Multiple Mentors Research Articles

The mentoring needs of trainees in family practice

This qualitative study examined medical students' and family practice residents' ideas, perceptions, and experiences of being mentored and their expectations of the mentoring experience. Eight focus groups and 16 individual interviews were used to collect data from 49 medical students and 29 family practice residents. Interviews and focus groups were audiotaped and transcribed verbatim. The analysis was iterative and interpretive, using both individual and team analyses. The analysis of the data revealed two central but related themes. The first theme reflected participants' overall experiences with mentors composed of three distinct elements: mentor roles (e.g. coach, advisor) and attributes (e.g. openness and approachability), interactions with mentors, and early exposure to family practice mentors (e.g. observing patient encounters). The second theme explicated the trainees' specific learning needs to be addressed by mentors that were categorised into three distinct yet overlapping levels: 1 practice level (i.e. guidance regarding the logistics of practice management) 2 system level (i.e. knowledge about the medical community as well as community resources) 3 personal level (i.e. guidance in balancing personal and professional responsibilities). Having the option of selecting multiple mentors to address unique aspects of the mentees' personal and professional development is critical in respecting the evolutionary nature and fluidity of the mentoring experience.

The role of developmental relationships in the transition to entrepreneurship

PurposeThe purpose of this study is to examine the under‐researched subject of the role of mentoring relationships within and outside of organizational boundaries as individuals make the career transition from being a corporate employee to becoming an entrepreneur.Design/methodology/approachUsing structured interviews, the authors collected data from 24 men and women in the financial services industry in the UK about their experiences in making the transition from a corporate organization to a new venture work context. All interviews were transcribed and systematic Nvivo coding was used.FindingsDevelopmental relationships with structural, relational, and cognitive embeddedness were most likely to transfer from the individual's corporate workplace to their new venture. Support for both the recent literature on multiple mentors and for gender differences in the patterns of these mentoring relationships was also found.Originality/valueThis is the first published study to examine whether mentor relationships from previous corporate employment transfer to the protégé's new entrepreneurial venture and whether other types of relationships (e.g. coworkers, clients) are transformed into mentor‐protégé relationships after the career transition to entrepreneurship. It is also among the few studies to examine mentoring of entrepreneurs and gender differences in mentoring within the entrepreneurial work context.

An HIV mentorship programme for rehabilitation professionals: lessons learned from a pilot initiative

Aims: This article describes a pilot programme aiming to identify the strengths and challenges associated with a human immunodeficiency virus (HIV) mentorship programme for rehabilitation professionals. Methods: This unique pilot programme incorporated elements of problem-based learning, interprofessionalism and multiple mentoring models. A group of five physiotherapy mentees met initially with three clinician mentors, and three mentors who were persons living with HIV, for a one day workshop to develop relationships, identify learning needs and engage in learning through discussion of case scenarios. Subsequently they met formally every month via teleconference, over a five-month period, followed by a final one-day workshop. Qualitative evaluation included interviews and focus group methodology. Transcripts from these were analyzed through qualitative content analyses. Findings: Participants viewed the mentorship programme positively, in particular the networks they were able to establish, and learning from the mentors living with HIV. However, barriers to participation were related to scheduling and lack of support to devote time to the programme from the mentees' clinical managers. Other challenges related to the mentees' limited opportunities to implement new knowledge, and to difficulties in engaging in informal mentorship activities. Conclusions: Lessons learned from this pilot programme are of value to those interested in developing HIV-related mentorship experiences for rehabilitation health professionals or for those in other emerging areas of practice.

