Student Mentors Research Articles

A tribute to Nelson Graburn: the joy of tourism research

This article explores Nelson Graburn’s enduring impact on the field of tourism studies, specifically through his mentorship of students and colleagues, his boundless energy organizing colloquia for the UC Berkeley Tourism Studies Working Group, and his creation of a global kinship network of tourism researchers. The author also reflects on her personal connection to Graburn, who served as her dissertation advisor, and their experiences in the field doing tourism research.

A study on the impact of mentoring on the employment of postgraduate students in Chinese colleges

Postgraduate student mentoring and postgraduate employment are two pressing challenges in postgraduate education today, and we focus on the relationship between the two in an effort to address both issues. Based on a survey of 725 Chinese postgraduate students, this study explored the relationship between the mentoring and postgraduate employment. Specifically, this study delves into how mentoring influences postgraduate employment satisfaction by enhancing employability, which includes academic competence, personal quality competence, and employment capital. The results show that (1) the mentoring is significantly and positively correlated with the employment satisfaction of postgraduate students, exerting a notable direct effect on their employment satisfaction; (2) academic competence, personal quality competence, and employment capital have a significant mediating effect between the mentoring and employment satisfaction of postgraduate students. In summary, this research highlights the critical role of mentoring in bolstering postgraduate employment satisfaction by fostering the cultivation of employability skills.

Leveraging School-University Partnerships to Support Mental Health and Well-being.

Young people experience high rates of mental health challenges, which have been exacerbated by the pandemic, particularly for those from underserved communities and communities of color. The Mindful Mentors program demonstrated that delivery of a mindfulness-based curriculum provided by university students to school-aged children is feasible and mutually beneficial. Benefits for university student mentors included team building, increased self-awareness, and developing effective skills for dealing with stress. The pilot program highlighted specific challenges and areas for improvement related to the delivery of mindfulness curriculum to younger children. Recommendations for future implementation include the need for curriculum tailored for specific grade levels and ensuring buy-in and engagement from teachers.

Observing the Craft of Mentoring Students During the Year Abroad

As a senior university manager overseeing targeted study abroad programs in the Bachelor of Arts in International Studies (BAIS) at the University of Technology Sydney (UTS), I had the opportunity to accompany Associate Professor Ilaria Vanni-Accarigi on a Block Visit to our students in Italy. This experience deepened my understanding of the nuanced pedagogical approaches that support students’ successful international experiences, highlighting the significance of place, time and the intuitive teacher-student relationship in fostering intercultural learning.

Strategi Penguatan Keunggulan Program Studi Tata Boga degan Metode SWOT dan QSPM: Studi Kasus Prodi D3 Tata Boga Politeknik Negeri Balikpapan

Strengthening the excellence of study programs is a strategic step in order to improve the quality of competitiveness of study programs in order to be able to adapt to the needs of scientific developments at the global level. Therefore, a comprehensive and data-based strategy formulation is needed to optimize the Strengthening process. This study aims to identify the Strengths, opportunities, Weaknesses, and Threats and formulate a strategy to Strengthen the excellence of the D3 Culinary Arts Study Program of Balikpapan State Polytechnic. The methods used in formulating this excellence Strengthening strategy are SWOT and QSPM. The results obtained in this study are based on the IE matrix which is seen in the total IFEM score of 2,966 and EFEM of 2,924 in the SWOT matrix, the position of the Study Program is in quadrant V (Hold and Maintain) which means it has moderate internal and external capabilities so that it is necessary to Strengthen the Strength variables and develop according to the opportunities it has. Based on the QSPM analysis, alternative strategies to utilize industry-based curriculum and the implementation of PBL-based curriculum to establish collaboration with institutions and industries at national and international levels to improve student competency and internship opportunities (9.90), overcome the community paradigm towards universities in Java which are considered better by improving international accreditation of study programs and utilizing a wide alumni network for promotion and branding, (9.84) and utilizing a wide alumni network to expand cooperation and funding in the fields of education and research and improving mentoring and networking programs for students (9.82) are the three priorities of the Study Program

Female dental students' perceptions on barriers and motivators in pursuing oral and maxillofacial surgery.

