Potential Mentors Research Articles

‘It’s just us now’: nostalgia and Star Wars Episode VII: The Force Awakens

Certainly Star Wars Episode VII: The Force Awakens (Abrams US 2015) appears simply to wallow in nostalgia, to merely mimic Star Wars (Lucas US 1977, later re-christened Episode IV: A New Hope). We find in it another desert planet; another force-using, orphaned protagonist; another Death Star. Information crucial to the fate of seemingly everything is once again hidden inside a droid, planets are destroyed in demonstrations of force, and weird creatures mingle in a bar. Structurally and thematically, audiences are treated to a hero's (or, rather, heroine's) journey, which culminates in the death of a potential mentor or even father-figure.Certainly J.J. Abrams and Disney Lucasfilm had found themselves in a tough spot with regard to the marketability of the franchise. The prequels (1999-2005) disappointed many fans of the original trilogy even as they introduced a new generation of fans to the Star Wars universe. Thus The Force Awakens had to somehow recapture the older generation of fans - many of whom were now bringing their children and grandchildren to theatres - while still maintaining the younger one, and create a means by which to draw in even more fans by way of this film as well as the endless sequels and spin-offs the world can now expect in perpetuity. That The Force Awakens plays to the past of the franchise even as it tries to look forward should not therefore be surprising. The film's very first line, 'This will begin to set things right' - a sentence that has garnered much attention for what it metatextually suggests about the state of Star Wars in December 2015, as in the title of J.D. Connor's Los Angeles Review of Books essay 'Making Things Right: Star Wars Episode VII: The Force Awakens' - attests to the complex terrain The Force Awakens had to navigate. Nonetheless, as this discussion suggests, the allegiance that the most recent instalment in the Star Wars saga - a cinematic event which, until a few years ago, was nearly unthinkable - demonstrates to the past, and the manner in which it re-deploys familiar conventions, cannot be understood only in the context of this single film. Whatever we gain as critics from analysis of The Force Awakens remains limited until we consider it in the context of the franchise from which it was born and for which it provides a new hope.In the context of The Force Awakens as a discrete and coherent object of interpretation, the critic (and fan for that matter) might easily ignore that the film is framed by two deaths. The second death, which begins the film's final act, and to which I will turn below, seems the more important one. It certainly carries more emotional weight for fans of the franchise. The absence of Han Solo (Harrison Ford) from the prequel films - or even a character remotely like Han Solo - is part and parcel of those films' failure with fans who grew up with the original trilogy as their touchstone for the franchise. His return, again unthinkable until very recently when Disney acquired Lucasfilm in 2012 for US$4 billion, promised the return of a certain swagger, a certain irreverence, a certain humour to a franchise that had become mired in the sheer boringness of the monk-like Jedi and the retconned origins of one of American cinema's great villains as little orphan Ani (Jake Lloyd and Hayden Christensen).As important as Han's death is, however, it's the earlier death, which perhaps barely registers for even the most hardcore fans, that signals something important for the franchise known as Star Wars: the disposal of nostalgia.Few fans, of whatever degree, could have been familiar with Lor San Tekka (Max von Sydow) before he utters the first words of the franchise reboot, the aforementioned 'This will begin to set things right'. Indeed, even Wookiepedia, probably the most comprehensive source of publicly available Star Wars information, offers little helpful, specific information about who he is or about his place in the Star Wars universe. …

Quest for Effective Mentors: A Way of Mentoring Potential Entrepreneurs Successfully