How Mentoring Relationships Evolve: A Longitudinal Study of Academic Pediatricians in a Physician Educator Faculty Development Program

Mentoring is increasingly recognized as central to career development. Less attention has been paid, however, to how mentoring relationships evolve over time. To provide a more complete picture of these complex relationships, the authors explored mentoring from a mentee's perspective within the context of a three-year faculty development program in which the mentor provided specific expertise to assist the mentee in completing a scholarly educational project. Using an evolving focus group design, the authors interviewed mentee groups in 2007-2009 inclusive. Transcripts were coded inductively; codes were revised as data patterns became more apparent. Preliminary assertions about the answers to guiding questions were made; the trustworthiness of the assertions was assessed via member check. Mentees offered a variety of reasons for choosing their project mentor, including proximity, familiarity, and mentor expertise. There was a dyadic relationship with the project mentor in year 1, a broader collaboration with multiple senior mentors in year 2, and mentoring among program peers in year 3. Mentees benefitted from mentors' supportive behaviors and, to a lesser extent, mentors' challenging behaviors. Mentoring relationships, in the context of this faculty development program, tended not to be an exclusive dyadic connection but rather a constellation of relationships that evolved over time and included peer mentoring. The complex reality of these relationships challenges the application of traditional mentoring models and suggests unique considerations in developing mentoring programs designed to meet the needs of faculty in academic medicine.

Mentors as Social Capital: Gender, Mentors, and Career Rewards in Law Practice*

Previous studies have demonstrated that mentoring provides numerous career benefits to individuals and organizations. This article advances past work by examining the effects of individuals’ primary and multiple developmental relationships in a longitudinal study of the careers of lawyers. We develop a social capital perspective on mentorship emphasizing reciprocity of exchange, resource mobilization, and normative expectations embedded within mentoring relationships. We empirically assess mentoring benefits across a diverse range of career rewards. The results provide evidence that male lawyers gain more from their mentor‐derived social capital than female lawyers. Specifically, male lawyers with mentors of senior status benefit with elevated earnings, greater perceived fairness in their workplace, and greater work satisfaction. Women with multiple mentors, however, report enhanced work satisfaction. Implications for research on mentoring, social capital, and professional careers are discussed.

Principals in Practice: The Importance of Mentorship in the Early Stages of Career Development

In this article we empirically assess the benefits of mentorship across a diverse range of extrinsic and intrinsic career rewards. Using an integrated model, we investigate the ways in which characteristics of the organization, as well as characteristics of both protégés and mentors affect the outcomes of mentoring relationships. Our study includes two samples: new law school graduates and a more seasoned cohort of established lawyers. Our results reveal the unique contributions of career and psychosocial mentor functions to early and established careers, as well as the substantial rewards of informal and multiple mentors to the career paths of professionals.

