Mentoring Practices Research Articles

Mentor-mentee relationships in academia: insights toward a fulfilling career

Over my academic journey, I had the privilege of learning from several insightful professionals in the field of Physiology and Neurosciences. During my graduate and postdoctoral training at seven universities in Brazil, the US and Canada, my mentors were able to stimulate my curiosity and motivation and made me very enthusiastic about science, teaching and especially mentoring. Despite the hurdles that researchers confront daily, having a supportive mentor in a diverse and inclusive workplace influenced my decision to pursue a career in academia. Unfortunately, for the vast majority of graduate students and aspiring scientists, this is not the case. Engaging with colleagues from different fields and cultural backgrounds taught me how students and trainees always expected more from their mentors, on multiple levels. Many studies have shown that high levels of attrition across STEM disciplines, as well as an increased time-to-degree completion, are indicative of this scenario. In this perspective article, I outline the findings of the ad hoc research mentorship method, as well as my self-reflections on how we could conquer the major problems correlated with a research mentor-mentee relationship. I specifically illustrate how communication, time, and environment constitute interrelated components that can be managed effectively to produce short and long-term results toward an optimal and fruitful partnership. Finally, I highlighted institutions’ critical role in implementing effective mentorship practices, procedures and policies that support mentors and students. These discussions on the importance of appropriate mentorship can assist all levels of mentors in creating a pleasurable pathway for knowledge transmission and contribute to ensuring that a more equal, diverse, and inclusive population of young scientists has the opportunity to excel in their professions.

Mentoring Applications From Applied Plant Systems Research Experiences With Undergraduates

Research experiences for undergraduate (REU) students are valuable for exploring STEM professions. Students from underrepresented groups and non-research institutions may not have the opportunities to engage in hands-on research. A primary goal of our Applied Plant Systems REU was to provide authentic research experiences for students who may not have the chance. Mentoring is key to the success of a REU, yet intentional mentoring is not often prioritized. Over three summers, we explored student perception of the value of mentoring within an agricultural STEM REU. Pre- and post-survey responses were analyzed, and we found that the students valued specific aspects of mentoring during their REU. Interestingly, at the end of the REU, the survey result showed that the students placed a higher importance on items such as mentoring being a systematic process and that mentoring is based on friendship. There is clear indication that students know good mentoring when they experience it, even if it is not verbalized. Based on the survey responses and comments from students involved in this REU, we developed practical mentoring items which can be incorporated into research programs to enhance the mentoring experience.

Researching and reorienting mentorship practices to empower the success of Indigenous Australian young people

This article discusses mentorship provided to Indigenous Australian secondary school leavers. The authors suggest that although current scholarship in the field is insightful, there is a dearth focussing on mentorship provided during the post-secondary school transitional phase. Also, much literature problematizes Indigenous mentees and is contextually bound to individual programs, singular communities or cohorts. Although governments, industries, communities and further education providers have funded and facilitated many mentorship programs across the nation, little systemic or institutional impact has been made. Current data demonstrates a continuous downward trajectory in the full engagement of Indigenous Australian secondary school leavers, that is, those who are full-time working, studying or both studying and working (Australian Bureau Statistics, 2021; Department of Prime Minister and Cabinet, 2018). This is concerning as the post-secondary school transitional phase is cited as a critical stage for combating or embedding inequities young Indigenous Australians often endure intergenerationally (O’Shea, McMahon, Priestly, Bodkin-Andrews & Harwood, 2016). By centring national and international First Nations scholars the authors argue for reconceptualisations of Indigenous mentee success through Indigenous ontological lenses and reorientations of mentorship frameworks towards approaches which strengthen young peoples’ connections with culture, community, Elders and Country.

