Abstract As the field of gerontology continues to evolve, minority aging research remains essential in shaping its future by promoting health equity and advancing inclusive aging scholarship. This session convenes esteemed scholars—past recipients of the James Jackson Outstanding Mentorship Award—who have made significant contributions to minority aging research. Dr. Jacqueline Angel, Dr. Maria Aranda, Dr. Tamara Baker, Dr. Lisa Barnes, and Dr. Roland Thorpe will share insights from their careers, reflecting on the challenges, breakthroughs, and impact of their work. Through a moderated discussion, panelists will provide key advice for emerging scholars seeking to advance research in this area, offering perspectives on navigating the field, fostering mentorship, and driving meaningful change. Attendees will gain a deeper understanding of the complexities and opportunities within minority aging research, learning from the experiences and lessons of leading experts. By drawing from the collective wisdom of these distinguished scholars, this session aims to inspire, support, and equip the next generation of gerontologists to advance equity in aging research and practice.

Memorializes John H. Flavell (1928-2025). Widely credited for bringing Piaget's theory to the English-speaking world, John also coined the terms "metacognition" and "metamemory" and was a senior thought leader as theory of mind research exploded in the 1990s. John began teaching child development at the University of Rochester (1956), moved to the University of Minnesota in 1965, and finally joined Stanford University (1976) where, in 1992, he became Anne T. and Robert M. Bass Professor of Psychology. He won the American Psychological Association's Distinguished Scientific Contribution Award (1984), G. Stanley Hall Award (1986), and Mentor Award in Developmental Psychology (2002)-a testament to the fact that teaching graduate students was his favorite part of the job. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Distinguished Mentor Award: Julia J. Scialla, MD, MHS, FASN

Ralph L. Sacco Outstanding Stroke Research Mentor Award: Mentoring to Propel Progress in Pediatric Stroke.

The Journal of Applied Sport Management (JASM) is the official publication of the Applied Sport Management Association (ASMA), which is a scholarly organization that builds research partnerships between faculty and students. ASMA also facilitates connections between sport management faculty and students studying sport and practitioners working in the sport industry. In 2025, the annual conference was hosted by the University of Cincinnati under the direction of Dr. Matt Huml. Highlights from the annual conference include Dr. Chad Seifried from Louisiana State University receiving the ASMA Distinguished Service and Mentorship Award and Dr. Lawrence Judge of Ball State University becoming an ASMA Research Fellow.

The Applied Sport Management Association’s Distinguished Service and Mentorship Award was initiated in 2022 as a renaming and repurposing of the ASMA Scholar Lifetime Achievement Award presented from 2009 to 2020. This service and mentorship award recognizes an ASMA member who has exhibited continued, exemplary service to ASMA, who connects sport management research with practitioners in an applied manner, and who demonstrates dedication to students and mentorship within the ASMA. Recipients of this award provide a keynote address to the ASMA membership at the annual conference. The content of this address is published in the Journal of Applied Sport Management, the peer-reviewed journal and official publication of ASMA.

Abstract In this presentation, Dr. David Chiriboga will lead a panel discussion sharing his invaluable experiences and insights on mentorship within the field of gerontology. Dr. Chiriboga’s impactful work spans diverse research areas, including studies on health disparities, family-centered interventions for Alzheimer’s disease, and barriers to healthcare among older Korean immigrants. Renowned for his role as a mentor, Dr. Chiriboga has nurtured numerous researchers, shaping the landscape of aging studies. His dedication to fostering talent extends beyond academia, evidenced by his mentorship in initiatives like the American Society on Aging’s New Ventures in Leadership program. Acknowledged for his exceptional mentorship, Dr. Chiriboga has received prestigious awards such as the Hiram J. Friedsam Mentorship Award from the Academy for Gerontology in Higher Education and the Minority Mentorship Award from the Gerontological Society of America (GSA). In his presentation, Dr. Chiriboga will illuminate the significance of mentorship and the culture surrounding it, drawing from his wealth of experience. The panel discussion will further explore mentorship and generativity development in gerontology. Following the moderated discussion, the audience will engage in an interactive question-and-answer session. By emphasizing the importance of mentorship and inter-generational knowledge exchange, this presentation aims to illuminate strategies for retaining the legacy of successful mentoring within the GSA and advancing the field through collaborative learning and development.