The Blackwell handbook of mentoring: a multiple perspectives approach

Notes on Contributors. Foreword. Acknowledgments. Part I: Introduction:. 1. Overview and Introduction: Tammy D. Allen (University of South Florida), Lillian T. Eby (University of Georgia). 2. Definition and Evolution of Mentoring: Lillian T. Eby (University of Georgia), Jean E. Rhodes (University of Massachusetts, Boston), Tammy D. Allen (University of South Florida). Part II: Theoretical Approaches and Methodological Issues:. 3. Youth Mentoring: Theoretical Approaches and Methodological Issues: Thomas E. Keller (Portland State University). 4. Student-Faculty Mentoring: Theoretical Approaches and Methodological Issues: W. Brad Johnson (U.S. Naval Academy), Gail Rose (University of Vermont), Lewis Z. Schlosser (Seton Hall University). 5. Workplace Mentoring: Theoretical Approaches and Methodological Issues: Terri A. Scandura (University of Miami), Ekin K. Pellegrini (University of Missouri-St. Louis). 6. Reflections on the Theoretical Approaches and Methodological Issues in Mentoring Relationships: Marcus M. Butts (University of Georgia), Jaime R. Durley (University of Georgia), Lillian T. Eby (University of Georgia). Part III: Naturally Occurring Mentoring Relationships:. 7. Naturally Occurring Mentoring Relationships Involving Youth: Renee Spencer (Boston University School of Social Work). 8. Naturally Occurring Student-Faculty Mentoring Relationships: A Literature Review: Carol A. Mullen (University of South Florida). 9. Naturally Occurring Mentoring Relationships Involving Workplace Employees: Thomas W. Dougherty (University of Missouri-Columbia), Daniel B. Turban (University of Missouri-Columbia), Dana L. Haggard (University of Missouri-Columbia). 10. Reflections on Naturally Occurring Mentoring Relationships: Elizabeth Lentz, Tammy D. Allen (both University of South Florida). Part IV: Benefits of Mentoring:. 11. The Benefits Associated with Youth Mentoring Relationships: Lynn Blinn-Pike (Indiana University-Purdue University). 12. Student-Faculty Mentorship Outcomes: W. Brad Johnson (U.S. Naval Academy). 13. The Benefits Associated with Workplace Mentoring Relationships: Aarti Ramaswami (Indiana University-Bloomington), George F. Dreher (Indian University-Bloomington). 14. Reflections on the Benefits of Mentoring: Angie Lockwood, Sarah C. Evans, Lillian T. Eby (all University of Georgia). Part V: Diversity and Mentoring:. 15. Diversity and Youth Mentoring Relationships: Belle Liang (Boston College), Jennifer Grossman (Harvard Medical School/Massachusetts General Hospital). 16. Mentoring in Academia: Considerations for Diverse Populations: William E. Sedlacek (University of Maryland), Eric Benjamin (Montgomery College), Lewis Z. Schlosser (Seton Hall University), Hung-Bin Sheu (University of Maryland, College Park). 17. Diversity and Workplace Mentoring Relationships: A Review and Positive Social Capital Approach: Belle Rose Ragins (University of Wisconsin-Milwaukee). 18. Reflections on Diversity and Mentoring: Hazel-Anne M. Johnson, Xian Xu, Tammy D. Allen (all University of South Florida). Part VI: Best Practices for Formal Mentoring Programs:. 19. Best Practices for Formal Youth Mentoring: Andrew Miller (Middlesex University). 20. Best Practices for Student-Faculty Mentoring Programs: Clark D. Campbell (George Fox University). 21. Best Practices for Workplace Formal Mentoring Programs: Lisa M. Finkelstein (Northern Illinois University), Mark. L. Poteet (Organizational Research & Solutions). 22. Reflections on the Best Practices for Formal Mentoring Programs: Kimberley E. O'Brien, Ozgun B. Rodopman, Tammy D. Allen (all University of South Florida). Part VII: Integrating Multiple Mentoring Perspectives:. 23: New Directions in Mentoring: Steve Bearman (University of California, Santa Cruz), Stacy Blake-Beard (Simmons College), Laurie Hunt (Laurie Hunt & Associates/Simmons College), Faye J. Crosby. 24. Common Bonds: An Integrative View of Mentoring Relationships: Tammy D. Allen (University of South Florida), Lillian T. Eby (University of Georgia). Bibliography. Name Index. Subject Index

A Mentoring Model for Enhancing Success in Graduate Education

Mentoring has served as an effective mechanism to reduce the attrition rates of individuals who are entering graduate programs in the health science disciplines; however, both minorities and males continue to be underrepresented, particularly in the discipline of human communication sciences and disorders. In response to this rapidly growing shortage, several institutions have addressed the need for mentoring; few, however, have provided effective mentoring programs to reverse the shortage of these underrepresented popula- tions. Even fewer have focused on mentoring in graduate education. Given these facts, the purpose of this article is to present 2 models for use in graduate education: a Multiple Mentor Model and a Five-Tier Mentoring Program. Both are designed to reduce attrition rates and enhance student success in acquiring the skills necessary to transition into a professional career. The former is based on the premise that students can benefit from having multiple mentors with varied skills to facilitate their academic, professional, and personal development. The latter consists of 5 components that are essential for a successful mentoring program. The authors also provide recommendations regarding new directions in the field to improve mentoring efforts that will enhance the recruit- ment, retention, graduation, certification, and employ- ment of graduate students.

