Community Mentors Research Articles

The learning community faculty experience: how longitudinal relationships with learners enhance work meaning.

IntroductionWork meaning has gained attention as an important contributor to physician job engagement and well-being but little is known about how faculty participation in medical school learning communities might influence this phenomena. Our study goals were to determine how physician faculty members may derive meaning from serving as mentors for longitudinal learning communities of medical students, to understand how that meaning may impact other areas of their work, and relate our findings to existing literature and theoretical frameworks.MethodsThe research team conducted, recorded, transcribed, and coded 25 semi-structured telephone interviews of faculty mentors from four US medical schools with curricular learning communities. The team used an iterative interview coding process to generate final themes and relate these themes to existing literature.ResultsThe authors identified five themes of meaning faculty derive from participation as learning community mentors: “I am a better professional,” “I am more connected,” “I am rejuvenated,” “I am contributing,” and “I am honored.” A sixth theme, “I am harmed,” encompassed the negative aspects of the learning community faculty experience. The authors found that their identified themes related closely to the theoretical framework for pathways to meaningful work proposed by Rosso et al.DiscussionThe alignment of the themes we identified on the experience of learning community faculty to existing literature on work meaning corroborates the theoretical framework and deepens understanding of beneficial and harmful learning community effects on faculty. As learning communities become increasingly common within medical schools, this understanding may be important for leaders in academic medicine considering potential indirect benefits of this educational model.Electronic supplementary materialThe online version of this article (10.1007/s40037-020-00614-z) contains supplementary material, which is available to authorized users.

Investigation Of Children Which Conflicting With Law In Narcotics Criminal Acts In Law Area Of The Semarang City Police Jurisdiction

The purpose of this study to know and analyze the mechanisms used in the investigation of children in conflict with the law against narcotic crime, the provision of diversion for children who are in conflict with the law in narcotic crime, obstacles and solutions in the process of diversion for children who are in conflict with the law in narcotics. This research uses the approach method of normative juridical and sociology juridical methods, the specifications in the study are analytical descriptive, population and sampling methods are all objects or all symptoms or all events or all units to be studied, data collection techniques using literature studies and interviews, analysis the data used are qualitative, using the theory of law enforcement, the theory of expediency and the theory of justice. Research result: Act No. 11 of 2012 on the Child Criminal Justice System. Giving diversion for criminal acts without victims also must be diversified. Crimes without victims such as narcotics abuse, children who become narcotics abusers are categorized as victims. Internal barriers, agreement between the victim and the child in conflict with the law; Human Resources (HR). External barriers, limited facilities and infrastructure; Different understandings; Lack of coordination; Community understanding of diversion; Regulation regarding supervision of the implementation of the agreed version of the agreement. Efforts to overcome internal barriers: Develop a work plan, include training investigators and educate. Efforts to overcome external barriers: Optimize facilities and infrastructure; Using social welfare personnel in the diversion process; Establish intensive communication with other law enforcement officers; Improve coordination with community mentors; Hold socialization.Keywords: Investigation; Children; Legal Conflict; Criminal Acts; Narcotics.

Community Mentoring Through Efforts to Use The Waste of Cow Dung Into Biogas and Organic Fertilizer Towards Energy Independent Society

The majority of people in Sendang village, the sub-district of Tulungagung Regency are as dairy farmers. 90% of the people have 5-10 dairy cows. A cow can produce approximately 15 kg of dirt, therefore, five cows can produce 75 kg of dung per day. During this time cow dung has been utilized as a biogas material, but most cow farmers still throw it into the river. Even the people who already have biogas, they also throw the rest of biogas into rivers even though the remaining dirt can be used as manure. Community assistance was based on the ABCD approach. The result is that the community can make a communal biogas installation independently and utilize the rest of the waste into fertilizer.