Mentoring has been found instrumental for successful survival of enterprises; yet, the enablers of the mentoring process, i.e., the mentors are under-researched in terms of their typology and effectiveness. Consequently, it leads potential entrepreneurs (mentees) to remain uneducated about their future mentors, which creates a gap in the process of uniting mentors and mentees, leading to a less amicable relationship with less possibility of entrepreneurial growth. The purpose of this study is to provide a knowledge base about mentors for their selection while engaging in mentoring of potential entrepreneurs. A mix-method approach has been adopted to conceive the study in a logical and sequential manner. First, experts from the field were interviewed to develop a typology of mentors, the inductive phenomenon facilitated in the development of a list of types of mentors. Next, the effectiveness of listed mentors was measured through a survey data of potential entrepreneurs. We argued that since mentees take a risk on their capital and career, they should be educated about the mentors and their preferences should be examined; thus, data were analyzed using multivariate analysis, which enhanced the validity of finding in an exploratory design through post hoc tests. The results of the study revealed that at least twenty types of mentors or combination of mentors exist in entrepreneurship domain and potential entrepreneurs preferred mentors from academia and a group of mentors with varied expertise. Interestingly, they have not preferred mentors from industry. The findings were rationalized based on the background of the mentees and the complex business environment. Policy makers may develop policies for entrepreneurship development considering not only entrepreneurs but also mentors. Understanding the preferences of potential entrepreneurs would help in the recruitment, training, and selection of mentors for the venture as well as in outlining the entrepreneurship development programs. The typology of mentors would make them aware about the available mentors and help them to contact mentors according to their mentoring and entrepreneurial needs. The findings have helped in filling the gaps in the literature by providing the understanding about types of mentors available in entrepreneurship domain and their effectiveness in mentoring. Moreover, a scale has been developed to conduct further research and hence provided the ground for prospective researchers in the domain. The study is first of its kind in India and no similar studies have been reported in other countries. The study has provided tangible grounds to mentors and mentees to understand respective perspectives. Additionally, it will help both of them in preparing themselves for forthcoming challenges.

Perceptions of Male and Female STEM Aptitude

This study investigated evaluations and advice communicated to male and female technology interns experiencing work difficulties, using a 2 (workplace issue: ability or interpersonal) ×2 (intern gender: male vs. female) between-subjects experimental design. Technology professionals rated hypothetical interns on competence, qualifications, intelligence, and potential field issues. Results suggest that female interns with ability issues are viewed as having lower field aptitude than male interns with ability issues, when judged by individuals holding both hostile and benevolent sexist beliefs. Rater gender was not a significant predictor of aptitude rating. Aptitude assessments of male and female interns with interpersonal issues did not differ; however, open-ended analyses revealed that male interns were expected to be agentic and dissuaded from help seeking when facing interpersonal issues, while female interns were expected to find mentors and control their emotions. Findings show how sexist beliefs, workplace issues, and intern gender can affect responses and assessments by potential mentors.

Exploring peer-mentoring for community dwelling older adults with chronic low back pain: a qualitative study

ObjectivesTo explore the perceptions of patients, physiotherapists, and potential peer mentors on the topic of peer-mentoring for self-management of chronic low back pain following discharge from physiotherapy. DesignExploratory, qualitative study. ParticipantsTwelve patients, 11 potential peer mentors and 13 physiotherapists recruited from physiotherapy departments and community locations in one health board area of the UK. InterventionsSemi-structured interviews and focus groups. Main outcome measuresParticipants’ perceptions of the usefulness and appropriateness of peer-mentoring following discharge from physiotherapy. Data were processed and analysed using the framework method. ResultsFour key themes were identified: (i) self-management strategies, (ii) barriers to self-management and peer-mentoring, (iii) vision of peer-mentoring, and (iv) the voice of experience. Peer-mentoring may be beneficial for some older adults with chronic low back pain. Barriers to peer-mentoring were identified, and many solutions for overcoming them. No single format was identified as superior; participants emphasised the need for any intervention to be flexible and individualised. Important aspects to consider in developing a peer-mentoring intervention are recruitment and training of peer mentors and monitoring the mentor–mentee relationship. ConclusionsThis study has generated important knowledge that is being used to design and test a peer-mentoring intervention on a group of older people with chronic low back pain and volunteer peer mentors. If successful, peer-mentoring could provide a cost effective method of facilitating longer-term self-management of a significant health condition in older people.