Using technology to enhance collaborative learning

PurposeThe purpose of this research project is to explore the use of technology in enhancing and creating opportunities for collaborative learning by connecting prospective school leaders and practicing principals from multiple settings.Design/methodology/approachThis was a research project in which an internet‐based network system was created in “LiveText” (software) for cross‐collaborative learning among intern prospective school leaders, practicing school administrators from different school settings and university faculty. Data were gathered through focus group discussions, surveys, reflections and the interns' portfolios.FindingsResponses from participants indicated that the technology used in this project: created a forum for prospective school leaders to network and be involved in experiences spanning multiple settings and multiple mentors; enabled the participants to better understand issues of urban/inner‐city, suburban, rural, elementary, middle, and high schools; created opportunities for interns to assess their own knowledge, skills, and dispositions based on Interstate School Leaders Licensure Consortium (ISLLC) standards; and enabled the development of web‐based electronic portfolios through “LiveText.”Originality/valueThe project demonstrated how technology can be used as a programmatic tool to enhance collaborative learning by: first, countering logistical and structural challenges of organizing multiple setting leadership experiences for aspiring school leaders; and second, dismantling barriers that separate prospective school leaders from diverse practicing school leaders and schools and, thereby, building both strong and weak ties.

Collaborative Co-Mentored Dissertations Spanning Institutions: Influences on Student Development

The Graduate Partnerships Program (GPP), established in 2000, links universities with National Institutes of Health (NIH) laboratories for predoctoral training. Several partnerships required that students create collaborative dissertations between at least one NIH and one university research mentor. More than 60 students have entered into these co-mentored research collaborations, and many others established them even though not required. Much was learned about the experiences of these and other GPP students by using structured interviews as part of a formal self-study of the GPP in 2005. Complications of trying to work with two mentors are managed through careful program design and mentor selection. In the collaborative model, students develop a complex set of scientific and interpersonal skills. They lead their own independent research projects, drawing on the expertise of multiple mentors and acquiring skills at negotiating everyone's interests. They develop high levels of independence, maturity, flexibility, and the ability to see research questions from different perspectives. No evidence was found that co-mentoring diminishes the normally expected accomplishments of a student during the Ph.D. Multi-mentored dissertations require skills not all graduate students may possess this early in training, but for those who do, they can promote rapid and extensive development of skills needed for collaborative, interdisciplinary research.

Mentoring at the University of Pennsylvania: Results of a Faculty Survey

BackgroundResearch suggests mentoring is related to career satisfaction and success. Most studies have focused on junior faculty.ObjectiveTo explore multiple aspects of mentoring at an academic medical center in relation to faculty rank, track, and gender.DesignCross-sectional mail survey in mid-2003.ParticipantsFaculty members, 1,432, at the University of Pennsylvania School of MedicineMeasurementsSelf-administered survey developed from existing instruments and stakeholders.ResultsResponse rate was 73% (n = 1,046). Most (92%) assistant and half (48%) of associate professors had a mentor. Assistant professors in the tenure track were most likely to have a mentor (98%). At both ranks, the faculty was given more types of advice than types of opportunities. Satisfaction with mentoring was correlated with the number of types of mentoring received (r = .48 and .53, P < .0001), job satisfaction (r = .44 and .31, P < .0001), meeting frequency (r = .53 and .61, P < .0001), and expectation of leaving the University within 5 years (Spearman r = −.19 and −.18, P < .0001), at the assistant and associate rank, respectively. Significant predictors of higher overall job satisfaction were associate rank [Odds ratio (OR) = 2.04, CI = 1.29–3.21], the 10-point mentoring satisfaction rating (OR = 1.27, CI = 1.17–1.35), and number of mentors (OR = 1.60, CI = 1.20–2.07).ConclusionsHaving a mentor, or preferably, multiple mentors is strongly related to satisfaction with mentoring and overall job satisfaction. Surprisingly, few differences were related to gender. Mentoring of clinician–educators, research track faculty, and senior faculty, and the use of multiple mentors require specific attention of academic leadership and further study.

