Mentoring Component Research Articles

Transportation Engineering Careers

Critical to building an American workforce with 21st century skills is the recruitment and graduation of students in science, technology, engineering, and mathematics fields. However, a nationwide lack of student interest and preparation in these fields results in a shortage of workforce talent. The transportation field is not immune to this shortage and faces significant issues related to attracting and retaining transportation professionals. Thus, it is crucial to raise awareness of opportunities available through the transportation profession with precollege students. The Transportation Engineering Careers (TREC) program at the University of Memphis is designed to engage students in active challenge-based learning, to showcase the variety of transportation engineering career opportunities through visits from industry professionals, and to provide interaction with peer role models through a structured mentoring component. This paper presents a brief review of relevant literature, a description of the University of Memphis TREC program and its evolution since 2010, the evaluation results from four years of participants, and preliminary results from a longitudinal survey. Lessons learned from the program assessment in attracting students to transportation professions are also discussed.

Accelerating into Control

confident than non-entrepreneurs. While it may help entrepreneurs persevere in the face of potential business failure, we cannot mistake their confidence for always knowing what to do with their business idea. Entrepreneurs in fact seek out mentors and other useful connections to help them succeed throughout the growth of their businesses, particularly at the start. Many entrepreneurs seek advice informally and in a piecemeal manner, but some seek more formal assistance through structured or semi-structured entrepreneurship programs. Indeed, we currently are witnessing the rise of the “support ecosystem,” which offers a plethora of entrepreneurship education and training programs. These programs vary in their design and operation; some, for example, are run by universities and colleges, some are offered by nonprofits or the government, and others are offered by for-profit entities. They might operate just a weekend in length, or last several months or years. The scope of a program’s intervention and how closely it works with each entrepreneur or startup varies widely. With this increase in the number and scope of program offerings, we wonder if adoption is outpacing evidence of their effectiveness. In this article, we examine various types of programs, with a primary focus on the accelerator, provide some context for current research and research concepts in this area, and discuss some implications of collecting data for program operators and policymakers. We begin by defining the accelerator: Accelerators are organizations that provide cohorts of selected nascent ventures seed-investment, usually in exchange for equity, and limited-duration educational programming, including extensive mentorship and structured educational components. These programs typically culminate in “demo days” where the ventures make pitches to an audience of qualified investors. For the purpose of this article, we distinguish between accelerators and incubators. While some use the two terms interchangeably, we see them as distinct categories. Incubators lack a mentoring component and have been around for much longer than accelerators. Like other education and training programs, accelerators are also on the rise. We argue that research is lacking in entrepreneurship education generally, and specifically on accelerators, which means from a research perspective we cannot say many definitive things about this type of program. We don’t have concrete evidence of their value. This does not mean we seek to deride accelerators or other

Succession Planning for the Future Through an Academic-Practice Partnership

A global nursing leadership shortage is projected by the end of this decade. There is an urgent need to begin developing emerging nurse leaders now. This article describes the work of an academic-practice partnership collaborative of nurse leaders. The goal of the partnership is to develop and promote an innovative enhanced nursing administration master's program targeted to young emerging nurse leaders, who have not yet moved into formal leadership roles. An action research design is being used in program development and evaluation. Qualities needed by emerging leaders identified through research included a need to be politically astute, competency with business skills required of nurse leaders today, comfort with ambiguity, use of a caring approach, and leadership from a posture of innovation. The current curriculum was revised to include clinical immersion with a nurse leader from the first semester in the program, a change from all online to online/hybrid courses, innovative assignments, and a strong mentorship component. Eighteen young emerging nurse leaders began the program in January 2012. Early outcomes are positive. The emerging nurse leaders may be uniquely positioned, given the right skills sets, to be nurse leaders in the new age.