Middle Leading Practices of Facilitation, Mentoring, and Coaching for Teacher Development: A Focus on Intent and Relationality

While educational institutions are increasingly acknowledging the importance of middle leaders for improving teaching, there is little research on middle leaders’ specific leading practices compared with, for example, principals. Evidence delineating and describing specific middle leading practice is scant. Drawing on practice theory, this article presents preliminary results from the first phase of a four-year Australian project examining the “flow of influence” of middle leading practices on teacher development. Thematic analysis of interviews reveals the multidimensionality of middle leading, and specifically, ways in which the practices of facilitating, mentoring, and coaching are nuanced and distinctive in their arrangement, intent, and relationality. Results have important implications that cannot be ignored by school leaders and policymakers seeking to improve broader systemic support for building and refining middle leading practices. RésuméBien que les établissements d’enseignement reconnaissent de plus en plus l’importance des cadres intermédiaires pour l’amélioration de l’enseignement, il existe peu de recherches sur le leadership de ces cadres relatives, par exemple, à celui des directeurs d’école. Les descriptions et analyses des pratiques spécifiques aux cadres intermédiaires sont rares. Cet article s’inspire de la théorie d’entraînement pour présenter les résultats préliminaires de la première étape d’un projet australien s’échelonnant sur quatre ans qui examine les « flux d’influence » des cadres intermédiaires sur le développement de l’enseignement. Une analyse thématique d’entretiens révèle le caractère multidimensionnel de la direction intermédiaire et, plus particulièrement, les manières dont la facilitation, le mentorat et l’accompagnement, en ce qui a trait à leur structure, leurs intentions et leur relationnalité, sont nuancés et distincts. Les résultats de cette recherche ont des implications importantes que ne peuvent pas ignorer les dirigeants et responsables des écoles qui cherchent à offrir un meilleur appui systémique pour améliorer et peaufiner les pratiques propres aux cadres intermédiaires. Keywords / Mots clés : coaching, facilitating, mentoring, middle leadership, practice architectures / accompagnement professionnel, facilitation, mentorat, cadres intermédiaires, architectures des activités

Health research mentorship in low- and middle-income countries: a scoping review.

The objective of this scoping review was to explore and synthesize the available literature on health research mentorship in low- and middle-income countries (LMICs). Research mentorship is broadly considered a useful strategy to improve research capacities and research outputs. Existing literature and guidance on research mentorship have focused on high-income countries and assumed resource-rich environments. Despite the successful endeavors to improve health research capacity in LMICs, the strategies that work best under different circumstances are poorly understood. There is a need to map and understand the evidence on health research mentorship in the context of LMICs. Sources that reported existing practices, barriers, and mitigation strategies related to health research mentorship in LMICs were included. We searched for published and unpublished studies and reports written in English, Spanish, or Portuguese. The search strategy was not limited by search dates and the last search was conducted on January 28, 2022. The databases searched included MEDLINE (PubMed), Embase, Web of Science Core Collection, CINAHL (EBSCOhost), Cochrane Database of Systematic Reviews, and JBI Evidence Synthesis. We also searched for gray literature in a selection of websites and digital repositories. The JBI scoping review methodology was used. A total of 77 studies and reports were included in the review. The majority of the papers were from Africa (n=28). Others were from Americas (n=7), South East Asia (n=4), East Mediterranean (n=2), and Western Pacific (n=2). The remaining studies were from LMICs that included at least two regional offices. Most of the mentorship projects (n=55) were initiated and funded by institutions from high-income countries. The first authors of 41 papers were primarily affiliated from LMICs. The findings were categorized under a description of research mentorship practices, barriers related to research mentorship, and suggested mitigation strategies. Deliverable-driven training using intensive hands-on mentorship and ongoing peer mentorship programs were some of the non-regular, non-institutionalized approaches used to improve research capacity for junior researchers in LMICs. None of the included papers focused on institutional components of research mentorship in LMICs. The barriers to research mentorship activities in LMICs included lack of clarity on mentorship, cultural variations, unbalanced power dynamics, socio-political influences, language barriers, lack of experienced mentors, and limited local funding. Institutionalizing research mentorship, adapting mentoring methodologies relying on local resources, and addressing and respecting diversity in mentorship programs were among the main strategies identified to effectively implement research mentorship in LMICs. Research mentorship initiatives and practices are limited in LMICs. Few available practices are introduced by researchers and research institutions from high-income countries and yet not institutionalized. The identified existing practices, barriers, and facilitators on health research mentorship could help the design, implementation, and evaluation of programs to institutionalize health research mentorship in LMICs. Open Science Framework: https://osf.io/jqa9z/.