Mentoring Network and Self-Monitoring Personality

Combining mentoring theory with social network theory, this study investigates the formation of mentoring networks. In a sample of 127 military officers, we test hypotheses regarding the relationship between self-monitoring personality and mentoring network characteristics. Protege's self-monitoring orientation predicted the tie strength in his or her mentoring network Results support the statement that personality variables predict the structure of social networks. In addition, results of the social network analysis confirm that individuals receive mentoring assistance from multiple mentors and that the mentoring network characteristics a protege possesses differ depending on his/her self-monitoring orientation. Key words: Mentoring Network, Self-monitoring, Social Network, Personality Introduction Recently, the concept of social capital has gained importance as a powerful factor explaining the relative success of actors in a number of areas which are of central concern to organizational researchers (Adler/Kwon 2002). Due to increasing interest in leveraging social capital within organizations, informal and formal mentoring has attracted the attention of academics and practitioners as a potentially critical developmental tool (Wanberg/Welsh/Hezlett 2003). Academics and practitioners have recognized that mentoring relationships are valuable because of their impact upon employee socialization, learning, career development, expatriate adjustment, and the preparation of employees for managerial positions (Dockery/Saal 1998; Laabs 1998; Noe 2002). In the past twenty years, the benefits that proteges receive from traditional oneto-one mentoring relationships have been the focus of much of the research on mentoring. However, scholars have begun to pay attention to relationships of proteges with multiple mentors including senior colleagues, peers, and even subordinates (Higgins/Kram 2001). Changes in the current career environment caused by the flattening of organizational structures and the diversification of organizational membership suggest that people need to strive to a broader group of individuals in order to receive sufficient mentoring support. Yet despite the theoretical readiness to reconsider mentoring from the social network perspective (Podolny/Baron 1997; Higgins/Kram 2001; Higgins/Thomas 2001; De Janasz, Sullivan/Whiting 2003), there is not much understanding about the concept of mentoring networks so far. In a large part of existing literature on the topic, mentoring has been conceptualized as an intense interpersonal exchange between a more senior employee (i.e. the mentor) who provides advice, counselling, feedback, and support related to career and personal development, and a less experienced employee (i.e. the proteges) (Hunt/ Michael 1983; Kram 1985). In this respect, individuals beyond one single mentor seldom have been considered. Further, the emphasis on the consequences of social network rather than its origins has resulted in neglecting the importance of the antecedents of mentoring networks. Especially the social network researchers, focusing on social structure, have omitted the importance of individual personalities in network analysis. Scholars studying the structure of networks tend to ignore the attributes of actors such as personality, because outcomes are assumed to derive from embeddedness in relational systems. In recent years, however, these long-ignored interrelations of individual personalities with social networks have gained increased notice from network researchers (Burt/Jannotta/Mahoney 1998; Kilduff 1992; Mehra, Kilduff/Brass 2001; Klein/LJm/Saltz/Mayer 2004). For example, in a recent critique of social network research, Salancik (1995) called for specific network theory to explain why certain characteristics exist. The current research question linking personality and the structure of social networks has its roots in early organizational research. …