Advancing our legacy: a Black feminist perspective on the significance of mentoring for African-American women in educational leadership

There is a sparse literature base which currently informs our knowledge about the connection between mentoring African-American female doctoral students in educational leadership programs at predominantly white institutions (PWIs) interested in faculty careers and their matriculation into the academy. This has left a void in our understanding of the significance of mentoring for the preparation and advancement of African-American female doctoral students in educational leadership interested in faculty careers. Therefore, this study centers on the specific mentoring experiences of five former African-American female doctoral students in educational leadership interested in academe, and their influence on their advancement into faculty posts at separate PWIs. Using narrative research methods, reflective experiences are provided by these women that are acclaimed as most salient to their successful transition into the academy. Findings are situated in Black feminism and link specific mentoring components to the advancement success of these women.

Mentoring Nurse Scientists to Meet Nursing Faculty Workforce Needs

Research indicates that mentoring has been highly effective in promoting faculty success. Strong mentors in the area of scholarship are extremely valuable for junior faculty, not only because of their research and academic expertise but also for their role modeling behaviors. This paper highlights key components of research mentoring used by a senior nursing faculty member. The senior faculty mentor and junior faculty mentee developed a common vision, relating to research interests in health promotion for vulnerable populations. Impact at the individual, school, university, and society level is discussed, and benefits of mentoring to meet nursing faculty workforce needs are emphasized.

The hows and whys of group mentoring

PurposeThis paper seeks to examine the methodologies for developing a group mentoring component as an add‐on to an existing or new corporate mentoring program.Design/methodology/approachThe paper defines group mentoring and explains the differences between group mentoring and classroom training. It provides the hallmarks of mentoring that should exist in a group mentoring program along with the individual development areas that can be successfully addressed through group mentoring. Also included are seven tips for starting and sustaining a group mentoring program. These tips cover areas such as the optimal group structure, logistics, the use of facilitators, obstacles and measuring the success of the program.FindingsWhen implemented correctly, mentoring groups have proven to be a successful training and development strategy. Some of the documented outcomes for participants are increased confidence, expanded understanding of the organization and increased commitment and connectedness to the organization.Originality/valueTraining and development managers who are struggling to expand their mentoring programs can use the information provided in the paper to add group mentoring to their mentorship program.

Rural Research Capacity Building Program: capacity building outcomes

The Rural Research Capacity Building Program commenced in 2006 with the aim of developing research skills in rural health workers. The program was based on the capacity building principles of workforce development, organisational development, resource allocation, partnership and leadership. Qualitative methods were used to assess capacity building outcomes. A sample of candidates from the 2006 and 2007 cohorts were selected for interview using stratified random sampling and supplemental purposive sampling. Twenty-five individual semi-structured interviews were conducted with candidates, their managers and mentors. Interviews were thematically analysed. The program components of teaching, mentoring and networking led to the development of research skills in candidates undertaking the program. This workforce development resulted in workplace change, particularly where the candidate's project was 'close to practice' and they had management support. The leadership shown and partnerships developed by the program managers enhanced the workforce development and organisational change outcomes. Resources, such as backfill and incidentals, were useful for candidates, but practicalities, such as availability of replacement staff, limited effectiveness. This study showed the value of using a capacity building framework and demonstrated that undertaking research on a topic close to practice positioned candidates to drive change within their organisation.

Working Alliance as a Moderator of the Impact of Mentoring Relationships Among Academically At‐Risk Students

This study examined the role of the working alliance between teacher mentors and student protégés on protégés' academic functioning. High‐risk students (n = 25) participated in an educational program involving a major mentoring component (experimental group) and were matched on academic records, gender, and study program with 25 students who did not participate (control group). Students in the experimental group who agreed with their mentors that their working alliance was productive (i.e., agreement on goals, positive bonding) were more likely than were other mentored students and students in the control group to improve their academic competence, participation in class, tendency to seek help from teachers, and academic perseverance. Results are discussed in line with relationship‐based processes operating in mentoring relationships.

A Culturally Conscious Model of Mentoring

Nursing has received funding to create model programs for the recruitment and retention of minority/disadvantaged nursing students. In examining these programs, the philosophy guiding the mentoring component of these programs is often based on traditional mentoring principles. The purpose of this article was to enhance the mentoring component of recruitment and retention programs for minority/disadvantaged nursing students by proposing a culturally conscious model of mentoring based on Campinha-Bacote's model of cultural competence.