Abstract The Irving S. Wright Award of Distinction Lecture will feature an address by the 2024 recipient Jeremy D. Walston, MD, FGSA, Johns Hopkins University. The Terrie Fox Wetle Award lecture will feature an address by the 2024 recipient Megan Huisingh-Scheetz, MD, MPH, AGSF, University of Chicago. The George M. Martin Lifetime Achievement in Mentoring Award will also be presented at this event to 2024 recipient Steven N. Austad, PhD, FGSA, University of Alabama at Birmingham. These awards are given by the American Federation for Aging Research, Inc.

Abstract GSA is approaching its 80th anniversary, prompting us to reflect on the origins and rich history of gerontology. Gerontology’s roots trace back to the early 1900s, an era where older age was often perceived solely as a period of physical and mental decline. However, over time, our understanding of aging has significantly evolved. Despite this progress, a noticeable gap persists in inter-generational knowledge exchange, hindering the opportunity to build upon previous theories and extend seminal work. This year’s theme, “fortitude,” underscores the importance of sustaining good science of aging across generations and disciplines. In response, our symposium provides an educational and scholarly exchange platform rooted in historical perspectives. Three esteemed panelists who have played pivotal roles in shaping GSA’s trajectory will share their insights and experiences, with each presentation followed by comments by other panelists. Dr. Steven H. Zarit, recipient of the 2019 Robert W. Kleemeier Award, will discuss how the field of gerontology has evolved. Dr. David Chiriboga, recipient of the 2010 Hiram J. Friedsam Outstanding Mentorship Award, will share his memorable mentorship stories. Dr. Kathleen Wilber, recipient of the 2023 Donald P. Kent Award, will address key values and challenges of the field. The moderator, Dr. Soomi Lee, will facilitate discussions with the panelists and audience. This session offers an opportunity for the Academy for Gerontology in Higher Education (AGHE) and the wider GSA community to reflect on the lasting impact of gerontology and discuss collective visions for tomorrow as we navigate the evolving landscape of the field. Generativity and Aging Interest Group Sponsored Symposium

INTRODUCTION OF VASYL TKACH, THE 2024 CLARK P. READ MENTOR AWARD RECIPIENT.

ACCEPTANCE OF THE 2024 CLARK P. READ MENTOR AWARD.

PurposeThe following narratives describe how successful relationships between mentors and pre-service and inservice teachers go beyond observations and feedback. The purpose is to share the multifaceted approach mentors take to support teacher candidates in generative ways so they can develop their potential as practitioners and how they nurture a culture of professional respect and understanding about how the school–university partnership supports teachers and students across the school and beyond the individual placement classrooms.Design/methodology/approachThe article contains first-person experiences of the recent National Association for School–University Partnerships (NASUP) Exemplary Mentor Award Winners for 2023 and 2024.FindingsThe work of mentors facilitates the growth of pre-service and inservice teachers, empowering them to innovate and enjoy a sense of autonomy within their placement site and supports the growth of the university program, making the partnership more responsive to the needs of the pre-service and inservice teachers. These narratives are evidence of the power of the school–university partnership in growing teachers who exemplify the profession.Originality/valueA successful Professional Development Schools (PDS) partnership includes exemplary mentors who support pre-service teachers, in-service teachers and teacher candidates as they prepare for the profession.

When I nominated Herrick Chapman for the Nancy Lyman Roelker Mentorship Award, a recognition conferred by the American Historical Association upon an exemplary graduate mentor triennially, I collected some twenty letters from former students and colleagues. By the nature of the exercise, each letter was deeply personal. Students recounted the extra mile they felt Herrick had gone to personally help them navigate graduate student life and later the working world, whether in academia or beyond. Rereading these letters, one possible image that could emerge is of selfless generosity—after all, one student recalled how Herrick answered her panicked email on his own daughter's wedding day. I in turn recounted how he helped me pick up the pieces after the death of a parent. Other personal stories of this kind abound. He always was so attentive to his students as individuals.

The articles in this special issue honoring Herrick Chapman convey the many ways that he is a role model as a scholar, teacher, and mentor. The ability to excel in all these areas is exceedingly rare. As John Henry Newman observed: “To discover and to teach are distinct functions; they are also distinct gifts, and are not commonly found united in the same person.” In addition to a career with a significant scholarly impact, Herrick's exceptional compassion and dedication to students at New York University earned him the American Historical Association's prestigious Nancy Lyman Roelker Mentorship Award in 2021. His fine example shows us the ripple effect or rayonnement of effective mentoring, beyond academe and one's own students, serving a broader public good.

At New York University, where he spent most of his career between 1992 and 2019, and in the small world of French Studies, Herrick Chapman is known for being a remarkably generous, attentive, and productive advisor of graduate students. This reputation found institutional recognition with the Nancy Lyman Roelker Mentorship Award from the American Historical Association in 2021.