Although females represent more than half of US dental students, less than 10% are practicing oral surgeons. This study sought to identify barriers and motivators perceived by female dental students in their D1 and D4 years concerning a career in oral and maxillofacial surgery (OMS). This cross-sectional study used a single survey in 2023 sent to all US dental schools for female D1 and D4 students. Perceived barriers and motivating factors were rated on a scale from 0 to 5, 5 indicating the highest importance. For comparisons between D1 and D4, the data were analyzed using the Mann-Whitney test and adjusted for multiple correction using the Bonferroni method. All responses were pooled to identify statistically significant barriers and motivating factors. Combined cohort barriers identified were time commitment (86.2%), family sacrifices (75.2%), long work hours (70.7%), and need to perform at top of class (64.6%). The important motivators were financial security (82.1%), scope (71.2%), respect (62%), and lifestyle after residency (51.4%). A statistically significant difference between groups was on the need to excel academically, with D1 students rating it more important (4.14/5) and D4's rating 3.51/5 (adjusted p-value=0.02, which is less than 0.05). The responses for motivation to pursue OMS showed a significant difference, D1 rating it 3.81/5 and D4 rating it 3.26/5 (adjusted p-value=0.03, which is less than 0.05). As the primary barriers identified relate to issues of time and personal sacrifice, it may be beneficial to enhance female mentorship and surgical clerkship opportunities for female dental students to address these issues.

Comparing MCDM Methods for Assessing the Lecturer Performance Index at Dipa Makassar University

Assessing or evaluating the Lecturer's Performance, presented through the Lecturer Performance Index, is a crucial element in the university system that impacts the quality of The University's Three Main Purposes, which include teaching, research, and community service. To ensure objective and accurate evaluations, methods that can accommodate various relevant criteria are needed. One increasingly popular approach is the Multi-Criteria Decision Making (MCDM) method, which allows for evaluating and comparing alternatives based on multiple criteria. This research compares several MCDM methods, namely Weighted Product (WP), Simple Additive Weighting (SAW), and Multi-Objective Optimization by Ratio Analysis (MOORA), used to assess the lecturer's performance at Dipa University Makassar. The WP method can handle criteria with different units, SAW is simpler and easier to apply, while MOORA offers a more comprehensive analysis. This study also identifies challenges in assessing the lecturer's performance, such as the influence of students' subjective evaluations that may lead to bias, as well as the addition of several of the lecturer's performance evaluation criteria such as teaching innovation, student mentoring, international and national journal publications, internal publications, and book publications. Additionally, self-development criteria based on academic fields are considered. The findings of this research are expected to provide insights into effective MCDM methods for the lecturer's performance evaluation and offer recommendations for educational institutions to choose the appropriate and transparent evaluation method. By using MCDM, the objectivity and accuracy of the lecturer's performance evaluations can be improved, biases can be reduced, and contributions can be made toward developing more fair and systematic evaluation standards.

Building the next generation of researchers: an “EPIC” student mentoring process

PurposeThe purpose of this paper is to describe an intervention-based research mentoring opportunity for higher education students in health- and mental health-related disciplines.Design/methodology/approachThis paper includes a retrospective case study to demonstrate the application of a unique research mentoring method with a voluntary interdisciplinary team of undergraduate and graduate students on a project funded by the National Institutes of Health in the United States of America. The research mentoring experience is described through a pedagogical approach based directly on the focal intervention under study (e.g. GenerationPMTO).FindingsWe present the process of an intervention-based model of research mentoring as a unique opportunity to build student research skills and provide exposure to evidence-based interventions applicable to general health populations. Findings demonstrate the research team’s success in forming a collaborative research mentoring environment, performing key research tasks effectively and making reliable fidelity ratings.Practical implicationsThis paper provides novel insight into an isomorphic process using intervention-based research mentoring as a pedagogy to enhance students’ research skills and application.Originality/valueUnderstanding effective research mentoring approaches can influence the trajectory for future generations of mental health researchers and scholars who may not otherwise be exposed to research in their clinical training programs or courses of study. This paper provides insight and recommendations for how mentors can engage higher education students intentionally in research opportunities using intervention-based research mentoring.

