Developing Research Skills for the Future Workplace through Interdisciplinary Near-Peer Mentoring

Abstract

Experiential learning is touted as an effective way of imparting research skills. This suggests that master’s students undergoing training in research psychology should be exposed to managing projects and supervising interdisciplinary research teams and projects before entering the workplace. The Department of Psychology and Department of Town and Regional Planning at a South African university developed a near-peer mentoring programme in which the psychology master’s students mentored undergraduate urban planning students who were writing their final-year research reports. Focus group discussions with the psychology students about their experiences of the programme were analysed using phenomenography. The psychology students experienced their role as mentor in five hierarchical variations. The first four were seen as challenging, while the benefits were only experienced at the highest level of the hierarchy. Lessons learnt from the mentoring relationship that mirror certain workplace research skills are discussed followed by recommendations for improving the mentoring programme.     

A 'Rough Guide' to the History of Mentoring from a Marxist Feminist Perspective

Mentoring is now a favoured policy initiative in a number of countries, including Britain and North America, both as an element of professional development, and in addressing social exclusion. The former is of direct relevance to teacher education. The latter is a key issue affecting teachers today, as they have to liaise with mentors allocated to pupils and students. Yet the concept of mentoring remains confused. This paper reviews the literature, deconstructing its mythical representations and its celebratory bias. It applies, from a feminist perspective, the dialectical materialist method to the inter-relationships between essence and appearance in mentoring. It identifies four distinct historical stages in its development. These reveal that official concepts of mentoring have shifted from dominant groupings reproducing their own power, to subordinate groupings reproducing their own oppression. The conclusion suggests a research agenda for more detailed empirical investigation of mentoring in the field of teacher education.     

Mentoring Undergraduate Interdisciplinary Mathematics Research Students: Junior Faculty Experiences

Abstract

To be successful, junior faculty must properly manage their time in the face of expanding responsibilities. One such responsibility is supervising undergraduate research projects. Student research projects (either single or multi-student) can be undertaken as a full-time summer experience, or as a part-time academic year commitment. With many potential undergraduate research formats, and with different types of students, junior faculty may find challenges in forming their research group, establishing a structure that promotes student productivity, picking an appropriate project, or in effectively mentoring their students. This article draws from the authors’ experiences to help junior faculty navigate these complexities so that all parties reap the benefits of undergraduate research in interdisciplinary mathematical disciplines.     

Weaving Together Undergraduate Research, Mentoring of Junior Faculty, and Assessment: The Case of an Interdisciplinary Program

Scholars in teaching and learning value student research and program assessment as strategies to promote excellence in undergraduate education. Yet, in practice, each can be complex and difficult to sustain. This case study demonstrates how undergraduate research, mentoring of junior faculty, and assessment can be integrated in ways that enrich the educational experiences of students and the professional development of faculty and improve research on teaching and learning. The authors describe a lively undergraduate research project that became tied to the mentoring of assistant professors and then to program assessment. We conclude with recommendations for implementing such a project in other academic settings. Elizabeth Thomas is Assistant Professor in the Interdisciplinary Arts and Sciences at the University of Washington Bothell. She received her Ph.D. in Psychology from the University of Illinois at Urbana-Champaign and teaches courses on inquiry in the social sciences, community psychology, and psychology and the arts. Her research examines sociocultural contexts for learning and development with a particular focus on the role of the arts and the potential of participatory action research strategies. Diane Gillespie is Professor and Associate Director of Interdisciplinary Arts and Sciences (IAS) at The University of Washington, Bothell, received her Ph.D. at the University of Nebraska—Lincoln in Cultural and Psychological Studies in Education. She teaches multicultural social science courses and qualitative research. Her recent publications explore the importance of narrative for reflective teaching and learning, learning in small groups, and the role of human rights in nonformal education.     