Experimental evidence for a first-year experience course plus mentoring on moderate-income university students’ engagement, achievement, and persistence

ABSTRACT Colleges and universities are paying increasing attention to students’ transition into post-secondary education, including the provision of support to freshmen through structured First-Year Experiences (FYEs). Although low- and-moderate-income students are participating in post-secondary education at increased rates, their performance remains behind that of affluent students. We evaluated the effects of a two-arm experimental-assignment treatment for low- and moderate-income U.S. students eligible for Federal Pell grants at a four-year high-research university (N = 178): 57 control condition, 61 in professional learning communities, 60 in community mentoring, with computerized random assignment conducted by an external evaluator. The intensive (3 credit) two-semester research-based FYE plus mentoring program showed no effect on students’ GPA or likelihood of good academic status, probation, or year two persistence. The treated students also showed no differences in fall-to-spring growth or spring level for non-cognitive measures, including academic engagement, amotivation, peer interaction, faculty interaction, and staff interaction. The null findings are consistent across unadjusted treatment-control comparisons, multivariate regression analyses for continuous outcomes, and logistic, probit, or linear analyses of dichotomous outcomes. Our findings have implications for generalizability about FYE effectiveness for low- and moderate-income students and for the design characteristics of FYE programing to reliably improve student outcomes.

“I missed open arms”: The need for connectedness among Black youth affected by parental drug use

Parental drug use has significant impacts on the physical, behavioral and social well-being of adolescents, particularly those from disenfranchised communities. We conducted a qualitative study to understand connectedness among Black youth affected by parental drug use in Baltimore, Maryland USA. In-depth interviews (N = 30) were conducted with three groups: parents with a history of drug use, youth (18-24yo) who had a biological parent with a history of drug use and youth providers with experience working with families affected by drug use. Data were analyzed inductively using a content analytic approach. Three salient themes emerged: (1) missing parental connections, (2) the desire for consistent, trusted adults and (3) the consequences of missed connections. All participants emphasized the limited emotional support and guidance provided to youth affected by parental drug use. However, extended family members (e.g., grandmothers, aunts, and older siblings) and community mentors stepped in to fulfill unmet needs, when possible. The consequences of missed connections were increased involvement in risky behaviors, fewer basic necessities and a missed childhood. Findings from the study deepen the understanding of how to support the well-being of youth impacted by parental drug use and highlight the value of including the voices of vulnerable families in research.

Supporting Adolescents and Young Adults Exposed to or Experiencing Violence During the COVID-19 Pandemic

Supporting Adolescents and Young Adults Exposed to or Experiencing Violence During the COVID-19 Pandemic

NSF S‐STEM Program Updates: Cohort 3 of iMASS

Lee University’s Integrated Math and Science Scholars (iMASS) program began in the spring of 2015 as a scholarship funded by the National Science Foundation (NSF) for students interested in Science, Technology, Engineering, and Math (STEM) fields. The purpose of the iMASS program is to introduce students to the vast opportunities for research, industry, and continued education in the fields of science and mathematics while focusing on local and regional opportunities. The iMASS program aims to create a learning community of students, peer mentors, and faculty mentors that aid in the retention of students in the STEM fields. The program seeks to recruit academically talented, financially eligible students with a focus on underrepresented minorities and first‐generation students. We provide a seminar class including resume building, interview tips, and speakers from local graduate programs (the University of Tennessee). We also provide tours of regional facilities (Oak Ridge National Labs and Bayer). For our third cohort, 87% of students receiving the scholarship were retained both at Lee and in STEM to junior year compared with 53% retention of our alternates and associates and 44% retention among overall STEM. We recruited diligently throughout both the fall and spring semesters and we had the students spread the word to others about their experience. This greatly improved the program with a total of 40 applications for the 3rd cohort. In addition, we have built our mentoring program by having the mentors trained before the semester and giving adequate time in class to build these relationships. According to our student surveys, this has significantly improved our mentoring interactions and has now produced a culture of mentoring. In addition, there was an increase in summer research and internships in cohort 3 compared with cohort 2. We believe that this is due to their exposure to the seminar speakers and sessions on REUs that raise the awareness of the students to research opportunities. Therefore, we feel that the iMASS program has begun to be recognized by our students as an enriching opportunity and this has helped with the success of cohort 3.

Increasing the Number of Underrepresented Minority Behavioral Health Researchers Partnering With Underresourced Communities: Lessons Learned From a Pilot Research Project Program.

