnership in Teacher Education From the Perspectives of Community-Based Teacher Educators

This article examines the experiences of a group of nine community-based mentors of teacher candidates who partnered for several years through a local, community-based organization with the graduate elementary and secondary teacher education programs at a research university in the Pacific Northwest. Following a brief discussion of the history of partnerships between teacher education programs and local communities, we report the findings of a study of the perspectives of these community mentors on their work with teacher candidates and university teacher educators.

Building public health capacity through online global learning

Rising disease burden and health inequalities remain global concerns, highlighting the need for health systems strengthening with a sufficient and appropriately trained workforce. The current models for developing such a workforce are inadequate and newer approaches are needed. In this paper we describe a model for public health capacity building through online Global Learning, defined as “innovative, integrated, global opportunities for capacity building through online learning and shared experiences between and within Low- to Middle-Income Countries and High-Income Countries, in a continuous process that helps health care workers learn as they progress through their careers”. We demonstrate how two programmes, Peoples-uni and NextGenU.org, have implemented this model using a mix of low-cost and free online learning courses, a global community of volunteer tutors, mentors and peers, and appropriate high quality competence-based content.

LITERASI KEBERAGAMAAN ANAK KELUARGA MARJINAL BINAAN KOMUNITAS DI KOTA BOGOR

Literacy Religious Children Family Marginal Community Guided in the City of Bogor. This research was conducted in Bogor city in community of foster child of marginal family. The research objectives related to the community are: 1. describing the community profile; 2. describe the model of educational curriculum in the community; 3. describe the learning process in the community; While the research objectives related to the children of the marginal family are: 1. describing and analyzing the religious literacy of the belief dimension; 2. describe and analyze religious literacy the dimensions of religious practice; 3. describe and analyze the religious literacy of the dimensions of religious experience; and 4. to describe and analyze the religious literacy of the dimension of religious knowledge. Grand theory used is about: 1. theory of literacy; 2. religious theory; 3. theories about children, and 4. the theory of the marginal family. While the research method used is qualitative with data collection techniques: 1. active participative observation techniques; 2. structured interview techniques; and 3. documentation techniques. The results of research related to the community as follows: 1. community coaches of marginal family children in the city of Bogor is a social group that has a very important role; 2. educational system curriculum model organized by the community of mentors of marginal family children in Bogor city consists of curriculum components organized in such a way and directed to achieve educational objectives; 3. The learning process of the children of the marginalized families carried out by communities in the city of Bogor has been in accordance with the management of regular learning. While the results of research related to the children of the marginal family as follows: 1. the children of the marginal family believe all the get along contained in the pillars of faith; 2. the child of the marginal family is capable of carrying out the practices of the religious teachings he or she believes in; 3. children of marginal families of the majority have religious experience; and 4. the majority of the children of the marginal family have knowledge of the religion they follow. Keywords: Literacy, Religious, Children Family Marginal, Community Guided.

Community Mentors: The Perspectives of Working Adults with Visual Impairments

Community Mentors: The Perspectives of Working Adults with Visual Impairments

Examining narratives: Conversations between community mentors and pre-service teachers

State policy and teacher evaluation rubrics increasingly call for attention to family and community engagement. Yet teachers, schools, and families continue to face a number of obstacles preventing collaboration on all sides. Research on culturally responsive teaching, funds of knowledge, and community teaching have identified a number of concrete principles and practices for educators to partner with families and communities. However, teacher education programs continue to struggle in crafting authentic experiences for pre-service teachers to partner with families and communities. This study examines regionallybased, small group discussions– which, were part of a larger programmatic set of experiences–between preservice teachers and partnering community mentors in one teacher education program. Using narrative analysis, the authors found that conversations revealed layered engagement mediated by levels of trust and pre-existing expectations.

Demands on community nurse mentors: Are new models for practice necessary?

The Royal College of Nursing (RCN) Bazian report (2015a) explored international mentorship models that focus less on 1:1 mentorship than on an increased ratio of students to a mentor, and this was used to inform the RCN (2015b) mentorship recommendations document to the Nursing and Midwifery Council (NMC). The need to examine new models for mentorship and make recommendations for future practice was identified, despite the Bazian report ( RCN, 2015a ) stating that among developed countries and national regulators and professional bodies, the UK seemed to possess the most detailed policy and guidance on student nurse mentoring. The models mentioned were not community nursing-focused, as this group of nurses visits people in their own homes. The need for new community mentorship models will be examined, alongside the need to support increasing numbers of student learners in practice, as the NMC is revisiting the Standards for Learning and Assessment in Practice ( NMC, 2008 ) and has provided draft guidance of forthcoming changes for mentors inviting comments, due to be refined and published 2018. This article will examine the challenges and benefits to community nursing of adopting new models of mentorship delivery.

