Student Mentors Research Articles

Forging Futures, Building a Pipeline: Testimonios From a Collective of Diverse MFP Alums in the Southwest

ABSTRACT For 50 years, the Minority Fellowship Program (MFP) has supported social workers in serving diverse communities at risk of mental health issues and substance misuse, training over 1,000 masters and doctoral-level fellows, and preparing them for meaningful community engagement. Through testimonios, we explore the career paths, collaborations, and community involvement of five doctoral-level MFP alums working at a large public R1 university in the Southwest. Reflecting as MFP alums and diverse faculty of color, our testimonios bear witness to MFP’s influence on our antiracist, antioppressive, and decolonial work, our mentorship and recruitment of graduate students of color, and our efforts to build a diverse student pipeline to address mental health and substance misuse within marginalized racial and ethnic communities.

Donna Rockwell and Love

This tribute to Donna Rockwell focuses on three aspects of her essential quality of love: her warm presence, her championing of meditative and embodied wisdom paths, and her selfless mentorship of other women students and colleagues.

Enduring impacts of collaborative workplace music mentoring for early childhood generalist teachers, music mentors and students

ABSTRACT This study documents the enduring impacts of a workplace music mentoring programme for generalist classroom teachers in early childhood school settings in Australia. The study draws on follow-up interviews with mentors, teachers and principals from five of 11 participating schools one year after the programme. This study identifies participant perceptions of enduring outcomes, enduring effective mentoring, and effective mentor qualities. Two researchers undertook thematic analysis independently and conducted iterative discussions to refine the emerging themes. Enduring outcomes for mentors, teachers and students included: (1) music mentoring as collaborative self-development; (2) identification and realisation of individual and collective goals for music teaching; (3) reflection, feedback and joint planning informing learning; (4) integration of music into daily activities, lesson transitions, school culture; (5) creating a community of music practice in and across schools; and (6) improved classroom climate and enhanced student engagement and positive behaviours. Enduring qualities of effective music teaching included: (7) building teacher confidence and competence for music leadership; (8) observation of expert practice as a learning tool; (9) focused feedback informing lesson planning and implementation; and (10) specialised, collaborative workplace mentoring. Enduring qualities of effective music mentors included sensitivity, responsiveness, situational awareness, flexibility, and subject and pedagogic expertise.

Оценка добровольческих практик студентов-наставников по сопровождению детей-сирот и детей, оставшихся без попечения родителей, методом Photovoice

<p style="text-align: justify;"><span lang="EN-US">The article presents a procedure for assessing the volunteer practices of student mentors based on the participatory approach. The focus of the students’ practices is on supporting orphans and children without parental care through mentoring. In the project, students developed and conducted events for orphans, a specialized thematic shift, and a regional festival involving delegations from 8 regional institutions. The article analyzes the concepts of social practice, theoretical approaches to project assessment, and provides an overview of the Photovoice method. The novelty of the study lies in evaluating the impact of volunteer practices of student mentors on their professional and personal development. The assessment was carried out using the Photovoice method. The use of this method allowed the researchers to obtain high-quality information presented in the form of photographic images and cases containing students’ evaluative judgments. The results of the study can be used to motivate students by revealing how volunteer practices influence the formation of professional and social competencies, as well as the personal development of students.</span></p>

Examining graduate student perspectives on supervision and peer mentoring across four professional faculties