An Exploration of Construction Craftspeople Apprentice Training: Evidence from the UK

ABSTRACT Today, demographic data shows that the workforce in the construction sector is aging. The prevalence of injuries, such as musculoskeletal problems, and low labor productivity have been linked to the aging construction workforce. To improve the supply of young workers to the industry, stakeholders, i.e. government and the private sector, are investing in construction craftspeople apprenticeship programmes. These programmes address two keys issues: (i) provide training to young workers for construction jobs and (ii) reduction in youth unemployment. This qualitative study explored the practice of mentoring during construction craftspeople apprenticeship within the UK. Eighteen people who are involved in the various stages of apprentice training were interviewed about mentoring practice. The data was transcribed and qualitatively analyzed. The data highlights the prevalence of informal mentoring of proteges during the period of craftspeople apprenticeship. Lack of structured mentoring programme and inadequate support from mentors were identified as the main barriers to effective mentoring. Also, building strong relationship, patience, vast industry experience and good communication skills are attributes of effective mentors. The study concludes by providing insights into its theoretical contributions and practical implications for vocational training and the construction sector.

Dialogic research mentoring in pre-service teacher education

PurposeThis paper presents the results of my learning using my expertise in teacher-research mentoring to address the needs of pre-service teachers and the requirements of the action research course in English language teaching. It reflects on the different procedures of my mentoring model, enriched by the dialogic research mentoring strategies informed by Freire's dialogic pedagogy.Design/methodology/approachThrough this first-person action research, the author aims to improve her teacher-research mentoring practice. As an inquiry into her own actions, the author examines her experiences, her understanding of them, and the potential meaning for her work as a teacher-research mentor during the two years she tutored the action research course. The author explores the procedures of the mentoring model she developed and the effectiveness of dialogic research mentoring in promoting critical consciousness and taking positive action in pre-service English language teachers.FindingsEffective actualization of the teacher-research mentoring process facilitates mentors' refinement and understanding of their roles during teacher-research mentoring. Perceived barriers can be overcome by adopting nine relevant strategies, which can be grouped into three themes: community-building, nurturing competencies, and fostering growth. Accordingly, the research mentoring model incorporates these strategies.Originality/valueThe insights enriched the existing knowledge of the dynamics of mentoring in general and of teacher-research in particular. Additionally, the study offers strategies developed based on my informed actions as the researcher to attain more effective outcomes during the research mentoring process.

Current Fundamental Competences - The Specifics of the Teaching Profession

Abstract The design, implementation and evaluation of the initial and continuous training programs for teaching staff are based on the competence approach model, as a way of defining and recognizing training results. Competences are defined as integrative sets of knowledge, skills, motivations and attitudes that mediate professional behaviour and guarantee expert action in specific fields and contexts of activity for the teaching profession. The main fields in which the competences corresponding to the teaching profession are defined and according to which the continuous training programs are designed, realized and evaluated, are: the specialty field, corresponding to the educational disciplines and the teaching position held by the teaching staff; the field of pedagogy and educational psychology; the field of didactics/specialized didactics; the field of educational management and school legislation; the field of information and communication techniques applied in teaching and learning processes, in institutional management and data management. The competence system on which this methodology is based takes over and adapts to the specifics of the teaching profession and to the requirements of Romanian pre-university education the categories and levels of competence with which the European Qualifications Framework and the National Qualifications Framework in higher education operate. The system operates with two fundamental categories of competences: professional competences: cognitive competences; functional-action skills; and transversal skills: role skills; to which the intercultural and interrelationship competence is added, the competence meant to ensure well-being and the competence to support the environment, according to what is stated by the OECD in the PISA Global Competence Framework, The European Sustainability Competence Framework, The Council of Europe Reference Framework of Competences for Democratic Cultures. The pedagogic practice internship involves a set of activities of observation, analysis and support of lessons, all under the guidance of a pedagogic practice mentor. The research method used was the survey, the questionnaire instrument being used in order to interview the students of the “Lucian Blaga” University of Sibiu, Faculty of Letters and Arts and Faculty of Social and Human Sciences.