To address critical health equity issues facing racially and ethnically diverse populations, it is essential to have researchers from similarly diverse backgrounds. Such researchers provide different perspectives that may lead to distinct research questions, novel interpretation of findings, and innovative recommendations for health promotion practice. There is a continuing need to increase the number of researchers leading health research studies who are from underrepresented minority populations (URMs). The literature demonstrates the effectiveness of mentoring for career development and the need to hone existing mentoring models. The TREE Center developed an innovative model for building capacity among early stage investigators, with a focus on URMs, to increase the inclusivity of the research pipeline. Our model involves community-engaged behavioral health research mentoring, career development, training for grantspersonship, and guidance for manuscript development and submission. A pilot project program provided opportunities for 10 early stage investigators to develop relationships with public health practitioners and other community partners, to obtain funding, to manage a complex pilot research project, and to generate preliminary data. Awardees worked with an academic mentor, a community mentor, and TREE Center faculty to conduct and disseminate their research. Lessons learned include the need to account for funding cycle timing, address challenges of recruiting URMs, consider overutilization of senior URM mentors, and overcome institutional bureaucracies that hinder transdisciplinary research across campuses. We discuss strategies for addressing these challenges. Our model is replicable and could be implemented, especially by academic programs interested in cultivating early stage URM investigators to conduct behavioral health research.

My Bridge (Mi Puente), a care transitions intervention for Hispanics/Latinos with multimorbidity and behavioral health concerns: protocol for a randomized controlled trial

BackgroundMultimorbidity affects four of ten US adults and eight of ten adults ages 65 years and older, and frequently includes both cardiometabolic conditions and behavioral health concerns. Hispanics/Latinos (hereafter, Latinos) and other ethnic minorities are more vulnerable to these conditions, and face structural, social, and cultural barriers to obtaining quality physical and behavioral healthcare. We report the protocol for a randomized controlled trial that will compare Mi Puente (My Bridge), a cost-efficient care transitions intervention conducted by a specially trained Behavioral Health Nurse and Volunteer Community Mentor team, to usual care or best-practice discharge approaches, in reducing hospital utilization and improving patient reported outcomes in Latino adults with multiple cardiometabolic conditions and behavioral health concerns. The study will examine the degree to which Mi Puente produces superior reductions in hospital utilization at 30 and 180 days (primary aim) and better patient-reported outcomes (quality of life/physical health; barriers to healthcare; engagement with outpatient care; patient activation; resources for chronic disease management), and will examine the cost effectiveness of the Mi Puente intervention relative to usual care.MethodsParticipants are enrolled as inpatients at a South San Diego safety net hospital, using information from electronic medical records and in-person screenings. After providing written informed consent and completing self-report assessments, participants randomized to usual care receive best-practice discharge processes, which include educational materials, assistance with outpatient appointments, referrals to community-based providers, and other assistance (e.g., with billing, insurance) as required. Those randomized to Mi Puente receive usual-care materials and processes, along with inpatient visits and up to 4 weeks of follow-up phone calls from the intervention team to address their integrated physical-behavioral health needs and support the transition to outpatient care.DiscussionThe Mi Puente Behavioral Health Nurse and Volunteer Community Mentor team intervention is proposed as a cost-effective and culturally appropriate care transitions intervention for Latinos with multimorbidity and behavioral health concerns. If shown to be effective, close linkages with outpatient healthcare and community organizations will help maximize uptake, dissemination, and scaling of the Mi Puente intervention.Trial registrationClinicalTrials.gov: NCT02723019. Registered on 30 March 2016.

Leadership Mentoring Needed!

Leadership mentoring is needed in nursing to nurture nurse leaders globally. It requires the selfless giving of our time and insight while encouraging us to be open to a new generation of nurses and nursing vision. In addition, leadership mentoring provides us with opportunities for advocacy for our profession and its worldwide mission. Virtual mentoring communities have been developed through Sigma Theta Tau International (Sigma) and the Roy Adaptation Association (RAA). These engage emerging nurse leaders to contribute to their organizations and to the profession of nursing. From frontline clinical practice, to nursing organizational leadership, to health policy development, leadership mentoring means engaging nursing voice. It means investing the time and talent to nurture and teach leadership in new ways with the next generation. Seeking out opportunities for leadership mentoring is the first step!