Creating a Mentoring Culture: The Organization#s Guide

Exercises. Exhibits and Figures. Foreword. Preface. Acknowledgments. About the Author. PART 1: TAKING STOCK: MENTORING'S FOUNDATION. What Is Mentoring, Anyway? Does Mentoring Add Value to the Organization? How Do We Start? 1 Mentoring, Embedded in the Culture. The Importance of Embedding Mentoring in the Culture. An Ideal Scenario. Phases of a Mentoring Relationship. Embedding Mentoring: Reflection on Practice. 2 Connecting Culture and Mentoring. Grounding the Work. Identifying Cultural Anchors. Deciding to Move Forward. Where Do You Want to Be? Aligning Organizational and Mentoring Goals. Connecting Culture and Mentoring: Reflection on Practice. 3 Planning Implementation. Readiness, Opportunity, and Support: A Model for Change. People and the Plan. The Process of Implementation. Planning Implementation: Reflection on Practice. PART 2: MOVING FORWARD: MENTORING AT WORK. The Hallmarks of Mentoring. Moving Mentoring Forward. 4 Infrastructure. Mentoring Infrastructure Components. Infrastructure: Reflection on Practice. 5 Alignment. Concepts and Challenges. Characteristics of Alignment. People: Powering Mentoring. Process Components of Alignment. Alignment: Reflection on Practice. 6 Accountability. The Concept of Accountability. Setting Goals. Clarifying Expectations. Defining Roles and Responsibilities. Monitoring Progress and Measuring Results. Gathering Feedback. Formulating Action Goals. Accountability: Reflection on Practice. 7 Communication. Challenges of Communication. Communication Criteria. Benefits of Communication. Components of Communication. Communication: Reflection on Practice. 8 Value and Visibility. Identifying the Value. Showing Support Through Visibility. Practices That Stimulate Value and Visibility. Value and Visibility: Reflection on Practice. 9 Demand. Creating Demand in a Mentoring Culture. Impact and Indications of Demand. What Factors Prevent Demand from Flourishing? How Do Mentoring Hallmarks Contribute to Demand? Demand: Reflection on Practice. 10 Multiple Mentoring Opportunities. Planning the Opportunity. Types of Mentoring Relationships. From Opportunity to Planning. Multiple Mentoring Opportunities: Reflection on Practice. 11 Education and Training. Developing a Big-Picture Perspective. Key Factors at Work. Evaluating Your Key Factors. Anatomy of a Training Experience. Strategies for Success. Education and Training: Reflection on Practice. 12 Safety Nets. Relying on the Net. Proactive Approaches to Obstacles. Reactive Approaches to Obstacles. Gaps in the Net. Safety Nets: Reflection on Practice. Epilogue: Moving on: Mentoring and the Future. From Seed to Blossom. From Blossom to Fruit. Cultural Integration: A Caveat. Reflection Is the Practice. Appendix One: Mentoring Culture Audit. Appendix Two: Digging Deeper. References. Index. Credits. How to Use the CD-ROM.

Views of family medicine department Chairs about mentoring junior faculty

Mentoring can be a key component contributing to the success of faculty. We investigated the attitudes of family medicine department Chairs toward mentoring, with emphasis on mentoring female and minority faculty. This qualitative inquiry used semi-structured interviews with 13 Chairs of US departments of family medicine. Although most Chairs felt that mentoring had value, a minority of our sample had formal mentoring programs. Multiple mentors were suggested for female and minority faculty to meet both their personal career and content needs. Availability of senior faculty is a key resource. Until more senior women and minority faculty are available, cross-gender and cross-ethnicity mentoring will need to be utilized.

Global mentoring as a means of career development and knowledge creation

PurposeThis article aims to examine the process of mentoring and career development within the global arena. Although much has been written on the adjustment of expatriates, relatively little research has examined the exchange of information and knowledge among workers in different countries via the mentoring process.Design/methodology/approachA model is offered of how an expatriate progresses through learning cycles aided by multiple mentors. Multiple mentoring contributes to the individual's career development and facilitates the development of organizational tacit and embedded knowledge.FindingsUsing Hall and Chandler's conceptualization of multiple learning cycles over the life span, it is proposed that the expatriate cycles through a learning cycle over the course of an extended assignment. These learning cycles are shorter than the traditional career stages, often lasting two to four years – similar to the length of an expatriate assignment. It is suggested that the stages of an expatriate assignment – predeparture, on‐site and repatriation – represent a learning cycle. A successful expatriate experience is more likely to occur if multiple mentors in various locations are available – as needed – to offer information and career support to the expatriate.Originality/valueWith increasing globalization and rapid technological advances, mentoring relationships that cross national and other types of boundaries have increased, yet theory has not kept pace. A framework is provided for the further examination of expatriate careers and how mentoring can increase career outcomes and knowledge transfer.

A needs-driven approach to expatriate adjustment and career development: a multiple mentoring perspective

Although effective in improving socialization, development, and retention in the US domestic context, mentoring would likely benefit expatriates and their firms, but it remains theoretically underdeveloped in the international context. We develop a theory of international mentoring by integrating current perspectives on protean and boundaryless careers with the literature on mentoring and expatriates. Expatriates need multiple mentors to assist their adjustment and development during the pre-departure, expatriation, and repatriation stages of international assignments. We discuss both hierarchical and peer, and formal and informal, mentoring relationships to delineate which relationships best address specific expatriate needs. International mentoring may improve expatriate adjustment, development, and retention, and thus may affect outcomes of international strategy. We conclude by discussing implications and avenues for future research.