Principal mentoring in one education district in the Western Cape: A case study

The aim with this study was to investigate mentoring as a professional developmental strategy for principals and to establish whether there was a need for a formal mentoring programme for principals and circuit managers. An interpretive, qualitative case study approach was adopted, with 13 participants being selected for interview via purposive sampling. Data were generated from semi-structured interviews. The findings reveal that the professional developmental strategies to which principals are exposed are not sustainable. The findings also show that principals were exposed to informal mentoring practices but were never part of a formal mentoring programme, and that there was a need for such a programme. We, therefore, recommend that a mentoring programme for principals be developed and phased in accordingly, namely the connection between the mentee and the mentor, relationship building and implementation, assessment (reflection), and separation of the mentee and mentor from the mentoring relationship.

Talking the Talk: Dialogic Mentoring in Physical Education

The core aim of physical education initial teacher training in England is to prepare associate teachers to become creative, inspiring, and highly skilled practitioners who will contribute to the teaching and development of the subject. School-based mentors play a critical role in this process, and an appreciation of their impact has raised the importance of understanding the nuanced way they work with associate teachers in school. This paper uses the framework of monologic and dialogic mentoring to identify and analyze effective mentoring practices. More specifically, it summarises some of the main findings of five research papers that the authors have written about mentoring and draws attention to the processes that are more likely to improve outcomes for associate teachers as they begin their careers in physical education

Mentors’ cultural competence at mentoring culturally and linguistically diverse nursing students in clinical practice: An international cross-sectional study

AimsThis study aimed to identify mentors’ cultural competence profiles at mentoring culturally and linguistically diverse nursing students in clinical practice and explore associating factors. BackgroundGlobalization has had a significant impact on healthcare, increasing the diversity of healthcare workforces and the number of culturally and linguistically diverse nursing students in clinical practice. The cultural competence of mentors is important to secure students’ safe and successful learning. The mentor role in clinical practice contributes toward enabling and ensuring students’ high-quality and goal-oriented development of competence. DesignThis study implemented a cross-sectional design with a final sample of 270 clinical practice mentors from Finland, Lithuania, Spain and Slovenia. MethodsThe data were collected using an online survey including the Mentors’ Cultural Competence Instrument, Mentors’ Competence Instrument and background questions during 2020–2021. The data were analyzed using a K-mean cluster algorithm to identify mentors’ competency profiles. ResultsThree significantly differing mentor competency profiles (Profile A 42%, Profile B 41%, Profile C 17%) were identified in this study. The cultural competence of the mentors in clinical practice varied between intermediate and high levels. Mentors rated their cultural competence as best in the area of cultural sensitivity and awareness, whereas the lowest scored area was cultural interaction and safety. ConclusionsThis study showed that the cultural competence of mentors in clinical practice varied and was influenced by mentors’ work experience, age, job title and frequency of mentoring. This study provides new knowledge that could help to develop cultural competence operating models and education to enhance the cultural competence of healthcare professionals.

Nurturing the nurturer: enacting transformative infant-toddler teacher preparation through reflective practice

ABSTRACT This study followed three preservice student teachers as they navigated a semester-long infant-toddler practicum designed to enact a relationship-based approach to teaching and learning. Selected participants were in particular and contrasting placement settings, which served as a catalyst for engaging in critical reflection in multiple ways. Critical reflection was integrated into all course assignments and highlighted within an interactive journaling process. Throughout the practicum, students met together in a weekly seminar with the course instructor, who also served as their field supervisor. Findings uncover multiple ways that critical self-reflection was stimulated in preservice students and the value and interconnection of multiple mentoring practices, including traditional, collaborative, peer and reverse mentoring. While each preservice student teacher engaged in critical reflection in unique ways, they all benefitted from the supportive infrastructure and socially shared, collective reflection with others. This study highlights how critical reflection supported by collaborative dialogue and mentoring can influence transformative practice in caring for infants. Implications for early childhood teacher education and insights for the field are discussed.

The NEURON Program: Utilizing Low-Cost Neuroscience for Remote Education Outreach.