Informal mentoring for lesbian, gay, bisexual, and transgender students

ABSTRACTThe authors identified the process that 10 lesbian, gay, bisexual, and transgender (LGBT) high school students used to establish an informal adult-mentor relationship with a school personnel member. Five major themes emerged: (a) how LGBT students determined whether this person would be a safe mentor, (b) a listing of the important qualities of LGBT mentors, (c) a description of the process LGBT students used to approach possible mentors, (d) how the mentor relationship was beneficial to LGBT students, and (e) why the relationship was different from their parental relationships. The results revealed that LGBT students were cautious in identifying a potential school personnel mentor because they were concerned about mentor acceptance. Participants looked for mentors to have qualities of independent thinking, liberal political views, genuine interest in the student's life, helping with student career development, and a commitment to bullying prevention. School personnel who are interested in being a mentor to LGBT students can demonstrate an appreciation of diversity by including normalized talk of sexual diversity in conversations or lessons, and making their classroom a safe for LGBT students before, during, and after school.

Feasibility of Parent-to-Parent Support in Recently Diagnosed Childhood Diabetes: The PLUS Study.

PurposeThe purpose of this study was to develop and test the feasibility of a parent-to-parent support intervention for parents whose child has recently been diagnosed with type 1 diabetes in the United Kingdom.MethodsThe research team conducted a formative evaluation, working with parents to design an individual-level parent-to-parent support intervention. Issues of recruitment, uptake, attrition, pattern of contact, and intervention acceptability were assessed.ResultsA US program was adapted in collaboration with a parents’ advisory group. Of 19 parents nominated as potential mentors by their pediatric diabetes specialist nurses, 12 (63%) volunteered and 11 continued for the 12-month intervention period. Thirty-three children were diagnosed with diabetes in the study period, with 25 families eligible to participate as recipients of the intervention; 9 parents from 7 of those families participated, representing 28% of those eligible. Feedback from parents and clinic staff identified peer support as a welcome service. Lessons were learned about the nature of the supporting relationship (eg, proximity, connectedness, and managing endings) that will enhance the design of future peer support programs.ConclusionsParent-to-parent support in the context of newly diagnosed childhood diabetes in the United Kingdom is feasible to deliver, with good engagement of mentors and clinic staff. The program was acceptable to parents who chose to participate, although uptake by parents whose child had been recently diagnosed was lower than expected. The results merit further investigation, including exploration of parent preference in relation to peer support.

La relación mentor-aprendiz en medicina

This study will review various aspects of the mentoring process, mainly in the medical field (both educational and research), in order to describe the mentor's role, the characteristics of the ideal mentor and mentee, how to find a good mentor, mentoring types, the benefits of a mentor-mentee relationship, and potential obstacles and possible solutions. Our ultimate goal is to encourage potential mentors to become actual mentors, and potential mentees to actively seek a mentor and not lose the opportunity to receive this precious gift that many of us have been fortunate to enjoy.

“I didn't know you could just ask:” Empowering underrepresented college-bound students to recruit academic and career mentors

This study investigates a new approach to cultivating mentoring relationships in which adolescents participate in workshops to develop their capacity to recruit mentors and other supportive adults who can help advance their academic and career goals. Drawing on in-depth pre- and post- interviews, research observations, and participant feedback and workshop materials from a pilot intervention conducted with 12 ethnic minority students in their senior year of high school, this study explores whether and how the intervention influenced participants, as well as mechanisms of change. Results suggested that the intervention increased the value students placed on social capital and mentoring relationships, developed their knowledge, skills, and self-efficacy in how to develop such connections, and influenced their interactions with potential academic and career mentors. Although additional research is needed, this study highlights the potential of a relatively low-cost intervention to support underrepresented college-bound students in developing relationships that are crucial to college and career success.