Mentorship is one of the most rewarding but least rewarded aspects of the professoriate. There are countless undergraduate teaching awards at most institutions of higher learning, and the three North American learned societies in French history grant a number of book and article awards; in addition, the Western Society for French Historical Studies has recently introduced its Tyler Stovall Mission Prize for demonstrated commitment to achieving equity and inclusion in the production and transmission of knowledge about the Francophone world. But the flagship association for US historians, the American Historical Association, has exactly one award for mentoring: the Nancy Lyman Roelker Mentorship Award, established in 1992. It is, moreover, given on an alternating cycle to graduate mentors, secondary school teachers, and undergraduate mentors (at both two- and four-year colleges), meaning that superb graduate mentors are recognized only every third year. Herrick Chapman was so recognized in 2021, which came as no surprise to those who know him.

Joseph Grafton Gall (1928-2024), a founder of modern cell biology, made foundational discoveries on eukaryotic chromosomes and RNA biogenesis. His major contributions include the development of in situ hybridization (later called FISH), demonstration of one DNA double helix/chromosome, isolation of the first eukaryote gene, localization of satellite DNA to centromeric heterochromatin, determination of the first telomeric DNA sequence, and elucidating the structure and functions of Cajal bodies. He was an expert microscopist, a scholar of science history, and an avid naturalist. These attributes, together with his ready embrace of new technologies, contributed to his remarkable success. He was also an early and strong supporter of women in science. His contributions to science and mentoring were recognized by numerous awards including the American Society for Cell Biology's E.B. Wilson Medal, the Society for Developmental Biology's Lifetime Achievement Award, the Albert Lasker Special Achievement Award in Medical Research, and the AAAS Mentor Award for Lifetime Achievement.

Extended essays or commentaries providing an opportunity to express personal views and opinions that are meant to enlighten, entertain, and educate readers, and can include articles about medical history, ethics, literature or the arts related to pediatric dermatology. Patient perspectives are also encouraged. Questions on whether a potential submission is appropriate for this section can be addressed to the Editors-in-Chief, or the Section Editors, Lucinda Kohn, MD, MHS (lucinda.kohn@cuanschutz.edu) or Neil Prose, MD (prose001@mc.duke.edu).

This study investigates the personalities of lecturers as mentors to startup entrepreneurs at higher education institutions (HEIs). The problem stems from the need to understand how specific personality traits contribute to effective mentorship. The objective is to explore how altruism, enthusiasm, and harmonism in lecturers influence their mentoring roles. A qualitative approach was employed, utilizing semi-structured interviews with Malaysian Polytechnic and Community College (PolyCC) lecturers who were finalists in the Best Entrepreneurship Mentor Award Category of the Ministry of Higher Education Entrepreneurship Award (MEA) 2021. These lecturers mentor student entrepreneurs who have successfully sustained their businesses. Thematic analysis was conducted using ATLAS.ti 9 to identify patterns and interactions. The resulting Entrepreneurial Mentor Personality Competency Model Framework, with a high inter-rater reliability (Cohen's Kappa value of 0.99), highlights key personality traits essential for effective mentorship. Additionally, the transferability of this model was validated by an entrepreneurship mentoring expert from Coventry University, United Kingdom (UK). This framework aims to guide HEI lecturers in fostering student entrepreneurship, providing a comprehensive guideline to help students achieve their entrepreneurial aspirations.

This study investigates the personalities of lecturers as mentors to startup entrepreneurs at higher education institutions (HEIs). The problem stems from the need to understand how specific personality traits contribute to effective mentorship. The objective is to explore how altruism, enthusiasm, and harmonism in lecturers influence their mentoring roles. A qualitative approach was employed, utilizing semi-structured interviews with Malaysian Polytechnic and Community College (PolyCC) lecturers who were finalists in the Best Entrepreneurship Mentor Award Category of the Ministry of Higher Education Entrepreneurship Award (MEA) 2021. These lecturers mentor student entrepreneurs who have successfully sustained their businesses. Thematic analysis was conducted using ATLAS.ti 9 to identify patterns and interactions. The resulting Entrepreneurial Mentor Personality Competency Model Framework, with a high inter-rater reliability (Cohen's Kappa value of 0.99), highlights key personality traits essential for effective mentorship. Additionally, the transferability of this model was validated by an entrepreneurship mentoring expert from Coventry University, United Kingdom (UK). This framework aims to guide HEI lecturers in fostering student entrepreneurship, providing a comprehensive guideline to help students achieve their entrepreneurial aspirations.