The Global Health Research Capacity Strengthening (GHR-CAPS) Program: trainees’ experiences and perspectives

# Introduction This paper aims to contribute to the discussion on how global health research (GHR) mentorship initiatives can best help prepare the next generation of GH researchers. To this end, the authors, a group of emerging researchers, share their experiences and perspectives of participating in the Global Health Research Capacity Strengthening (GHR-CAPS) program, a multidisciplinary GHR training and mentorship program in Quebec, Canada. # Discussion Based on their experiences, what is deemed most beneficial is interfacing with a diverse group of peers, learning and being guided from a community of mentors, actively engaging in research activities, having mentorship specific to GH, and being financially supported, especially through bursaries. Areas were also noted to better guide and support GHR emerging researchers. These included providing more support for navigating career transitions and developing a program of research, and removing geographical restrictions to access financial resources, including bursaries and small grants which can directly support the research of students and junior researchers. Overall, the trainees felt that participation in a mentorship program like GHR-CAPS yields multiple benefits including greater academic productivity, network expansion, increased professional confidence, and enhancement of knowledge and skills. It also provides a sense of belonging to something official and important and gives visibility to trainees' work. # Conclusion There is value-added to have mentorship programs like GHR-CAPS. GHR mentorship is optimized by having multiple sources of support for trainees and by implementing diverse strategies to meet trainees' needs and strengthen their capacity.

Effects of Depression, Stigma and Intimate Partner Violence on Postpartum Women's Adherence and Engagement in HIV Care in Kenya.

We explored the association between HIV-related stigma and experiences of intimate partner violence (IPV) and depression with viral load suppression, and medication and visit adherence in postpartum women receiving lifelong antiretroviral therapy (ART) (N = 200). We administered a cross-sectional survey to 200 women with HIV at 12months postpartum who were enrolled in the MOTIVATE trial. The MOTIVATE study is a cluster-randomized trial evaluating the impact of community mentor mothers and text messaging on PMTCT outcomes in southwestern Kenya. Simple and multivariable logistic regression analysis was performed in STATA. Women who experienced stigma or IPV were more likely to miss clinic visits (internalized stigma aOR 1.30 95%CI 1.03-1.64; anticipated stigma aOR 1.20 95%CI 1.04-1.42; IPV aOR 15.71 95%CI 1.47-167.80), report difficulty taking ART drugs (internalized stigma aOR 1.32 95%CI 1.10-1.58; anticipated stigma aOR 1.14 95%CI 1.01-1.30) and not taking medication as prescribed (IPV aOR 2.00 95%CI 1.05-3.74). Depression was additionally associated with decreased odds of viral load suppression (aOR 0.16 95%CI 0.04-0.76). There is need to develop tailored psychosocial interventions within PMTCT programs that appropriately address mental health, stigma, and violence.

Psychological Guidance for Independent Adolescents Program in PSAA Ceger and Tebet Jakarta

Ceger and Tebet Childcare Social Institution (PSAA) is the Technical Service Unit of the DKI Jakarta Provincial Social Service that provides services for adolescents at junior and senior high school levels. As a social care institution, it is undeniable that fulfilling psychological needs is just as important as fulfilling physical needs. Various problems that arise in foster children are usually concerned with lack of fulfillment of psychological needs. When an individual reaches the adolescent phase, the need for psychological fulfillment changes. In the adolescent phase, independence is one of the main development tasks that need to be mastered, so the focus of assistance in 2018 was directed to preparation for orphanage youths in facing life after the orphanage, which will begin after they graduate from high school. The present community service activity aims to provide psychological assistance for children of PSAA Putra Utama 3 Tebet and Putra Utama 4 Ceger Jakarta to help them become independent and to be ready to face life after high school, with an understanding of how to effectively manage themselves and manage others in personal and professional situations. Through this program, participants were expected to be able to learn the following skills: be independent and ready to work, manage themselves, and manage others. The community mentoring training module was designed based on the typical characteristics of participants fromm PSAA Putra Utama 3 Tebet and 4 Ceger during the 11 month assistance period. It can also be used by the PSAA to run training-based mentoring intervention programs independently in the future.

Pemanfaatan Lahan Sempit Dengan Hidroponik Dutch Bucket System Untuk Mewujudkan Ecogreen-Pesantren Melalui Program Santripreneur Di Pondok Pesantren K.H.A. Wahid Hasyim Bangil Pasuruan

The Islamic Boarding School KHA Wahid Hasyim Bangil, who continues to grow in the field of productive land that turned function into a non-productive land in the form of building construction to fulfill infrastructure facilities in the Islamic Boarding School. In addition, many areas of Islamic Boarding School that have been in paving, so that green land is getting narrower. Through community mentoring with community development approaches, the results of the mentoring process is able to maximize narrow and non productive land into productive land through Dutch Bucket System hydroponics in Islamic Boarding School KHA Wahid Hasyim. This mentoring is also beneficial for the Community assistance by in helping the students in the Islamic Boarding School has fights skills as part of the practice of economic independence, especially in the field of hydroponics with an approach Santripreneur training and counseling guidance.