Characteristics of Natural Mentoring Relationships and Adolescent Adjustment: Evidence from a National Study

This research investigated characteristics of natural mentoring relationships (mentor role, frequency of contact, closeness, duration) as predictors of adjustment outcomes among older adolescents and young adults (N = 2,053) in the Add Health study. Outcomes were assessed in the domains of education/work, problem behavior, psychological well-being, and physical health. Mentoring relationships with persons in roles outside of the family predicted greater likelihood of favorable outcomes in all domains except psychological well-being, relative to mentoring relationships with family members. Greater reported closeness in relationships was predictive of several favorable outcomes, particularly those in the domain of psychological well-being. These findings indicate that strategies to promote mentoring of adolescents may be more effective if particular categories of adults are targeted and an effort is made to cultivate relationships with strong emotional bonds. Editors' Strategic Implications: These data suggest that the cultivation of natural (especially non-familial) mentoring relationships during adolescence may be a promising strategy for prevention and health promotion. This study is impressive due to its large, nationally representative sample, the examination of relationship characteristics and multiple mentors, and the links to a variety of outcomes (controlling for earlier functioning). School officials and mentoring programs must consider how to capitalize on - and promote - naturally occurring mentor relationships.

Envirovet Summer Institute: Integrating Veterinary Medicine into Ecosystem Health Practice

Since 1991, Envirovet Summer Institutes have provided an intensive educational program in wildlife and ecosystem health to approximately 225 animal health professionals. Envirovet provides knowledge, skills, and multiple mentors to catalyze ecosystem health-oriented careers for young veterinarians. It is a total immersion experience, with the students engaged in 60–70 hours a week of instruction, 6–7 days a week, for 6 weeks. The course is comprised of lecture, laboratory, and field experiences organized into three sessions: 1) terrestrial wildlife and ecosystem health; 2) aquatic wildlife and ecosystem health; and 3) an ecosystem health approach to international development. Sessions 1 and 2 take place in Florida and Georgia; Session 3 takes place in a developing country (e.g., Kenya, Brazil, South Africa). Ultimately, the goal of Envirovet is to increase the numbers and effectiveness of veterinarians in productive ecosystem health research and application teams around the world.

Will that be one mentor or two? A cross‐sectional study of women's mentoring during college

College women are positioned at the juncture of adolescence and adulthood, as well as school and work. This study sought to identify whether the structural model underlying the mentoring of college women is dyadic in nature, as it is in adolescence and school settings, or networking in nature, as it is in adulthood and workplace settings. Traditional‐aged college women in their first year (n = 146) and fourth year (n = 115) participated in a mentoring survey. First‐year college students were more likely to seek and experience mentoring in the form of a dyadic relationship with one mentor, often with a family member or a recent high‐school teacher, while fourth‐year college students were more likely to seek and experience mentoring in the form of a network of multiple mentors, which included college faculty, family and peers. Both groups of students experienced psychosocial mentoring functions and sponsorship from mentors, but fourth‐year students reported more challenge from their mentors than first‐year students did. Implications for designing developmentally appropriate mentoring initiatives that simultaneously challenge female stereotypes are discussed.

Accelerating Reinforcement Learning through Implicit Imitation

Imitation can be viewed as a means of enhancing learning in multiagent environments. It augments an agent's ability to learn useful behaviors by making intelligent use of the knowledge implicit in behaviors demonstrated by cooperative teachers or other more experienced agents. We propose and study a formal model of implicit imitation that can accelerate reinforcement learning dramatically in certain cases. Roughly, by observing a mentor, a reinforcement-learning agent can extract information about its own capabilities in, and the relative value of, unvisited parts of the state space. We study two specific instantiations of this model, one in which the learning agent and the mentor have identical abilities, and one designed to deal with agents and mentors with different action sets. We illustrate the benefits of implicit imitation by integrating it with prioritized sweeping, and demonstrating improved performance and convergence through observation of single and multiple mentors. Though we make some stringent assumptions regarding observability and possible interactions, we briefly comment on extensions of the model that relax these restricitions.