A prospective, randomised trial of different matching procedures for structured mentoring programmes in medical education

Background: Spontaneous formation of mentoring relationships can be seen as the gold standard in mentoring. Unfortunately, it happens very infrequently. The purpose of structured mentoring programmes is to facilitate the formation of mentoring relationships. This remains a challenging task, especially for large institutions.Aims: We set out to investigate and compare three methods of matchmaking in the setting of our structured mentoring programme. In a prospective, randomised trial we compared personal matching (PM) by an experienced expert to two different electronic data processing (EDP)-supported matching procedures: “online algorithm” (OA) versus “online search” (OS).Methods: PM was performed after structured interviews of prospective protégés by one founder of our mentoring programme. The OA provides students with a choice of 10 potential mentors based on comparison of online profiles. OS lets students filter and search through all available mentor profiles. One hundred and ninty medical students were randomised into the three groups. One year later, we evaluated the endpoints 1. “establishment of a mentoring relationship” and 2. “satisfaction with the mentoring relationship”. Satisfaction with the mentoring relationship was assessed using Munich-Evaluation-of-Mentoring-Questionnaire (MEMeQ).Results: One hundred sixty-five out of the 190 study participants found a mentor. With regards to endpoint one we found an advantage of PM compared to both EDP-supported matching procedures. There was no significant difference between OA and OS. Concerning endpoint two the differences between the investigated matching procedures were not significant.Conclusion: PM is superior as to the number of mentoring relationships formed per participating student compared to EDP-supported methods. In our data, there was no significant difference in the level of satisfaction. Considering the high investments associated with PM of mentors and protégés, EDP-supported matching procedures seem a viable compromise between effectiveness and efficiency especially for large-scale structured mentoring programmes in medical education.

"Entrepreneurs' assessment of mentors - The role of experience, values, and subjective stress"

Mentors are a promising source of support for entrepreneurs. However, research on the relationship between entrepreneurs and their mentors is sparse. In particular, we lack insights into the antecedents of these relationships, including how entrepreneurs assess the attractiveness of potential mentors. Addressing this gap, we introduce a model of entrepreneurs’ assessment of mentors building on network generation theory. We test our model using a conjoint experiment with 140 entrepreneurs. We theorize and find that mentors’ entrepreneurial experience, industry experience, and mentoring experience positively impact entrepreneurs’ assessments of potential mentors. Consistent with our model, these relationships are stronger when entrepreneurs and mentors have similar business-related values. Entrepreneurs’ subjective stress influences these contingencies in an interesting way: Under stress, entrepreneurs react more negatively to a mentor’s entrepreneurial and industry experience if their values differ from th...

A Mentors Role in the Advancement of Black Women in and to Senior Administrator Positions

In the corporate world, women hold less than 5% of key executive leadership positions. The disparity is also prevalent within higher education. One of the strategies for reducing the barriers to career advancement for women and specifically women of color is mentoring. Using resilience theory as a theoretical framework, this year-long qualitative study explored the experiences of four Black senior student affairs officers at small (enrollment under 5,000), private, predominantly White institutions in the United States. The findings revealed the impact of mentors on the career trajectory of Black women professionals through acknowledgment and validation of potential or transferable skills and provision of opportunities for networking. Study participants indicated that the informal tap on the shoulder by mentors was a catalyst that led them to consider leadership positions they might not have otherwise pursued. A key finding from the study is that the dominant model of mentoring (where a person intentionally seeks a mentor for guidance) actually reinforced hegemonic practices. The new model that emerged was for potential mentors, supervisors, or colleagues to make the initial connection to women and women of color not because they lack skills or from a presumption of needing help but because the campus climate may not support them if they ask for support.

Development of the Role and Scope of an Academic Mentorship Network for Health Professionals Working with People with Rheumatological and Musculoskeletal Conditions across Europe.

In 2014, the European HPs in Rheumatology identified academic mentoring as a key development opportunity for the European League Against Rheumatism (EULAR) HP community. The rationale for developing a EULAR academic mentorship programme included: • To support EULAR HPs to develop academic skills; • To share the academic expertise across EULAR HP members; • To continue the development of a EULAR community of HPs; • To continue the development of mentorship skills in rheumatology care across Europe. An academic mentorship working party of HPs from different professional backgrounds and different European countries was convened in December 2014 (JA, RG, RM, YvE). Objectives were defined by the working party included: • To consider and develop a working definition of the role and scope of a EULAR HP mentor; • To identify the various possible approaches and components for mentorship to enable a tailored approach for potential mentees • To provide a guide for the qualities and qualifications of a potential EULAR HP mentor • To discuss how to establish a potential mechanism for identifying mentees.