We Don’t Get Anywhere Alone: Reflections on the 2024 SOPHE Conference as a Full Circle Moment

As a new professor, I reflect upon the power of mentoring after bringing three students to the 2024 SOPHE conference. I juxtapose my past self, thrown into the world of professional conferences as a student, with my current early-career self, having transitioned from being a student member of SOPHE to a faculty member bringing my own students to a SOPHE conference. In addition, my students tell their stories of imposter syndrome, the National Case Study Competition in Health Education, and how they came to view the power of mentoring. They share their lessons and hopes for the future. The value of having a strong team of supportive colleagues and mentors is discussed. Furthermore, I consider the role I will now play as a mentor for my own students. This reflection comes on the heels of the 2024 SOPHE conference in St. Louis and highlights common messages about needing that support throughout all stages of one’s career.

Factors Affecting Career Choices Among Medical Students of Ayub Medical College Abbottabad

Background: Choosing a medical specialty can be either a daunting and confusing experience for some medical students and junior doctors or a foregone conclusion to others. The aim of this study is to evaluate factors influencing career choices among medical students in Ayub Medical College (AMC) Abbottabad, KPK, Pakistan. Materials and Methods: It was a descriptive type cross sectional study carried out at AMC Abbottabad for a period of 8 months from 1st March, 2022 to 31st October, 2022 on 100 students. Study population was Medical students of AMC Abbottabad. A questionnaire was developed for data collection. The data was analyzed through computer using SPSS version 20.0. Mean and standard deviation was calculated for continuous variables and frequencies and percentages for categorical variables. Results:In this study students from all classes from first to final year MBBS were included. Out of 100 students, 52 (52%) were males and 48(48%) were females. In this study we assessed that about 30% medical students were unsure about their future specialty decision , 29% students have broad area decision , 23% students have specific area decided upon while 12% students currently considering two broad areas. Moreover 41% students have not yet decided their future broad area for specialty, 35% students decided during their clinical years (3rd,4th and final year), 12% students had decided during their pre-clinical years (1st and 2nd year) and 12 % students had decided prior to medical college. According to our study, the most important factor which influence career choice among medical students is personal interest 49%, followed by lifestyle 15% , future job opportunities 14% , 7% influence from a mentor, 5 % previous positive clerkship experience and 4% have other personal reasons. Conclusion: A variety of factors appeared to inspire medical students in AMC Abbottabad to choose a future career choice. When identified, these factors can be used by mentors of medical students and directors of residency training programs to motivate students to choose specialties that are limited in the country and therefore better serve the national community.

Internal Medicine Student Chief Elective.

With increasing patient care responsibilities, administrative work and education demands, physicians may find it challenging to provide high-quality and engaging clinical education to third-year medical students on clerkships. Fourth-year students in the role of near-peer teachers can help fill this role, but they often also have competing responsibilities. A 4-week Internal Medicine Student Chief (Student Chief) elective was created, designed such that fourth-year students would apply for dedicated time to serve as student leaders, coaches and educators for the third-year students on the Internal Medicine clerkship. They were provided an asynchronous medical education curriculum and conducted their own Medicine subject exam reviews, case conferences and feedback sessions. Course evaluations by clerkship students did not detect a significant difference between the "quality" of the Internal Medicine clerkship and the "amount of formative feedback" from pre-post Student Chief elective introduction. Clerkship students' feedback regarding their interactions with and the ratings of the Student Chief, however, were excellent. Evaluations by the Student Chief suggested that the course provided rich opportunities for students interested in medical education to learn and practice skills in teaching, mentoring and coaching of Internal Medicine clerkship students. Given overwhelmingly positive feedback, the Student Chief elective has continued. Student Chief responsibilities evolved based on feedback, and the Student Chiefs themselves develop their own learning goals for their experience. Future studies could include a more longitudinal evaluation of the program, expanding the scope of the Student Chief experience to other specialties and publication of an implementation toolkit.

Education and Outreach Program Managers’ Approaches to Engaging with Engineering Students in Summer Research Programs in the U.S.