The NEURON initiative (Neuroscience Education in Undergraduate Research, Outreach, and Networking) is a free program engaging first year students, including underrepresented minority (URM) students in Neuroscience and Cognitive Science (NSCS) at the University of Arizona (UA). The NEURON program builds on former Grass Foundation-sponsored workshops run by Dr. Ricoy (2010-2019) implementing hands-on and culturally responsive active learning curriculum with low-cost equipment from Backyard Brains to increase student retention of URM students in the sciences at Hispanic Serving Institutions (HSI). We present the implementation of the NEURON program at the onset of the COVID pandemic. Combining best practices of distance learning and peer mentoring, we conducted three-week projects exploring principles of neuroscience and neurophysiology. Enrollment and demographic data from NSCS at the UA demonstrate historical disenfranchisement and program attrition primarily impacting URM students. As an extension on previous URM peer mentorship programs in Neuroscience (Ricoy, presentation at Northern New Mexico College Research Symposium, 2010, 2011; presentation at Society for Advancement of Chicanos/Hispanics and Native Americas in Science, 2012), we leveraged low-cost equipment and remote sessions to advance the community of undergraduate mentors and pair with high school mentees on hands-on curriculum. Throughout the program, undergraduate mentors received guidance while crafting and delivering four laboratory lessons to mentees. By coordinating with a Title I school, we better connected with historically underserved students. Critical to this program was providing hands-on opportunities to students who were undergoing distance-based learning during the pandemic. Distribution of equipment allowed high school students to experiment remotely, guided by undergraduate mentors. The NEURON program met its objectives of fostering both mentors and mentees as burgeoning scientists.

From Student to Mentor in Clinical Practice: Health Care Students' Experiences in a Mentoring Course

Clinical practice is a compulsory and essential part of health care studies in Finland. However, there are not enough trained mentors at clinical practice facilities. The objective of this mentoring course was to provide students training at the earliest possible stage. Students from various health care disciplines participated in the mentoring course. The course was conducted entirely online, and learning methods included lectures, small-group exercises, and discussion forums. Students' responses indicated the mentoring course enabled them to learn about a mentor's role and about various mentoring theories. The mentoring course helped prepare health care students for their future work life and for the clinical mentoring of students. The course expanded students' views on a mentor's duties and helped them reflect on their personal strengths and weaknesses. [J Nurs Educ. 2023;62(5):298-301.].

Evaluation of Knowledge, Attitudes, and Practice in an Online Faculty Development Course for Anesthesia Educators in East Africa.

Faculty in low-resourced communities often have limited training on teaching and learning. An innovative, online, 13-week course using a flipped classroom model was developed for junior faculty anesthesiologists at teaching hospitals in East Africa and piloted in Ethiopia and Tanzania. Quantitative and qualitative data were collected and analyzed to evaluate potential change in participants' knowledge, skills, and attitudes as well as the feasibility of e-learning in the region. Analysis of data revealed that top areas of change in participants' knowledge were in the flipped classroom approach (increased by 79%), effective mentoring practices (67%), and elements of effective course goals and objectives (58%). Leading areas of change in skills were in developing goals and objectives (72%), using case-based learning (67%), and engaging learners through PowerPoint (64%). Change in attitudes was largest in the areas of effective mentoring and strong leadership (27%), using course and lecture learning objectives (26%), and student-centered learning theory (26%). Qualitative data revealed that participants were satisfied with the course; found the structure, presentations, and delivery methods to be effective; and appreciated the flexibility of being online but experienced challenges, particularly in connectivity. This evaluation demonstrated the efficacy of using e-learning in East Africa and highlights the innovation of online faculty development in a region where it has not been done before. By using participants as future instructors, this course is scalable in the region and worldwide, and it can help address limited access to training by providing a critical mass of trainers competent in teaching, mentoring, and leading.

Voices of Three Junior Scholars: A Commentary on “(Why) Are Open Research Practices the Future for the Study of Language Learning?”

Voices of Three Junior Scholars: A Commentary on “(Why) Are Open Research Practices the Future for the Study of Language Learning?”

Mentor training for junior faculty: a brief evaluation report from the Georgia Clinical and Translational Science Alliance.