Design,implementation, and evaluation of a multi-disciplinary professional development program for research mentors

ABSTRACT

Undergraduate research experience has been shown to enhance student learning and improve persistence in science, technology, engineering, and mathematics (STEM). Researchers studying undergraduate research experiences have largely focused on student outcomes and have seldom investigated the outcomes of graduate and postdoctoral mentors. Here, we report a non-credit, year-long mentor professional development program designed for graduate students, postdoctoral scholars, and research staff in STEM. Mentors attended a series of six interactive and discussion-based workshops and mentored first-year undergraduate students in independent summer research projects. We report evaluation findings for three mentor cohorts using a combination of qualitative analysis of mentoring philosophies and quantitative assessment of pre- and post-surveys about mentoring objectives and skills. Results indicate that mentors gained self-efficacy in some objectives and skills. However, many other objectives and skills remained unchanged. We explore possible explanations for the lack of more broad-scale gains across survey items and present ideas for program improvement.     

Teacher training for social responsibility: a new mentoring role in the training of community teachers

ABSTRACT

Our study is focused on the field-experience of a unique ideological group. The prospective teachers are community activists who are dedicated to meeting the social needs of communities through education, mainly in the periphery and in weakened populations. Their vision is to become community teachers. We focused on a new mentoring role, which was created in order to meet the special needs of this group. The new mentors are members of the same movement as the prospective community teachers, share their ideology and dilemmas, and gain their trust. The findings show that this role is necessary and meaningful. We discuss different aspects of the role of the new mentors, including aspects of informal mentoring, and how it can be applied in other teacher-training models. Our findings may help in providing ideas for choosing mentors with special characteristics for special students.     

Expanding an Action Research framework for an evidence based mentoring program in nursing: an exploration of cooperative inquiry

ABSTRACT

This paper explores the development of cooperative inquiry as a methodology for nursing research. It commences with a historical overview of Action Research and its use in nursing. The applicability of Action Research approaches in higher education are then discussed in the context of creating partnerships between universities, students and the wider civic and social community. The concept of partnerships informs discussion of a peer mentoring project for undergraduate nursing students conducted using a cooperative inquiry methodology.     

Mentoring in Action on a Primary PGCE Course

Abstract

School‐based mentors are taking increased responsibility for the initial training of student teachers as a result of government policy to lengthen the proportion of time students spend in school during their training. The role of the mentor is critical in the development of a partnership model of initial teacher education (ITE), involving close collaboration between higher education institutions (HEIs) and schools. This article draws on our research into the practice of mentoring on the one‐year Primary Postgraduate Certificate in Education (PGCE) at the Chichester Institute. Through observations of mentoring sessions at school we analyse the process of mentoring in action. Drawing on mentor observations and interviews with mentors, students and college (link) tutors we examine the diverse nature of mentoring and identify some of the common qualities of good mentoring practice.     

Mentoring triad: an alternative mentoring model for preservice teacher education?

Within many preservice teacher education programs in Australia, mentoring is used as the overarching methodology for the professional placement. The professional placement is considered to be a key component of learning to teach, and typically a dyad mentoring model is utilized. However, it is reported that many preservice teachers experience a less than successful placement when a dyad model is used. This research explored an alternative mentoring model that placed two preservice teachers with a classroom teacher and investigated the mentoring that transpired. The research examined the interactions that occurred between the triad members, in particular those that took place between the two preservice teachers as peers. A theoretical framework that focused on a holistic mentoring model was utilized to frame the research and analyze the data. It was found that the use of a mentoring triad extended the scope of mentor support that can be provided to preservice teachers.     

Item Analysis in Introductory Economics Testing

Abstract

An interdisciplinary mentoring program for graduate teaching assistants, the GTA mentoring program, offers the needed support for graduate students in their training as teacher-scholars. Authors outline the vision and structure of the program and highlight student, faculty, and institutional benefits. This program involves regular meetings of small teams consisting of graduate students and a faculty mentor, as well as larger group meetings of all participants. Benefits include the development of personal and professional relationships, an open forum for the discussion of teaching and research issues, increased professional support, and greater confidence in classroom instruction.     

