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Chapter 15- Funding The Mentoring Program, Monica Castañeda-Kessel

Making Connections

Chapter 15, Funding the Mentoring Program, provides essential resources for allies who want to implement or enhance their existing mentoring programs. Contextually, the discussion of funding opportunities is framed within the formal and informal mentoring language with one caveat. Informal mentoring program funding does not mean that the funding is easy to acquire or not rigorous to implement. Informal mentoring has strategic advantages for developing employee expertise and other desirable skills. Formal mentoring is the most prevalent type and had organizational advantages of scale. This chapter is composed of four sections. First, a brief overview of the theoretical and …

Chapter 12- A New Vision For Promoting Equity And Inclusion In Academic Mentoring Programs, Assata Zerai, Nancy López

Making Connections

What are the pitfalls of conventional student, faculty, and staff mentoring programs? Despite good intentions, how might they negatively impact Black, Indigenous, and People of Color (BIPOC), as well as other marginalized faculty who are women, LGBTQIA+, Persons with Disabilities (PWD), or first-generation college students (e.g., grew up in household where no parent/legal guardian earned a four-year college degree in the United States or abroad)? How could employing an intersectional framework—attention to the simultaneity of systems of oppression and resistance—as inquiry and praxis transform student, faculty, and staff mentoring programs? This chapter examines the challenges and possibilities for advancing equity …

Tennessee State Museum Spring 2023 Newsletter & Calendar Of Events, Tennessee. State Museum.

Tennessee State Museum

No abstract provided.

Negotiated Success: Contractual Benefits That Enhance Recruitment And Retention, Hella Bel Amor, Staci Corey, Dayna Jean Defeo

CAEPR Reports

This report summarizes monetary and non-monetary items used in Collectively Bargained Agreements (CBAs) to enhance retention and recruitment of educators in and outside of Alaska. This report is one of a series commissioned by the Alaska Department of Education and Early Development to support a stakeholder-informed action plan to address the state’s recurring critical challenges in recruiting and retaining teachers. To approach this task, we narrowed our focus to a review of provisions contained within CBAs in Alaska and a sample of districts in the nation, reviewed relevant literature, and collected stakeholder feedback to further inform the report content and …

Chapter 2- Recognizing Mentoring Program Identity And Applying Theoretical Frameworks For Design, Support, And Research, Mark J. Hager, Kim Hales, Nora Domínguez

Making Connections

Mentoring programs in academic settings take multiple forms depending on the population being served, the context in which they develop, and the purpose and outcomes to be achieved. This chapter identifies critical variables in choosing a solid theoretical foundation for designing effective mentoring programs and interventions in academia.

This chapter specifically addresses four clusters of theoretical frameworks that include psychosocial supports for mentoring, mentoring as a learning partnership, mentoring as career support, and developmental network theories that can be applied to careers.

This chapter is broken into four distinct sections. The first section outlines the process of identifying key components …

Chapter 3- Cultivating Diverse Forms And Functions Of Mentoring Relationships Within Academia, Audrey J. Murrell, Gloria O. Onosu

Making Connections

While mentoring is shown to have several positive benefits within academia, it is necessary to focus on the range of different high-quality relationships that are a necessary yet complex aspect of mentoring relationships. Thus, mentoring represents a complex, dynamic, and diverse range of mutually beneficial developmental relationships across diverse functions (career and psychosocial) and types (hierarchical, peer, group, and reverse) of mentoring. The impact of mentoring within academia demonstrates that these relationships are essential for developing a wide range of knowledge, skills, and abilities and developing social relationships and networks that are significant for learning, development, success, and well-being. Our …

Chapter 4- Formal Mentoring Programs: Characteristics, Benefits, And Outcomes, Rachel Arocho, Benjamin A. Johnson