Participant-centered Education: Building a New WIC Nutrition Education Model

Objective To assess the readiness of the Western Region Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) states to implement participant-centered nutrition education (PCE) and to develop a PCE model for WIC service delivery. Design Formative research including on-line survey, qualitative in-depth interviews, focus groups, and observational assessments. Setting WIC clinics within the Western Region WIC states. Participants State and local staff and WIC clients within 8 states, 2 tribal organizations, and 2 territories. Phenomenon of Interest Readiness indicators of states to implement and expand PCE elements to include in PCE model development. Analysis On-line surveys were collected and analyzed. On-site assessment forms, interviews, and focus group findings were collected, coded, and summarized by themes. Results Key themes from state and local findings guided the model development for PCE implementation in the Western Region WIC states. The PCE model must be flexible and systems oriented, contain strong training and mentoring components, and integrate cultural sensitivity to best reach program participants. Conclusions and Implications The PCE model has the potential to improve WIC nutrition services and enable participants to make positive health-related behavior changes that will influence long-term health issues. Further outcome studies are needed to determine the success of PCE implementation in the Western Region WIC states.

Mentoring Nursing Leaders to Improve Health

Background: Research indicates that mentoring has been highly successful in promoting faculty success Mentoring in the areas of scholarship is important for individuals based on the stage in their career. Strong mentors for junior faculty are extremely valuable, not only because of their research and academic expertise, but also for their role modeling behaviors. Purpose: This poster presentation will highlight the key components of research mentoring used by an Endowed Chair senior faculty. Impact at the individual, school, college, and society level will be discussed for two specific junior faculty. Benefits of the mentoring will be emphasized. Methodology: A common vision between the junior faculty and mentor was developed relating to research interests in health promotion for vulnerable populations The mentor and junior faculty engaged in regular meetings to brain storm and discuss ideas in which their common research interests in women's health promotion and reducing health disparities intersected and complemented each other's research. Specific strategies that were used were coaching, feedback, focusing, planning, and networking. The mentor consistently provided positive encouragement, while demonstrating best practices for proposal development through her role modeling. Findings: Both faculty were successful in obtaining external funding in a seven month period. Dr. Flood received funding through Sigma Theta Tau International for promoting successful aging in the African American elderly population. The mentor role modeled exemplary strategies for planning and organizing a successful qualitative study Dr Coffman received funding through the Robert Wood Johnson Foundation to conduct a study to improve health literacy and health care use in Latina women with type 2 diabetes. The mentor will continue to serve on this grant as the nursing faculty mentor. Summary Concluding Statement: Mentoring is an important strategy nursing leadership can use to facilitate the growth of our future nurse scientist to improve health status in vulnerable populations.

The Interconnectedness of the Roles of Mentors and Mentees in Pre-service Teacher Education Mentoring Relationships

This review of the research literature focuses on the interconnectedness of the roles of mentor teachers and pre-service teachers. In order to examine the interconnectedness of mentors and mentees, the paper firstly delves into what mentoring is and what contextual factors influence mentoring in pre-service teacher education. It then examines the research literature on mentors and mentees and the roles they undertake in a mentoring relationship. Emerging from the examination of the roles is identification of how the relationship functions with regard to the mentor and mentee who work together to achieve specific goals. The paper highlights the fact that limited research has examined mentor and mentees as interconnected partners in mentoring relationships. The paper outlines how the mentoring relationship participants can actively participate and interact. In conclusion, the paper provides a definition for mentoring that embraces essential mentoring components for pre-service teacher education contexts.

Mentoring of new teachers: Correlates of activities and mentors’ attitudes

This study examined the mentoring component of the Israeli induction program for beginning teachers. Factors, such as gender, school level, and implementation of mentoring, were investigated in relation to mentoring activities (frequency, initiation, regularity, content) and mentors’ attitudes (towards matching, role conflict, the mentoring experience). Data were collected from a national sample of 118 mentors by questionnaire. Results showed that mentoring implementation factors were significant correlates of mentoring activities and mentors’ attitudes. Findings indicated that good implementation at the early stages of mentoring, particularly with respect to recruiting, training, and deploying mentors, can have important implications for how mentors function.