Program managers of undergraduate research experience programs play a pivotal role in students’ learning experiences. However, their roles in this program are seldom understood and explored. One reason is that a greater focus has been put on faculty and student mentorship. Although many faculty mentors succeed in providing students with adequate support for their learning experience, students can also benefit from having access to multiple mentors, such as program managers. In this study, we employed a qualitative approach to identify the common experiences of education and outreach program managers in managing engineering undergraduate summer research experience programs and mentoring students in the United States. The findings indicate that the participants provided career and technical support that contributed to students’ success by providing general guidance, professional development opportunities, and access to resources. Also, the participants engaged in active listening and training, and supported inclusive activities to promote students’ psychosocial support. From the findings, we provide recommendations for program managers and faculty members to help reinforce students’ learning in research programs.

Expanding Opportunities for Latina College Students: Faculty-mentored Research at a Hispanic-Serving Institution

Mentoring is a highly effective practice that can provide Latina students with a caring role model that demonstrates the knowledge, skills, and behaviors necessary to be successful in college and beyond. Career readiness is an important area to include in college student mentoring practices. This paper describes the development and implementation of a grant funded research project designed to provide a faculty mentored research experience to students enrolled in the Search for Education, Elevation, and Knowledge, the SEEK Department at John Jay College of Criminal Justice. Some of the questions that gave shape to this work included: Why is it important to engage underrepresented, economically challenged students in faculty-mentored research? How do you effectively engage students who are often overlooked for such opportunities? What outcomes can be accomplished by engaging students in faculty-mentored research? This body of work serves to improve the teaching and learning experience for Latinas at HSIs and seeks to add to the literature about the importance of mentoring in higher education.

Creating better internships by understanding mentor challenges: findings from a series of focus groups

BackgroundDespite demands to make higher education more relevant beyond academia, and a growing body of work testifying to the benefits of work-relevance programs (e.g., work-placements, or internships) for both students and the companies that host them, there is limited information available for those aiming to optimize these programs. For example, few have explored the challenges and needs of internship supervisors. Here, we focus on the experiences of supervisors in biology and geology programs across three Norwegian institutions. Specifically, through a series of focus groups, we asked internship supervisors about their motivations for serving as student mentors, any challenges they had faced, and what higher-education institutions could do to better prepare them for hosting students at their workplaces.ResultsKey challenges faced by supervisors include the need to tailor placements to individual student needs and capabilities, navigating the constraints imposed by academic structures, and addressing communication gaps between students, institutions, and workplace supervisors. Internship supervisors suggest enhancing communication strategies to better define roles and expectations, increasing support and training for supervisors, and establishing clearer, more collaborative frameworks for setting learning objectives with students.ConclusionsThe supervisors’ suggestions aim to ensure that internships are mutually beneficial, supporting both students' educational outcomes and the workplace needs. By focusing on the supervisor's perspective, we provide valuable insights into one aspect of implementing effective and rewarding internships (i.e., supervisor preparation), thereby suggesting pathways for future improvements in these high-impact educational practices.

Training the trainers: The work of student affairs professionals in leadership training.

Although universities often expect student affairs staff to possess advanced leadership skills, many have not undergone formal training as leadership educators, which often leads to inconsistent outcomes in leadership development programs. Drawing on best practices in facilitating leadership learning -including the use of multiple pedagogies, critical reflection, and the avoidance of superficial or unstructured facilitation-we argue leadership educators require specialized training to effectively facilitate leadership trainings. Moreover, institutions have underinvested in the professional development of leadership educators, despite the significant role they play in shaping student leadership competencies. Through targeted investments in professional development, universities can better equip their leadership educators, thereby ensuring more effective mentorship and impactful leadership experiences for students. This article calls for a paradigm shift in leadership education, advocating for a strategic commitment to developing educators who can fulfill the promise of training the next generation of leaders.