SSCA, the Limits of STEM Education, and the Efficacy of Communication Education

ABSTRACTIn this address, Dr. Munsell offers his perspectives on SSCA as a welcoming community of mentors. He then moves to explain how different terministic frames describing the meaning of higher education in the 19th-Century still reside with us today, particularly when it comes to the hyper-vocational and STEM-centric aura of contemporary American Higher Education. Sharing research on job market trends, Dr. Munsell showcases the limits of STEM education and uses information from the National Association of Colleges and Employers and NCA's Learning Outcomes in Communication to illustrate how Communication Education supplies the type of Competences employers are really looking for. Moreover, Munsell argues that Communication Education trains students to be virtuous citizens and builders of egalitarian communities.

A space for feminist mentoring: the role of Geographic Perspectives on Women (GPOW) specialty group in higher education

Higher education and organizations within academic disciplines are important spaces for mentoring and other forms of networking. These spaces, however, are often situated in environments that limit equitable and inclusive opportunities for early career and underrepresented scholars to effectively engage in mentoring. This paper contributes to critical feminist scholarship that examines how organizations in higher education can offer supportive mentoring spaces for women, early career faculty, and scholars from diverse backgrounds. The analysis focuses on the Geographic Perspectives on Women (GPOW) Specialty Group of the American Association of Geographers (AAG) as a space for faculty, students and other geographers to enhance their professional and personal success. Our analysis draws from the results of an international survey, a focus group discussion, and reflexive participation of feminist geographers aligned with this specialty group. We examine the ways in which this academic organization, and the informal and formal networks it cultivates, attempts to foster an anti-oppressive mentoring community of feminist geographers. We also analyze how these networks are shaped by and embedded in neoliberal institutions in the discipline of geography and higher education as a whole. This discussion offers important insights to growing research and initiatives that support mentoring for women, feminists, and others concerned with building more inclusive and socially just spaces in academia.

884-P: Mi Puente: A Care Transitions Intervention for At-Risk Hispanics with Multiple Cardiometabolic Conditions

Hispanics are disproportionately affected by chronic cardiometabolic conditions (e.g., obesity, diabetes). Unmet behavioral health needs (e.g., mental health problems, stress, lack of health care) contribute to these disparities. Sustainably reducing Hispanic health disparities demands innovative, cost-effective interventions that address both behavioral and physical health. A randomized controlled trial is underway to evaluate Mi Puente - i.e., a Behavioral Health Nurse (BHN) + volunteer Community Mentor (CM) intervention designed to reduce readmissions in N = 560 Hispanics with ≥ 2 cardiometabolic conditions and ≥ 1 behavioral health concern(s) hospitalized at a safety-net hospital near the U.S./Mexico border in San Diego, CA. Qualifying patients at high-risk for readmission are identified via automated electronic medical record reports. The BHN triages patients’ needs, provides education, and conducts tailored coaching and goal-setting. Post-discharge, the BHN conducts telephone follow-up at 1-week, and CMs provide referrals to community resources and transition support via phone for up to 1-month. Prevalent behavioral health concerns were: chronic stress (52.5%), health-related distress (37.3%), and lack of routine medical care (19.8%). Preliminary process data indicated that the BHN met with 82.5% of participants prior to discharge; challenges related to medication adherence (28.7%) and access to outpatient care (41.1%) were common. Approximately 80% received ≥1 CM phone call (M = 1.7± 1.1); the transition home and follow-up appointment(s) were frequently addressed (both 97.9%). Findings reveal high levels of unmet behavioral health needs among hospitalized Hispanics, and the feasibility of a sustainable, low-cost, team model that builds upon personnel commonly found in hospital settings - i.e., nurses and volunteers. Important “lessons learned” will be presented to inform future care transitions programs in high-risk, underserved groups. Disclosure J.I. Bravin: None. M.L. Anderson: None. T. Clark: None. K.L. Savin: None. D. Lara Ledesma: None. J.A. Euyoque: None. A.L. Fortmann: None. A. Philis-Tsimikas: Advisory Panel; Self; AstraZeneca, Lilly Diabetes, Novo Nordisk A/S, Sanofi. Employee; Spouse/Partner; Ionis Pharmaceuticals, Inc. Research Support; Self; Dexcom, Inc., Glooko, Inc., National Institute of Diabetes and Digestive and Kidney Diseases. Stock/Shareholder; Spouse/Partner; Ionis Pharmaceuticals, Inc., Novo Nordisk Inc. L. Gallo: None. Funding National Institutes of Health