Making Connections

In this chapter, we review the characteristics of mentoring that distinguish so-called formal from informal mentoring opportunities. Through this discussion, we provide a broad view of what could be formalized and how to distinguish these opportunities. We then turn to a discussion of the observed and anticipated benefits of formalized mentoring (and some benefits of mentoring broadly) and provide an argument for why mentoring, with all its recognized importance and impact at multiple levels, should not be left to chance. By formalizing mentoring opportunities and practices, to varying and customizable degrees, programs and institutions stand to distribute the benefits of …

Chapter 5- Needs Assessment And Data Analytics: Understanding Your Constituencies, Neal Legler

Making Connections

Needs assessment is an important early step in the development of a mentoring program because it helps ensure that program resources go toward improving prioritized institutional results. Needs assessment should involve key stakeholders, organized into a needs assessment committee, and then follow a systematic process to collect and analyze quantitative and qualitative data and identify existing organizational needs. Needs are defined as the gap between desired organizational results and current results. They should be considered holistically and at all levels of the organization. As needs are identified, the needs assessment committee works with stakeholders through a combination of group management …

Chapter 8- Outlining The Goals, Objectives, And Outcomes Of The Mentoring Program, Lisa Z. Fain, Jamie Crites

Making Connections

Even when institutions already have a mentoring culture, a mentoring program is not an end in itself. Rather, mentoring is a tool to achieve a broader outcome, be it at the institutional, department, or individual level. While these outcomes may vary, it is critical that a mentoring program is carefully crafted in service of the outcomes. It must meet the needs and objectives of not only the mentees and mentors but also the institutions and the field. In this chapter, authors Lisa Fain and Jamie Crites will use a case study to discuss how to craft goals, and objectives that …

Chapter 9- Defining Recruitment, Selection, And Matching Strategies, Paul Hernandez, Don Busenbark, Kim Hales, David Law

Making Connections

Chapter 9, “Defining Recruitment, Selection, and Matching Strategies” guides the program coordinator in recruiting mentors and mentees, selecting who will be in the mentoring program, and matching participants. The section on recruitment begins by emphasizing how the needs assessment, university vision, and program goals and objectives should align to create a clear vision and purpose for the mentoring program. It also describes how communication practices in various university ecosystems, rewards and incentives, and activities enhance enrollment. The section on selection delineates mentors’ positive and negative characteristics, exploring in-depth critical mentor communication skills and the characteristics of successful mentees. Finally, the …

Chapter 18- Case Study Of The Statewide Faculty-To-Student Mentoring Program At Utah State University, Jeff Spears, Kim Hales, Hannah M. Lewis

Making Connections

The purpose of this article is to examine an undergraduate mentorship program through Utah State University (USU). The creation of the Faculty-to-Student Mentorship Program originated in an attempt to increase both retention and graduation rates throughout the statewide system. In the first year, a steering committee was formed, and the mentorship program was piloted on one statewide campus—Uintah Basin. During the next year, the program was expanded to all eight statewide campuses. The steering committee examined available literature regarding existing mentorship programs and identified three shortcomings: lack of theoretical framework, operational definition, and methodological rigor. This article discusses the program …

Chapter 13- Improving Mentoring Relationships And Programs Through Assessment And Evaluation, Laura Gail Lunsford

Making Connections

Chapter 13, Improving Mentoring Relationships and Programs Through Assessment and Evaluation, presents frameworks for deciding how to improve mentoring experiences. Assessment activities solicit feedback from or about the participants and focus on participant learning and in situ improvement opportunities. Evaluation efforts determine if the program achieved organizational goals. The chapter has four goals. First, the chapter clarifies the difference between assessment, evaluation, and research. Second, the chapter presents frameworks to guide assessment and evaluation efforts. Third, the chapter describes tools for assessment. Fourth, the chapter describes how to evaluate mentoring programs, what data to collect, when to collect it, …