Assessing a Student Mentorship Programme at the University of Limpopo: Mentees’ Perspectives

Assessing a Student Mentorship Programme at the University of Limpopo: Mentees’ Perspectives

Exploring Teachers' Behavioral Acceptance of Using Chatbots in Teaching

In the contemporary era, chatbots handle diverse tasks, ranging from addressing frequently asked questions (FAQs) and performing administrative and managerial duties to offering student mentoring, motivation, and assessments of learning progress. The primary purpose of this research was to explore teachers' behavioral acceptance of using chatbots in education. The researcher used a descriptive research design for this study. All the University of Sialkot teachers comprised the study population. The total sample of the study was 100 teachers. The researcher developed a questionnaire by reviewing the related literature to achieve his objectives. Ten subject matter experts evaluated the questionnaires' content validity, while the questionnaires' overall reliability was found to be 0.878 coefficient Alpha. Statistical techniques of frequency, percentage, mean score, standard deviation, and t-test were used to elaborate on the concept of the collected data. The study established that teachers have a high acceptance of using chatbots. It was found that the difference between male and female responses was not statistically significant. The study concluded that chatbots are valuable in teaching. The study recommends that universities invest in ongoing professional development for educators to maximize the benefits of chatbots in teaching.

Nurses' Experiences With Mentoring Nursing Students in Nursing Homes Where an Active, Collaborative Learning Model Is Introduced. A Qualitative Study.

To explore the experiences of nurses mentoring nursing students who study in an active collaborative learning model in their first clinical placement in nursing homes. Clinical nurses play a crucial role in providing a meaningful learning environment when mentoring nursing students. Active collaborative learning models are increasingly being implemented in clinical placements in nursing education and it is important to explore the experiences of mentoring nurses when implementing such models. In our study, a model where one mentor supports a learning cell of two students, again being supported by a team of two persons in joint positions, was explored. The study had a qualitative design, interviewing mentors in focus groups about their experiences with mentoring nursing students in a new, collaborative model. Twenty-seven mentors were interviewed in six focus groups. The data from the interviews were analysed using thematic analysis. Two main themes emerged from the analysis: (1) navigating to find the mentor role in a new approach and (2) sharing responsibility for student mentoring. Mentors in active, collaborative learning models can experience a shift from emphasis on developing a close relationship with one student to emphasis on supporting a learning cell of two students in organising their learning. When introducing new models to practice learning it is essential to also provide a supportive structure for the mentors. Active collaborative learning models have the potential to provide more clinical placements of high quality. Nurses who mentor students need support. A supportive environment being facilitated by academic-practice collaboration provide a community of practice on mentoring for nurses. The result of the research was shared and discussed with stakeholders prior to submitting the article for publication.

Examining the faculty factors influencing Bachelor of Science Nursing (BScN) students’ mentorship in universities in Kenya

Student support is dynamic and requires all-round preparation of faculty as well as their ability to support the learners in navigating the learning environment. This ability can only be understood through understanding the preparation and perception of faculty that can pause a facilitator or inhibiter of the desired end. The aim of the study was to examine faculty factors influencing Bachelor of Science Nursing (BScN) students’ mentorship in universities in Kenya by examining perception of faculty on availability and training on mentorship, assessing the implications of faculty workload and training on student mentorship and evaluating the perception of faculty on BScN student peer mentorship. The study was cross sectional with qualitative approach of data being applied. Study was conducted on faculty in nursing schools at Masinde Muliro University of Science and Technology (MMUST), Great Lakes University of Kisumu (GLUK), Uzima University and University of East Africa Baraton (UEAB). Results indicated that majority of the participants in the schools did not have requisite training to conduct mentorship and therefore felt inadequately prepared to engage in mentorship. However, majority felt that if peer mentorship structures were put in place and implemented, it would be worth, efficient and effective in supporting learners to socially adjust hence succeed in their academics. In conclusion, training of faculty, faculty workload and faculty perception of peer mentorship influenced student mentorship in universities in Kenya.

Collaborative Section-Based DNP Project Faculty Workload Model.

The Doctor of Nursing Practice (DNP) degree culminates in the DNP project, a scholarly project aimed at enhancing health care systems aligned with national standards. While DNP projects are valued, they pose challenges due to resource-intensive demands including faculty time and effort. Faculty workload models related to DNP projects have not kept pace with increasing enrollment and program expectations. Consistent with national standards, a large public university convened a task force to examine faculty workload relative to DNP projects and to devise a more equitable and realistic model. Task force output led to the creation of the Collaborative Section-Based Faculty Workload Model that resulted in increases in faculty satisfaction, retention, and student mentorship, while maintaining DNP project rigor. The Collaborative Section-Based Faculty Workload Model responds to the challenge of balancing DNP project oversight with increasing time demands on faculty and increasing enrollment.