Utilization of Rice Husk Waste for Paper Raw Materials as An Arabic Calligraphy Media

Rice husk is an organic waste found in Indonesia as a raw material for paper products. The society has not yet realized that the material could also be a medium of Arabic calligraphy. This research-based community service action aims to introduce the benefits of rice husk as a raw material for making paper. To practice the production of paper from rice husk as the basis for making Arabic calligraphy art, so it is needed to make a business community of paper production from rice husk based on Arabic calligraphy. By using the Asset-Based Community Development method, the community mentoring process is carried out by helping the business community of rice husk paper based on Arabic calligraphy during the production to the marketing process. To control the quality of the art of Arabic calligraphy, the EL-KA Lampung calligraphy community was involved. The result shows that the Arabic calligraphy created by the assisted community has high artistic value with different textures from rice husk paper, then it was created a rice husk paper business community based on Arabic calligraphy.

Key Attributes of a Medical Learning Community Mentor at One Medical School.

The purpose of this study was to discover the elements required for a successful learning community (LC) faculty member educator of medical students. The authors in this qualitative study evaluated six 90-min focus groups of faculty members. The groups included 31 experienced and 19 inexperienced LC faculty members at the University of Texas Southwestern Medical School. After achieving excellent interrater reliability, transcriptions of the discussions were subjected to thematic analysis using ATLAS.ti software. Five major themes emerged: (1) LC faculty characteristics/competency, (2) suggested faculty development methods, (3) factors outside the LC environment influencing student relationships, (4) student attributes influencing teaching techniques, and (5) measuring and improving history and physical skills. Faculty characteristics/competency subthemes included role-modeling, mentoring, and teaching competence. Suggested faculty development methods subthemes included assessing and giving feedback to faculty, peer development, and learning from experts. Experienced LC faculty focused more attention on teaching competence and mentoring competence than inexperienced LC faculty. The themes with the most extensive discussion among the experienced LC faculty groups may represent qualities to be sought in future mentor recruitment and faculty development. Future studies could build on this study by similarly investigating student perceptions.

Positively supporting women faculty in the academy through a novel mentoring community model

PurposeThe purpose of this paper is to explore the ways in which an innovative higher education women’s faculty mentoring community model fosters supportive networking and career-life balance. The secondary goal is to better understand the factors that both promote and limit retention of women faculty at a large, metropolitan university.Design/methodology/approachThe paper examines data from the survey component of an applied research project on understanding and supporting the complex processes of women faculty’s pathways toward self-defined success. Adopting a mixed method research approach, this manuscript focuses on the survey questions related to four key issues related to retention: mentor experiences, gender-based obstacles, a sense of support and community, and goal attainment. In addition to quantitatively examining shifts in perceptions between pre- and post-survey Likert scale questions, the authors performed a qualitative analysis of the supplemental open-ended questions, utilizing a social constructionist lens to further understand perceived influences of the mentoring community on these issues.FindingsThe findings revealed qualitatively important shifts in increased awareness surrounding mentoring, gender-based obstacles, interpersonal support, and career-life choices, offering critical insight into the intangible, and thus often difficult to capture, forms of support a mentoring community model can offer women faculty. Findings also reveal how definitions of success can be integrated into community mentoring models to support retention and empowering women faculty.Research limitations/implicationsThis study is limited by its exploratory nature with one mentoring community cohort. Ongoing implementations are in place to increase the participant size and further test the mentoring model, while future research is encouraged to implement and expand the research to additional higher education institutions.Practical implicationsThis research offers a model that can be implemented across higher education institutions for all faculty, along with offering insight into particular points that can be emphasized to increase perceptions of support, offering concrete mentoring options.Originality/valueThis paper contributes to the advancement of mentoring models, helping to address concerns for better supporting and advancing women faculty, with implications for further supporting marginalized faculty. It offers insight into the ways in which a mentoring model can help to address key issues of retention. Additionally, analyzing quantitative and qualitative findings concurrently allowed for insight into areas that may otherwise be overlooked due to seemingly contradictory or non-significant statistical findings.