Peer mentoring for core medical trainees: uptake and impact

ObjectiveTo assess the uptake and impact of a peer mentoring scheme for core medical trainees on both mentors and mentees.MethodAll second year core medical trainees in the Southwest London Training...

Finding a mentor: the complete examination of an online academic matchmaking tool for physician-faculty

Background: To have a successful career in academic medicine, finding a mentor is critical for physician-faculty. However, finding the most appropriate mentor can be challenging for junior faculty. As identifying a mentor pool and improving the search process are paramount to both a mentoring program’s success, and the academic medical community, innovative methods that optimize mentees’ searches are needed. This cross-sectional study examines the search and match process for just over 60 junior physician-faculty mentees participating in a department-based junior faculty mentoring program. To extend beyond traditional approaches to connect new faculty with mentors, we implement and examine an online matchmaking technology that aids their search and match process. Methods: We describe the software used and events leading to implementation. A concurrent mixed method design was applied wherein quantitative and qualitative data, collected via e-surveys, provide a comprehensive analysis of primary usage patterns, decision making, and participants’ satisfaction with the approach. Results: Mentees reported using the software to primarily search for potential mentors in and out of their department, followed by negotiating their primary mentor selection with their division chief’s recommendations with those of the software, and finally, using online recommendations for self-matching as appropriate. Mentees found the online service to be user-friendly while allowing for a non-threatening introduction to busy senior mentors. Conclusions: Our approach is a step toward examining the use of technology in the search and match process for junior physician-faculty. Findings underscore the complexity of the search and match process.

Hands on Digital Information Literacy Training from Peers is Preferred by Public Service Library Staff

A Review of:
 Robertson, R. (2014). Reframing ourselves: Digital information literacy skills of frontline public library staff. New Zealand Library and Information Management Journal, 53(3). doi:10.1080/00048623.2011.10722203
 
 Abstract
 
 Objective – To explore how and where public library employees acquire digital information literacy (DIL) skills.
 
 Design – Qualitative study using semi-structured interviews.
 
 Setting – Two public libraries in New Zealand.
 
 Subjects – Nine front line public library staff members.
 
 Methods – A convenience sample of nine library employees was interviewed about their existing DIL skills, how and where they learned them, any barriers to this learning, and how they defined DIL in others. Interviewees ranged in age from 40 to 64 and included both those new to libraries and those with over 25 years in the profession. The interview transcripts were analyzed for key themes and placed in the theoretical framework of Kolb’s experiential learning cycle (Robertson, 2014).
 
 Main Results – Five participants described their own DIL skills as average or below average. The remaining participants classified their skills as above average. Participants recounted acquiring DIL skills in the course of their work through formal workplace training sessions, peer support, or individual exploration; through personal exploration of tools on their own time; or through a mix of work and personal learning opportunities. The barriers they identified to their learning included insufficient time to train and practice the skills learned and the lack of access to relevant technologies. Participants noted problems such as accessing key hardware and insufficient Internet connectivity at work because of issues with organizational infrastructure and at home due to personal financial constraints. Participants largely preferred informal hands-on training by peers to formal training sessions, which were described by some as too general or held too far in advance of the implementation of new technology. The data suggested participants largely fell into Kolb’s accommodating or diverging learning styles because of their preference for “concrete experience” (Robertson, 2014).
 
 Conclusion – Libraries may improve staff acquisition of DIL skills by increasing hands on learning opportunities and providing dedicated time to review and practice skills learned. Other suggestions included identifying potential digital peer mentors among staff and providing them with the necessary resources (time, money, and a defined role) to support their colleagues, breaking training into parts allowing time for practice, creating training plans tied to performance evaluation, and using incentives to encourage staff to participate in self-directed training.

Women are underrepresented on the editorial boards of journals in environmental biology and natural resource management.