Purpose The purpose of the study was to examine graduate student perspectives on the common and unique roles peer mentors and supervisors play in supporting student success and wellbeing during their program. Design/methodology/approach A qualitative research design involving semistructured interviews with 62 thesis-based masters and doctoral students from four professional faculties, Education, Medicine, Nursing and Social Work, at a large public research-intensive university in Canada. Findings Findings transcend the four disciplines of study. Communities of support are described that involve both supervisors and peers in combination, clusters of meaning by supervisory paradigm are identified and original findings presented that expand upon the learning alliance framework by explicitly considering the role of peer mentors in graduate student success. Research limitations/implications While supervisors bear primary responsibility for fostering effective research-based relationships, this study’s findings strengthen the argument that mentoring and advising of graduate students is most effective when conducted within a collaborative community of support that involves learning alliances among faculty, peers, program staff and academic leaders across the institution. Practical implications A four-pronged approach to graduate education that emphasizes the collective responsibility of institutions, programs, supervisors and students in creating a supportive ecosystem for holistic graduate student academic success and wellbeing is recommended. Social implications Key argument that it is essential to embrace a collaborative and community of support mindset, where multiple stakeholders actively contribute to the wellbeing and academic development of graduate students throughout their programs. Originality/value A cross-disciplinary perspective is offered on the importance of both supervisors and peers in assisting thesis-based graduate students to successfully navigate academic, social and personal journeys through graduate school.

Regarding the Article Students' Perception of Peer-Students Mentoring Program "Big Sibling Mentoring Program" to Complement Faculty Mentoring of First-Year Medical Students in Saudi Arabia [Letter

Regarding the Article Students' Perception of Peer-Students Mentoring Program "Big Sibling Mentoring Program" to Complement Faculty Mentoring of First-Year Medical Students in Saudi Arabia [Letter

Qualitative Study: Nursing Managers in Managing Nurse Educators in Hospitals

Introduction: Nurse managers are responsible for managing human resources, including nurse educators in hospitals. Although nurse educators are professionals, there is limited knowledge about the competencies required for their roles within hospital programs. This study aims to analyze the experiences of nursing managers in managing nurse educators in hospitals. Methods: This research employs a qualitative design using a phenomenological approach. The study was conducted in two hospitals, utilizing purposive sampling based on predetermined inclusion criteria. The participants included nine nurse managers responsible for the nurse educator program, each having served for at least three years. In-depth interviews were conducted, and the collected data were subjected to thematic analysis.Results: The study identified six themes: 1) The suboptimal division of roles among nursing fields, the Education Coordination Committee (Komkordik), and the nursing committee in managing nurse educators; 2) Various requirements for becoming a nurse educator; 3) The competencies that nurse educators must fulfill; 4) The inadequacy of the mentoring program for nurses due to the lack of policies and existing challenges; 5) The management of student mentoring programs by higher education institutions; 6) The absence of definitions and career pathways for nurse educators. Conclusion: The findings indicate that nursing managers, as supervisors of nurse educators, possess unique experiences and require clearer definitions of the role of nurse educators along with regulations for their career advancement.

The relationship between coauthorship and the research impact of medical doctoral students: A social capital perspective

Research impact is an important manifestation of research competence and the focus of medical education. This study is dedicated to exploring the relationships between coauthorship networks and the research impact of Chinese medical doctoral students from a social capital perspective. A total of 16291 scientific papers from 237 doctoral students and 126 mentors at Chinese universities were selected from databases, and a study dataset including 19 variables was constructed. Nine independent variables were defined and obtained through coauthorship network analysis, and the doctoral students’ research impact, as the only dependent variable, was used to test the hypothesized relationships among the variables. The results show that the betweenness centrality, student-mentor coauthorship count and the partnership ability index significantly affect the h-index. Specifically, the coauthorship unit count plays the most important role in developing centrality, which, in turn, produces a higher h-index. In addition, betweenness centrality, student–mentor coauthorship count and the partnership ability index are good predictors of the likelihood of doctoral students entering the greater research impact group and especially improving their betweenness centrality. Specifically, doctoral students whose partnership ability index is greater than 2, student-mentor coauthorship count is greater than 4, coauthorship unit count is greater than 6, and betweenness centrality is greater than 0.02 are considered to have greater research impact. These findings suggest that the important roles of cooperation in the development of research competence and good mentorship in the acquisition of social capital by doctoral students should be emphasized. Several strategies are advised for harnessing social capital rooted in doctoral students’ coauthorship network for relevant organizations, mentors and doctoral students who want to increase medical doctoral students’ research impact.