To provide a foundation for mentoring, junior faculty participated in a mentor training workshop informed by the Mentoring Clinical and Translational Researchers curriculum. The goal was to develop skills and behaviors that engender more rewarding and inclusive mentoring practices. Attendees responded to baseline and follow-up surveys assessing perceived mentoring skills. Follow-up surveys included closed- and open-ended questions about the value and satisfaction of the training, and intended behavior changes. Junior faculty respondents (n = 39) reported significantly higher overall mentoring skills after the training (t = -2.6, p = 0.012) with a medium effect size (Cohen's D = 0.59). Domains with statistically significant improvement from baseline to follow-up included aligning mentor-mentee expectations and assessing understanding. Thirty-eighty (97%) found the training valuable, and 32 (82%) indicated they would change mentoring-related behaviors because of the training. Intended behavior changes described in open-ended responses aligned with mentoring skills assessed (e.g., aligning expectations). An additional competency domain of evaluating mentoring relationships was also described. A mentor training workshop for junior faculty appeared to contribute to changes in mentoring skills and intended behaviors. Mentor training has the potential to enhance mentorship, which is critical to strengthening a diverse pipeline of clinical and translational science researchers.

A Constellation Model for Mentoring Undergraduates During COVID-19

Conceptualizing mentoring beyond a traditional one-to-one mentor-mentee model, we utilized a constellation framework with collaborative co-mentoring among faculty, staff, near-peers, and community partners. We conducted a multi-method study to examine faculty, staff, and students’ perceptions of mentoring relationships, and we focus in this article on participants’ perceptions of how the global pandemic changed their mentoring relationships. Analyses of the study’s surveys and interviews yielded four primary themes: 1) scaffolded, developmental programming and a diverse set of mentors in an interconnected constellation positively impacts students’ and mentors’ experiences during unexpected challenges like a pandemic; 2) skilled mentoring requires a dynamic, individualized balance of instrumental, psychosocial, and reciprocal mentoring practices, taking into account unique aspects of students’ identities; 3) reduction of in-person relational mentoring was associated with significant challenges, but occasionally offset by opportunities; and 4) gaps exist in the campus ecosystem, especially for students with minoritized identities and students who are not participants in cohorted programs. A case study of a multi-year, experientially rich, and academically rigorous program highlights the potential of collaborative, interconnected, globally oriented mentoring constellations to support students’ personal, academic, and professional development, particularly when mentors were agile and adapted to new contexts. Challenges incurred in implementing a constellation model for undergraduate mentoring included scalability and capacity, particularly during the pandemic and when forming new relationships.

STEM postdoc mentoring: a social exchange theory-based conceptual framework

ABSTRACT Building on empirical research that examines the mentoring experiences of minoritized postdocs in science, technology, engineering, and mathematics (STEM) fields, the researchers conceptualized a framework to cultivate inclusive, supportive, and mutually beneficial mentoring relationships among faculty mentors or Principal Investigators (PIs) and postdocs. The paper begins with an introduction to the STEM postdoc landscape, reviews relevant literature, and leverages data from 31 STEM postdocs at a research-intensive university in the southeast United States to introduce a conceptual framework that sheds light on and expands our understanding of STEM faculty-postdoc mentoring. The paper concludes with practical implications for improving STEM postdoc mentoring in research and practice.

Exploring Mentoring Practice for In-service Teachers’ Professional Development

This study explores how untrained and trained mentors practise mentoring with their mentees and how trained mentors make mentoring practice effective. This study also exhibits the value of teachers’ professional development (TPD) to update teachers’ knowledge and skills. Mentoring is one of the key components of TPD that helps teachers continuously update and upgrade their performance. However, in the Nepalese context, mentoring is taken as an evaluation or judgement. A review of the literature examines mentoring practice by a trained mentor useful for teachers in their professional development. It enables mentee teachers to reflect on their practice. The mentee teacher receives support and feedback from their mentor that helps them to develop meaningful learning experiences. I used a qualitative case study design to study the impact of mentoring practice by trained mentors on the professional development of English language teachers in Nepal. The data drawn from teachers’ reflective journals, semi-structured interviews and mentoring sessions’ notes were collected data and triangulated to produce fair results. The results indicated that for effective mentoring practice, mentors should be trained before practising mentoring for teachers’ professional development.