Despite women earning similar numbers of graduate degrees as men in STEM disciplines, they are underrepresented in upper level positions in both academia and industry. Editorial board memberships are an important example of such positions; membership is both a professional honor in recognition of achievement and an opportunity for professional advancement. We surveyed 10 highly regarded journals in environmental biology, natural resource management, and plant sciences to quantify the number of women on their editorial boards and in positions of editorial leadership (i.e., Associate Editors and Editors-in-Chief) from 1985 to 2013. We found that during this time period only 16% of subject editors were women, with more pronounced disparities in positions of editorial leadership. Although the trend was towards improvement over time, there was surprising variation between journals, including those with similar disciplinary foci. While demographic changes in academia may reduce these disparities over time, we argue journals should proactively strive for gender parity on their editorial boards. This will both increase the number of women afforded the opportunities and benefits that accompany board membership and increase the number of role models and potential mentors for early-career scientists and students.

Medical education scholarship: An introductory guide: AMEE Guide No. 89

This AMEE Guide provides an overview of medical education scholarship for early career scholars, based upon a summary of the existing literature and pragmatic advice derived from the experience of its authors. After providing an introduction to the principles of scholarship and describing questions that the Guide addresses, the authors offer a conceptual description of the complementary traditions of teaching and educational discovery, and advocate for the development of educational scholars with both traditions. They then describe the attributes of effective mentor–mentee relationships and how early career scholars can identify potential mentors who can fulfill this role. In the subsequent sections, they describe the appropriate development of scholarly questions and other components of a complete scholarly plan, including how to use conceptual frameworks in guiding such plans. From here, they describe methods that align with both the teaching and discovery traditions and provide concrete examples of each. They then provide guidelines for assessing the impact of scholarship, identify the various opportunities for sharing it, and how to effectively interpret and describe it. Additionally, they provide practical advice on how appropriately to demonstrate the scholarship in a promotional packet, including the principle of reflectivity in scholarship. Finally, they address the principles of applied research ethics for educational scholarship and when to consider soliciting approval for scholarly activities by a human research board.

The Value of Speed Mentoring in a Pediatric Academic Organization

ObjectiveA reliable and supportive mentor is indispensable to the career development of successful academic professionals. The Academic Pediatric Association (APA) utilized a speed mentoring format at the 2012 Pediatric Academic Societies meeting to enhance mentoring potential. We sought to evaluate the structure of the speed mentoring event and to determine the benefits and impact from the perspectives of the mentors and mentees. MethodsSixty mentees were matched with 60 mentors within various tracks. Each mentee met with 6 mentors for 10 minutes for each dyad. Participants were then asked to complete a survey 1 to 4 weeks after the event. Survey items included expectation, impact, and value of the experience along with potential for ongoing mentoring relationships. ResultsFifty-four (90%) of the 60 mentees and 52 (87%) of 60 of the mentors completed the evaluation. Mentees stated that the event allowed them to receive advice from multiple mentors in a short time period. Mentors appreciated that they gained new insights, reflected on their own careers, and were able to give back to their field. Both mentees and mentors agreed that the time was well spent, would participate again, and identified chemistry as a major factor in pursuing an ongoing relationship. ConclusionsThis national speed mentoring event provided an innovative, fun, and time-efficient mechanism to establish connections, network, and determine whether chemistry existed for potential mentor–mentee relationships. Further study should evaluate whether it can be used in other venues and lead to the development of lasting mentor–mentee relationships.

Prototyping 3D haptic data visualizations

Haptic devices are becoming more widely used as hardware becomes available and the cost of both low and high fidelity haptic devices decreases. One of the application areas of haptics is haptic data visualization (HDV). HDV provides functionality by which users can feel and touch data. Blind and partially sighted users can benefit from HDV, as it helps them manipulate and understand information. However, developing any 3D haptic world is difficult, time-consuming and requires skilled programmers. Therefore, systems that enable haptic worlds to be rapidly developed in a simple environment could enable non-computer skilled users to create haptic 3D interactions. In this article we present HITPROTO: a system that enables users, such as mentors or support workers, to quickly create haptic interactions (with an emphasis on HDVs) through a visual programming interface. We describe HITPROTO and include details of the design and implementation. We present the results of a detailed study using postgraduate students as potential mentors, which provides evidence of the usability of HITPROTO. We also present a pilot study of HITPROTO with a blind user. It can be difficult to create prototyping tools and support 3D interactions, therefore we present a detailed list of ‘lessons learnt’ that provides a set of guidelines for developers of other 3D haptic prototyping tools.