Amalgamating multiple selves in the storied experience of cross‐cultural mentorship

AbstractThis narrative inquiry explores cross‐cultural experiences of a faculty mentor and an international doctoral student mentee in counselor education. Analysis unearthed themes on the approach to and experience of cross‐cultural mentorship, attunement and affirmation, growth opportunities, and professional and personal connections. Findings considered mentorship literature and addressed future application implications.

Place-Based Indigenous Student Mentorship: Storying the Process of the Atlantic Indigenous Mentorship Network

Introduction. Indigenous post-secondary education students bring unique insights, knowledges, and expertise into post-secondary education spaces. Yet, post-secondary education in Canada is often a site of marginalization for Indigenous students given its’ colonial underpinnings. Targeted mentorship initiatives can be a way to support Indigenous learners through their post-secondary education journeys. Purpose. This manuscript chronicles the creation and ongoing work of the Atlantic Indigenous Mentorship Network and shares insights, challenges, and goals for the network as it continues to support Indigenous students in the Atlantic region. Implications. Our network utilizes a multi-pronged mentorship approach through offering financial, learning, and mentorship opportunities guided by the voices of Indigenous students in the region. Notably, our ability to build relationships with and amongst Indigenous students is strengthened through having an Indigenous graduate student coordinating the network over more than four years. Given the diversity of Indigenous Peoples in the Atlantic, our network has and continues to capture and engage with diverse Indigenous learners in a way that pays respect to their unique knowledges and challenges through continuous consultation and engagement. Our success is demonstrated through the increase in funded students conducting Indigenous health research in the region and through feedback gathered directly from students engaged with the network. Conclusion. By sharing the story of the Atlantic Indigenous Mentorship Network, we hope that learnings and insight can be gleamed to create and continue to strengthen other mentorship initiatives directed towards supporting Indigenous students.

The long-term implications of an after-school STEM mentoring program: the perspectives of former STEM undergraduate student mentors

The long-term implications of an after-school STEM mentoring program: the perspectives of former STEM undergraduate student mentors

“This works”: The testimonios of Latino faculty–student mentoring experiences through pláticas.

“This works”: The testimonios of Latino faculty–student mentoring experiences through pláticas.

A survey of the training experiences and needs on Wellcome Trust PhD programmes

Background Training for PhD researchers was previously identified by the Wellcome Trust funded Emerging Research Cultures project as an area for further investigation to ensure an inclusive culture which enables PhD students to become well-rounded researchers. Methods The Taskforce on Training conducted a survey of 35 Wellcome Trust funded PhD students and 10 programme administrators to evaluate the provision of training in eight key areas. This survey examined a number of issues, such as availability and knowledge of training, potential gaps in training, and the perceived usefulness of training. Results PhD students reported that training was generally useful and viewed as important; with technical training being particularly highly valued. However, the survey identified that students desired additional training in project management and personal development. Surveying programme administrators highlighted the wide variety in training availability for students across different Wellcome Trust programmes currently running in the UK. Conclusion In response to these findings, several recommendations were suggested. Examples include; promotion of peer mentoring for PhD students, and alternative methods for delivery of wellbeing training. However, this report only explores the views of a small number of Wellcome Trust funded PhD students and would benefit from further research into the experiences of PhD students, programme administrators, and PhD supervisors.