Chapter 11- Preparing The Effective Mentee, Dionne Clabaugh

Making Connections

The purpose of this chapter is to help the mentoring program director create, implement, and evaluate academic mentoring programs after identifying structures that can effectively prepare their mentors and mentees for a successful mentoring experience. Some of the considerations explored are mentor program structures that are relationally based, goal-oriented, and grounded in autonomy supportive strategies. This chapter opens with the author’s lens in order to describe a human development approach to mentoring and then how to prepare mentees to be self-directed. The third section portrays mentoring program structures that promote self-directed mentees. This chapter concludes with generalizable findings and recommendations …

Chapter 16- Becoming Awares: Mentoring Undergraduate Women In Engineering And Sciences, Shirley L. Yu, Arianna Black, Gönül Kaletunç

Making Connections

The Aspiration for Women’s Advancement and Retention in Engineering and Sciences (AWARES) mentorship program was designed to support women in science, technology, engineering, and mathematics (STEM) majors as they transition from their undergraduate degree programs to the workforce. The AWARES program was structured around topics relevant to women in STEM careers, including but not limited to interviewing and job offer negotiation, career development, navigating social dynamics in the workplace, and establishing and growing a professional network. Based in tenets of social cognitive theory, AWARES aims to use expert and group mentorship to increase young women’s self-efficacy for career-related soft skills …

Chapter 10- Preparing The Effective Mentor, Natasha Mickel

Making Connections

Mentoring is a central component of teaching and learning in academia that involves mentors ranging from novice to advanced mentoring experience. Mentoring has been found to play a crucial role in successful career development at every professional level in academia. Consequently, it’s imperative that institutions design and implement mentoring programs that prepare mentors, regardless of background, to establish, build, and maintain positive mentoring relationships.

This chapter begins by discussing mentoring and its role in academia. As institutions strive to retain faculty, staff, and students, it serves institutions well to understand how the successful implementation of effective mentoring programs can close …

Chapter 19- The Connections Program: Integrating Mentoring Into The First-Year Experience, Jennifer Grewe, Harrison Kleiner

Making Connections

In this chapter, we will offer a model of successful integration of evidence-based mentorship practices within a robust first-year experience program at Utah State University. The mentoring aspect of the program was built to address the problem of attrition rates of first-year students transitioning to the second year. This approach provides faculty mentoring for every student in the program and addresses how it can be scaled to a large student population. We will discuss how the most at-risk students receive extra focus within this model to help students who lack the educational and social capital to gain mentorship experiences on …

Chapter 20- Facilitating Leadership Learning Using Co-Mentoring Circles, Kathleen M. Cowin

Making Connections

Time for mentoring aspiring school leaders moving from their roles as veteran teachers, instructional coaches, or deans of students to their new role as K–12 principal certification interns is in short supply in today’s complex schools. Over the past 7 years, 76 interns have participated in co-mentoring circles. Co-mentoring circles offer educators a safe, supportive community in which to learn with others who are uniquely situated to understand the challenges present in today’s K–12 schools. Co-mentoring circles can provide a ready group of co-mentors one can call on without waiting for a specific mentor to be available. These circles are …

Chapter 23- Advancing Institutional Mentoring Excellence (Aime): An Institutional Inclusion Initiative, Valerie Romero-Leggott, Orrin Myers, Andrew Sussman, Rebecca Hartley

Making Connections

The Advancing Institutional Mentoring Excellence (AIME) pilot project was created at the University of New Mexico Health Sciences Center to address concerns by faculty of color regarding feelings of isolation, lack of representation, and suboptimal retention. The purpose of AIME was to foster an institutional culture of belonging and rigorously evaluate best practices for mentoring faculty of color toward promotion and tenure. AIME used a reciprocal mentoring model, in which both mentors and mentees increased self-efficacy and skills through a structured series of exercises and encounters. Senior faculty mentors were matched with junior faculty of color mentees through an electronic …

Chapter 24- Intentional Onboarding And Mentoring Of New Faculty At Central Michigan University, Sarah Marshall