Mentoring New Authors: Clinical Journal of Oncology Nursing's Writing Mentorship Program

The Clinical Journal of Oncology Nursing (CJON), an official publication of the Oncology Nursing Society, is a bimonthly journal established in 1996 to provide practical information necessary to care for patients and their families across the continuum of cancer care and to develop publication skills in oncology nurses. To better support the latter goal, the CJON Writing Mentorship Program was established in 2000 to assist first-time authors or fellows. Fellows are paired with experienced authors who act as mentors to the fellow and guide him or her through the peer-review process. To be accepted into the program, a potential fellow must be an ONS member, be a direct caregiver of any educational level who has never published an article in a peer-reviewed journal, and have basic computer skills and computer access. The potential fellow completes an online application, submits a curriculum vitae document, and identifies the topic he or she wishes to write about. The applicant is then accepted or rejected by the CJON editor based on the criteria mentioned here and the interest (or lack thereof) of the topic to CJON readers. Mentors must have experience publishing in peer-reviewed journals. They identify five areas of expertise, complete an application, and submit a curriculum vitae document as well. Mentors in this program are given credit as the second author on the manuscript and receive an honorarium of $500. A CJON staff member in charge of facilitating the program, as well as the editor, reviews all applications. When a fellow is accepted, the editor identifies a potential mentor from the mentor pool—a list of applied and approved mentors—and he or she is contacted to ascertain interest. At this time, the mentor is given information about the fellow, his or her work-related background, and the topic the fellow wishes to write about. Once both parties are matched and contacted, the mentor works with the fellow to develop an outline for the article, which is then shared with the editor. Feedback is provided to ensure that the topic is a good fit for CJON's readers. The mentor and fellow then start working on the manuscript in what usually is a 6–12 month process. During this time, the CJON staff member periodically checks in with the pairing, monitors their progress, and offers any help or guidance available to the pairing from ONS. Through August 2012, 103 pairings (or dyads) have been matched, resulting in 58 published articles (56%). The amount of matched dyads varies from year to year, with some years resulting in as few as three and other years as many as 10. In addition, the program originally had a once per year submission deadline. That now has become a rolling process with applicants accepted at any time of the year. Major reasons cited for not completing the program have been related to situational or life circumstances of the fellow and a lack of appreciation for the iterative and time-consuming nature of the manuscript preparation process. On occasion, a dyad is mismatched or the timeline needs to be extended. And, unfortunately, some pairings are cancelled due to lack of progress and the topic no longer being timely in nature. Satisfaction surveys are completed by the dyads, and feedback has been positive and constructive. Recently, when asked how much the program strengthened the fellow's writing skills, a mean response of 4.2 was scored on a scale of 0 (not at all) to 5 (very much). As a result of the survey process, more guidance has been given about the roles and expectations of both the fellow and mentor, and more regular communication has been enacted between the pairing and ONS staff to better ensure that both parties are working diligently and that the pairing is a good fit. Overall, the program has been well received and is considered a success by those in leadership positions at ONS. However, we would like to see an increased rate of publication as a goal for our program, somewhere closer to 80% instead of the current 56%. Feedback will continue to be gathered to better evaluate how the program can best serve potential first-time authors. Deborah K. Mayer, PhD, RN, AOCN®, FAAN, is an associate professor in the School of Nursing at the University of North Carolina at Chapel Hill and a member of the Lineberger Comprehensive Cancer Center, both in Chapel Hill, North Carolina, USA. She is the Editor of the Clinical Journal of Oncology Nursing. Sean Pieszak, BA, is a staff editor on the Publications team at the Oncology Nursing Society in Pittsburgh, Pennsylvania, USA. Keightley Amen, BA, is a project manager for ONS: Edge, also in Pittsburgh, Pennsylvania, USA.