Pendidikan Islam dalam Pemikiran Hasan Langgulung

Islamic education has become an important focus in the thinking of Hasan Langgulung, a contemporary Muslim scholar who has made significant contributions to the development of Islamic thought. In his view, Islamic education is not just the transfer of religious knowledge, but a holistic process that includes spiritual, intellectual, social and moral aspects. This article reviews key concepts in Hasan Langgulung's thinking regarding Islamic education. Through critical analysis of his works, this abstract highlights the importance of Islamic education as an instrument for forming people with integrity, competence, and the ability to contribute positively to society. By understanding Hasan Langgulung's thoughts on Islamic education, we can enrich our insight in an effort to improve the education system that is more inclusive and oriented towards Islamic values. Islamic education, as a concept that combines Islamic religious values ​​with the educational process, has become the subject of significant attention in the world of education. In this context, Hasan Langgulung's thoughts are the main focus. Langgulung, a prominent Muslim intellectual, has made substantial contributions in formulating the conceptual framework and practice of holistic Islamic education. Langgulung emphasized the importance of education that not only prioritizes academic aspects, but also the formation of character who has faith and noble morals. His thoughts also highlight the need for integration between religious and general knowledge, as well as the importance of teachers as role models and mentors for students.

Pendampingan Layanan Konseling Spiritual Teistik untuk Peningkatan Motivasi Menghafal Al-Qur’an di Madrasah Aliyah Negeri (MAN) 2 Bogor

The majority of people in Indonesia are Muslim, with the Koran and Sunnah as their guidelines. Nowadays, the activity of memorizing the Koran and memorizing the Koran in Indonesia is growing rapidly. This service is carried out to provide assistance and training in memorizing the Koran for students of Madrasah Aliyah Negeri (MAN) 2 Bogor, which in the past few years has experienced stagnation because there are no teachers who specialize in tahfiz and the support system is not working. Madrasah Aliyah Negeri (MAN) 2 Bogor does not offer one of its three majors related to tahfidz, but the author responded to the wishes of several students and their parents to provide assistance in the form of motivation to memorize the Al-Qur’an through theistic spiritual counseling methods. This service is carried out using mentoring and counseling methods for students taking part in the tahfiz program which has been stalled due to the absence of supervisors and allocation of costs related to the program. After the service, Madrasah Aliyah Negeri (MAN) 2 Bogor students who took part in the tahfiz program had very high interest and motivation to memorize the Koran. This shows that the tahfiz program needs to be developed.

Students' Perception of Peer- Students Mentoring Program "Big Sibling Mentoring Program" to Complement Faculty Mentoring of First-Year Medical Students in Saudi Arabia.

The Big Sibling Program is an innovative peer student mentoring method that was designed and implemented by the students' council in 2021 to complement the faculty mentoring program of first-year medical students in the College of Medicine, King Saud University, Saudi Arabia. The aim of the study was to evaluate the medical students' perception of the peer students "Big Sibling" mentoring program and to assess the effectiveness of the program in terms of changes in the behavior and academic performance of the students. This is a retrospective study that was conducted in 2021. A registration form that includes demographic data, personal information, and academic performance (GPA and extracurricular achievements) was sent to all second- and third-year medical students to select the Big Siblings. A total of 49 mentors "Big Siblings" were accepted (30 males, 19 females) and matched randomly with the little siblings from first-year medical students. A written consent was obtained from the participants. The survey was structured on a 5-point Likert scale, and composed of four sections of closed-ended questions, that includes: the demographic data, the students' (little sibling) evaluation of the mentorship sessions, the little sibling perception of the Big Sibling Program and its effectiveness of the Big Sibling Program in terms of behavioral or quality effects. Out of 297 first-year medical students, 284 (95.62%) responded. The majority significantly agreed that the Big Sibling was readily available and they personally benefitted from the relationship (94.36%, p<0.001; 90.14%, p<0.001). They significantly disagreed that the relationship requires too much time (72.54%, p<0.001) or that they do not need a mentor (78.87%, p<0.001). Most significantly agreed that mentoring is a good idea (94.37%, p<0.001), the program helped reduce their stress (84.51%, p<0.001), helped them adjust to college (89.44%, p<0.001), and advance academically (78.52%, p<0.001). The program also encouraged their involvement in extracurricular activities (58.10%, p<0.0001), research (43.31%, p<0.001), and social engagement with peers (71.48%, p<0.001). Moreover, the majority thought the program significantly improved their self-confidence (73.94%, p<0.001), self-awareness (84.51%), accountability (54.51%), leadership (54.93%), resilience (71.13%), punctuality (69.01%, p<0.001), time management (75.70%), stress coping (77.82%), problem-solving (76.76%), and teamwork (75.35%). Peer students' big Siblings program has succeeded in reducing first-year medical students stress levels, improving their self-confidence, self-awareness, accountability and responsibility, leadership, resilience, punctuality and engaging them in research and extracurricular activities.