Making Connections

Recognizing that faculty who are mentored are more likely to successfully navigate the tenure process and become effective members of the academic community, Central Michigan University’s (CMU) College of Education and Human Services (CEHS) developed a comprehensive mentoring and professional development program for all new, full-time faculty. This program provided a network of support, resources, and guidance for navigating inevitable challenges. Prior to the development of this program, departments varied in the ways they encouraged and addressed faculty mentoring. Most informally assigned a faculty mentor, but as our initial assessment demonstrated, little to no mentorship occurred. With the recruitment and …

Chapter 25- Mentoring Programs For Staff Of Educational Institutions: Unm Staff Council Mentorship Program, Amy Hawkins

Making Connections

In higher education, staff sometimes feel like the third wheel, the step-child, the forgotten ones sitting on the sidelines as students and faculty bask in the warm glow of academia. Administrators in university settings owe duties to (a) faculty and student needs; and (b) staff development, morale, needs, pay, and benefits. The University of New Mexico’s Staff Council was created so that volunteer university staff elected to serve as councilors can advocate for staff by offering recommendations to the university regarding staff development, morale, needs, pay, and benefits. Each can bring constituent concerns to the full Staff Council and its …

Chapter 27- Networked Mentoring Programs In Academia, Dawn E. Chanland

Making Connections

This chapter proposes the value of informal and formalized university networked mentoring programs for the benefit of students, faculty, and staff. As research on networked approaches has proliferated, more university programs that transcend the traditional focus on one-on-one mentoring dyads are also on the rise. Drawing upon the evidence-based and theoretical literatures on networks and formal programs, I discuss four networked approaches that have shown promise to maximize mentoring’s effectiveness in universities. The approaches involve varying degrees of university resource investment. We consider formal program characteristics that predict positive program and relational effectiveness in undertaking networked approaches. In addition, we …

Chapter 29- Conclusion, David Law, Nora Domínguez

Making Connections

Too often, formal mentoring programs are started at universities without thinking through and addressing the details needed for the program to succeed. As stated at the beginning, the primary purpose of this handbook is to provide a “one-stop shop” resource that guides program coordinators to be intentional and effective in designing, implementing, evaluating, sustaining, and funding their academic mentoring program. In this concluding section, we describe how this book’s chapters and case studies connect to form a comprehensive guide for program coordinators and other stakeholders. Making the chapter’s interconnections explicit makes a needed contribution to the mentoring field, particularly as …

Social Work Supervision Education: Pennsylvania Social Workers Reflect On Education And Supervisory Competence, Morgan Ann Daugherty

Social Work Doctoral Dissertations

Supervision is an essential component of social work education and ongoing professional development for those employed at all levels of practice, having been identified as a protective factor against compassion fatigue, burnout, and secondary trauma. Supervision education encompasses the direct training of students in how to be a supervisor to include knowledge, skills, and abilities of effective application. Supervision education is taught via multiple methods such as supervision education courses, supervision education embedded into the curriculum, post-degree certificate programs, continuing education coursework, including field educator training and on-the-job training. With vague competency expectations outlined by the Council on Social Work …

Language Laws And Regional Identity: A Case Study Of Euskera In The Basque Country, Jenna Ebel

Honors Theses

This thesis explores the interconnectivity between language laws and regional identity, focusing on education, public health, and transnational systems. Through this case study of the Basque Country, the context and wording of the language laws in the subregions within the Basque Country are utilized to understand how they affect the usage and understanding of the Basque language, “Euskera.” Through this, the study is then focused on the Spanish autonomous community of the Basque Country to understand the effects of a minority language on educational systems, the COVID-19 Pandemic, and the connections to both the EU and the UN. Through a …

How To Be An Anti-Racist Educator: A Book Review Through An Educational Perspective, Maria Cristina F. Soares, Melanie Morales