Results of a utilization-focused evaluation of a Right To Play program for Indigenous youth

This paper presents an evaluation of the Promoting Life Skills for Aboriginal Youth (PLAY) program that is operated by Right to Play (RTP). The focus of the program is to help youth develop a variety of life skills and become leaders within their communities. Piloted in 2010 with 2 communities, the program is now implemented in 88 communities in Ontario, Manitoba, British Columbia, and Alberta. This study applies a utilization-focused evaluation to examine staff perceptions related to program implementation. Data were collected using semi-structured interviews and a thematic analysis was performed. Themes emerged related to: 1) Integrating program flexibility to help facilitate community ownership, 2) Building capacity through skills training for Community Mentors (CMs), 3) Having a motivated staff and organizational learning, 4) Balancing the integration of culture and 5) Challenges related to adapting to multiple stakeholders and program pace. Findings are discussed in relation to relevant literature and recommendations for program improvements are provided. We also describe program improvements that were made as a result of applying the findings. This research contributes to the expanding literature related to programming for youth and evaluation practice within Indigenous communities.

Engaging Indigenous Communities in Higher Education: An Analysis of Collaboration and Ownership in Alaska Native Teacher Preparation

In 2008, our institution was awarded an Office of Indian Education pre-service teacher preparation grant intended to increase the number of Alaska Native/ American Indian teachers in Alaska. Our research examines grant objectives and outcomes, specifically related to the institution’s stated focus on “culturally responsive teacher preparation” and “preserving and advancing” Alaska Native languages and cultures. We also explore challenges and opportunities encountered during the development of a cultural mentoring community for Alaska Native pre-service teachers, facilitated through collaboration with two Alaska Native teacher community organizations. Our work is informed by foundational literature in Indigenous culture-based pedagogy (Demmert & Towner, 2003), Indigenous higher education (Brayboy, 2012), and culturally responsive/ culturally relevant pedagogy (Ladson-Billings, 1994). Decolonizing methodologies and TribalCrit (Castagno, 2012) are particularly significant in our analysis, as the institution’s mission, vision, and strategic directions initiatives appear to be at odds with outcomes that suggest a continuation of top-down, colonized practices that perpetuate marginalization of Alaska Native students.

Broadening measures of success: results of a behavioral health translational research training program

BackgroundWhile some research training programs have considered the importance of mentoring in inspiring professionals to engage in translational research, most evaluations emphasize outcomes specific to academic productivity as primary measures of training program success. The impact of such training or mentoring programs on stakeholders and local community organizations engaged in translational research efforts has received little attention. The purpose of this evaluation is to explore outcomes other than traditional academic productivity in a translational research graduate certificate program designed to pair graduate students and behavioral health professionals in collaborative service-learning projects.MethodsSemi-structured qualitative interviews with scholars, community mentors, and academic mentors were conducted regarding a translational research program to identify programmatic impacts. Interviews were transcribed and coded by the research team to identify salient themes related to programmatic outcomes.ResultsResults are framed using the Translational Research Impact Scale which is organized into three overarching domains of potential impact: (1) research-related impacts, (2) translational impacts, and (3) societal impacts. This evaluation demonstrates the program’s impact in all three domains of the TRIS evaluation framework. Graduate certificate participants (scholars) reported that gaining experience in applied behavioral health settings added useful skills and expertise to their present careers and increased their interest in pursuing translational research. Scholars also described benefits resulting from networks gained through participation in the program, including valuable ties between the university and community behavioral health organizations.ConclusionsThis evaluation of the outcomes of a graduate certificate program providing training in translational research highlights the need for more community-oriented and practice-based measures of success. Encouraging practitioner involvement in translational research is vital to translate knowledge into practice and to enable practice-based needs to inform research and policy. A more flexible approach to measuring programmatic success in research training programs can help bridge the knowledge translation gap.