Preparing medical teachers in their role as mentor for medical students

In conclusion, effective mentoring is a key strategy to support the growth and development of future healthcare professionals. Mentors have a key role to play and we must prepare them for this role so that they prioritize mentorship in their work schedule, and accordingly help students to become competent healthcare professionals.

Indigenous mentor’s understandings of being a mentor in higher education: insights from a Canadian university

ABSTRACT This article introduces the voices of Indigenous mentors, which have been overlooked in mentoring research. This study addressed how mentors understood their role in nurturing student competence, connection, and agency; key ingredients of self-determination. Indigenous mentors participated in conversational interviews, which were examined from traditional academic and pastoral perspectives and from the perspective of self-determination theory. Six themes emerged from the analysis: mentors as knowledge brokers; facilitators of belongingness; supportive and empowering, guides, self-managers and as enablers to help mentees become self-determined. Most of these themes align with previous literature on mentoring and add insight into a small but growing body of research findings on student mentors from Indigenous backgrounds. Notably, one of the themes, mentors as self-managers, has largely been neglected in research on mentoring involving students from Indigenous backgrounds. The implications for giving voice to Indigenous mentor views are discussed in the concluding section.

Sources of strength: a process evaluation of a university-high school partnership to promote mental health protective factors.

The purpose of this manuscript was to discuss the implementation process of a student-led positive psychological and behavioral program (i.e., Sources of Strength) at a local high school to prevent opioid use and suicide behavior. Over the course of 2 years of programming, university undergraduate students worked alongside and mentored high school students to implement school-wide and focused campaigns that targeted each of the domains of the Sources of Strength wheel (i.e., mental health, family support, positive friends, mentors, healthy activities, generosity, spirituality, and medical access). The summed total student reach for 2 years of implementation was 8,682 students. The average participation was 456.95 students per campaign. The average percentage of the school population that engaged in each campaign was 34.7%. While no outcome opioid use or suicide behavior data were collected, the participation in the programming was high. Universities can continue to engage with local high schools to provide support, collaboration, and mentorship to promote positive and supportive school culture. Using university undergraduate students to serve as leaders can provide them with applied learning opportunities, mentorship for high school students, and reduce the expectancy for high school staff to establish the program on their own.

Developing Future Teachers’ Creativity as a Crucial Element of Systemic Work in the Neuropedagogical Environment

The article highlights the crucial role of creativity as a fundamental trait for today’s educators. It is vital for devising innovative solutions, developing new educational technologies and engaging students in meaningful learning experiences. As the world evolves rapidly, teachers must be responsive to these changes. Creativity helps teachers address challenges during the educational process and foster student participation. Today’s students are more independent and seek involvement rather than passively receiving information. Creative teachers are, therefore, better equipped to create environments that promote independent work and innovation. Creativity is a critical success factor, enabling individuals to generate ideas and solve problems. Teachers should focus on enhancing students’ creative skills to help them thrive in the future. Simultaneously, a structured approach within the neuropedagogical environment can help nurture creative skills in future teachers. This process must be holistic, incorporating a range of methods and techniques. Such an approach will equip future teachers to teach effectively and mentor students in today’s world. Thus, the article defines creativity as a vital aspect of pedagogical practice and examines strategies for enhancing creative skills among future teachers within the neuropedagogical environment.