Journal of Multicultural Affairs

The authors reviewed the book How to be an Antiracist by Ibram X. Kendi (2019) while reflecting on how Kendi’s brilliant dismantlement of racism and discrimination would help educators become conscious of how racism operates in our society, their schools, and their communities. Kendi’s book could motivate teachers to self-reflect on intrinsic feelings and misconceptions about race and culture built over time, allowing them to adopt new attitudes towards their students and school community. The authors considered the need to reevaluate systemic racism in schools as research has, for instance, found evidence of discriminatory practices towards African American boys (Gregory …

Implementation And Evaluation Of A Diabetic Education Program, Brianna Cole

Doctor of Nursing Practice Scholarly Project

The purpose of this project was to help create and evaluate a diabetes education program that was accessible to diabetic patients over the age of 18. This project was conducted through Enhanced Healthcare of the Ozarks clinic with the guidance and approval of the American Diabetes Association. There is currently one other diabetic education program available in Northwest Arkansas. The theme of this project was to provide education in individual and group settings regarding medication use, emergency situations, nutritional choices, and self-management techniques. These patients learned meal planning strategies, proper nutrition choices, functions of the body, self-management techniques, emergent situation …

A Pre And Post Survey Of How Teaching Interventions Of Anticoagulant/Antiplatelet Medications Affect Patient Outcomes In The Primary Care Setting, Renee Roth

Doctor of Nursing Practice Scholarly Project

With the elderly population expanding in the United States, primary care providers are having to place more emphasis on managing multiple disease etiologies and medication modalities in the outpatient clinic setting. Patients and providers struggle to overcome educational communication barriers that facilitate proper medication adherence and monitoring. The specific aim of this study was to evaluate whether antiplatelet management education increased the patients’ knowledge of medication understanding and possible adverse outcomes. Evaluation of antiplatelet knowledge was conducted in a rural health clinic in Columbus, Kansas. The study utilized an individual pretest-posttest design to patients who received self-management and monitoring education …

Mental Health Literacy Training For Elementary Educators, Anna Joyce

Dissertations, Theses, and Projects

Young school children struggle with mental illness at a high rate, but often do not receive treatment or referral to mental health resources (Paula et al., 2014). Because of their age, their support systems are the first line of defense toward recognizing and reporting concerning symptoms of mental illness. Educators act as one of these support systems, but research shows mental health education for teachers is lacking in comprehension and adequacy (Dix et al., 2019). This literature review and training focuses on Mental Health Literacy (MHL), which promotes positive mental health education and literacy through encouraging help-seeking, recognition of mental …

Exploring The Use Of Mixed-Reality Simulations As A Tool In Teacher Training To Support Language For Academic Purposes, Ann Marie Wernick

Teaching and Learning Theses and Dissertations

Applying a three-paper structure, this dissertation explores three ways in which mixed- reality simulations were used as a tool in teacher training to support the development of language for academic purposes. This dissertation explores how teachers reflect, reason, and notice their practice when integrating academic language with content using mixed-reality simulations. This is taken up through analyzing trends that emerge in debrief conversations after instructional activities are enacted in mixed-reality simulations (MRS). Learning through the activity of teaching has potential to help teachers integrate their understandings of rigorous content instruction with equitable English Learner instruction (Von Esch & Kavanagh, 2018). …

Evaluating Equity: Examining Inclusionary Practices From Educational Organizations To Improve The Education Experience Of Lgbtqia+ Students, Jillian G. Torrento

Seton Hall University Dissertations and Theses (ETDs)

This qualitative study explored the ways in which education policy and practices within public schools are addressing the needs of minoritized populations with a particular focus on LGBTQIA+ students. This study first employed a document analysis to investigate the federal, state, and district-level equity practices that are mandated or elective in addressing the needs of marginalized populations and LGBTQIA+ students. Secondly, a critical discourse analysis was conducted to examine the specific language, word choices, and symbols found within the public documents that signify equitable practices pertaining to minoritized student populations and the LGBTQIA+ community. Ultimately, the goal of this study …