Confronting issues of gender and ethnicity: Women's experiences as aspiring urban principals

This article examines, from a female perspective, the complexities of gender and ethnicity embedded in successful urban school leadership. The authors use qualitative data, collected from female participants in two cohorts of aspiring urban principals in a yearlong experimental leadership preparation program, to discuss issues that arise during the coursework mentoring and school internship components of the program. Recommendations for future programs, drawn from the study, include selecting program participants based on their commitment to social justice, utilizing opportunities to confront gender and ethnic leadership stereotyping, providing the training to conduct school dialogues on social justice issues, and exposing aspiring principals to ethnically diverse urban school environments.

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

Sense of belonging to a community offers protection against depression (Glover et al. 1998); however, rural adolescents with mental health issues often feel isolated, lonely and socially excluded (Aisbett et al. 2007). This is exacerbated by the stoic attitudes and fear of social stigma which prevent many rural adolescents from engaging with mainstream mental health programs (Boyd et al. 2006). With this knowledge, we aimed to engage atrisk 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.

Narratives on experiences of African‐American women in the academy: conceptualizing effective mentoring relationships of doctoral student and faculty

This qualitative study explored the effectiveness of traditional mentoring functions for an African‐American female doctoral student aspiring for the professoriate, and the professional advancement of an African‐American female professor who matriculate in separate predominantly White institutions (PWIs). Findings from their experience narratives indicate that while traditional mentoring components were helpful, additional dimensions were needed to help them survive and achieve at their PWIs. They offer strategies to aid other women and minorities at PWIs to succeed. Specific strategies are also offered to university administrators who desire to recruit, retain, graduate, and promote African‐American females in the academy.

Mentorship and the socialization of underrepresented minorities into the professoriate: examining varied influences

This study examines the mentoring component of the Committee on Institutional Cooperation’s (CIC) Summer Research Opportunity Program (SROP). The national initiative, implemented on various campuses throughout the United States, seeks to establish a diverse faculty by encouraging the enrollment and completion rates of minority doctoral candidates. Results from interviews with former and current undergraduate student participants suggest that mentorship influences the individual, interpersonal, extra‐programmatic, and to a lesser extent, collective realms of protégé experiences. Study results emphasize the importance of faculty‐directed mentorship in preparing students of color for both graduate education and entrance into the professoriate.

The Impact of Reentry Services on Juvenile Offenders' Recidivism

Despite recent decline in juvenile crime, the formal processing and incarceration of juveniles has increased. Many incarcerated juveniles return to their communities with serious risk and need areas unaddressed, complicating their chances for successful reentry. Juvenile aftercare and/or reentry programs have emerged to address these youths' unique needs and the risk they pose to public safety. This study examined preliminary process and outcome indicators of a unique juvenile offender reentry program, including a strong mentoring component, compared to similar youth not receiving reentry services. The authors examined service delivery, as well as intermediate outcome measures and short-term recidivism outcomes, including time to first new offense and number of new official contacts within 6 months of release. Findings demonstrate that the program was delivered as intended, successfully created intermediate change in participants, and was modestly effective in reducing recidivism likelihood and increasing time to recidivism.

Unraveling the ‘Secrets of the Craft’: Mentoring as a Device for Demystifying Technical Services for Students

ABSTRACT The technical service processes are frequently either unknown or a mystery to students of library and information science. Various methods can help instruct students about the technical services. Since 1995, Technical Services Functions, a graduate level course offered at the Graduate School of Library and Information Science, University of Illinois at Urbana-Champaign, has included a mentoring component partnering students with librarians or archivists actively working in technical services related work. The processes, perceptions, outcomes, problems and successes of this experience are detailed.

Peer Mentoring in Long-Term Care

This article describes two successful peer-mentoring programs designed to improve the quality of care in nursing homes and retention rates among direct care staff. The first program, “Growing Strong Roots,” examined CNA retention rates and the second program, “Peer Mentoring for Long Term Charge Nurses,” examined RN and LPN retention rates. These programs include a training component, an on-the-job mentoring component, and reinforcing booster sessions. This article includes content and operational issues, recommendations for further program development and research, and replication information.