The role of perceived support and local culture in undergraduate research mentoring by underrepresented minority faculty members: findings from a multi-institutional research collaboration

ABSTRACT

Undergraduate research is value-added experiential learning that cultivates creative and intentional learners in and out of the classroom. However, only recently have researchers begun investigating the mechanisms related to mentoring undergraduate researchers, with scant attention being paid to the experiences of underrepresented minority (URM) faculty members. Using unique data collected from an online survey of faculty members (overall N = 215, URM n = 25), we find departmental and institutional support to be the key factors correlated with mentoring undergraduate research students. Reported support is more influential for URM faculty than white faculty, providing evidence of the importance of institutional policy as a mechanism to facilitate URM faculty participation in the high impact practice of mentoring undergraduate researchers. The findings are discussed in the context of institutional initiatives designed to support student and faculty success in the 21st century.     

The One-minute Paper as a Catalyst for Change in Online Pedagogy

ABSTRACT

Online/virtual educators face challenges related not only to technology and pedagogy, but also to student assessment, which remains a critical function to reinforce. Brief assessment tools can be used by the instructor to tailor the learning experience, and where appropriate, to reinforce student-centered learning. In this qualitative study, we explored the use of a one-minute paper as a brief and consistent assessment tool in master’s level social work courses in research and advanced clinical practice with individuals courses. The coded segments of qualitative responses (# of coded segments n = 728) from 52 students were examined to explore common themes from the student’s experience. Discussion is offered on the use of this tool for brief and consistent assessment of knowledge gains in class, as well as the impact these themes may have for the intentional pedagogy for the facilitation of learning.     

The development of mentorship programs at the Chinese university of Hong Kong

Mentoring as a time‐honored and effective mode of training and teaching is briefly reviewed, highlighting the valuing of the mentoring relationship in educating gifted and talented youths in Chinese history. The current development of mentorship programs for gifted students at the Chinese University of Hong Kong is explained with examples from the search for potential mentors within the university community, and the development and operation of the mentorship program of Chinese creative writings for Hong Kong students. Future directions in the development of mentorship programs for gifted students using information technology and peer mentors in double mentoring are discussed, and a model of three levels of mentoring encompassing telementoring, double mentoring, and one‐to‐one mentoring is suggested.     

Entry points when undergraduate research mentors reflect on their role: a qualitative case study

Abstract

Graduate students and postdoctoral researchers are increasingly taking on mentoring roles in undergraduate research (UR). There is, however, a paucity of research focusing on how they conceptualize their mentoring role. In this qualitative interview study, we identified three entry points that mentors reflect on to define their role: (1) What are the goals of UR? (2) What do the students expect from me? and (3) How should I use my expert knowledge? We discuss how academic developers can use these entry points together with a set of reflective lenses to stimulate critical reflection on the mentoring role and help the mentors to define their role and help the mentors to define their role.     

Calming Fears and Building Confidence: A mentoring process that works

This study suggests that the process of mentoring education students is not reserved for master mentor teachers but can also be done by more advanced students. The author shares her two-year experience of enlisting Master of Arts in Teaching intern teachers to mentor senior-level baccalaureate students during the practicum attached to a 12-hour integrated content block. The qualitative data collected through interviews and open-ended survey questions reveal that the mentoring experience was positive for both sets of students.     

Successfully Mentoring Undergraduates in Research: A How To Guide for Mathematicians

Abstract

Undergraduate research occurs in a variety of mathematical fields and in diverse settings, but all mentors of undergraduates face a number of common considerations. This article is a brief guide to help faculty with various levels of previous mentoring experience lead students in research projects. In particular, we discuss the issues of picking appropriate research problems, recruiting students, setting expectations, moving research forward, and helping students to communicate their work.     

Lecturers’ perceptions: The value of assessment rubrics for informing teaching practice and curriculum review and development

ABSTRACT

The assessment rubric is increasingly gaining recognition as a valuable tool in teaching and learning in higher education. While many studies have examined the value of rubrics for students, research into the lecturers’ usage of rubrics is limited. This article explores the lecturers’ perceptions of rubrics, in particular, its use and design, the role it can play in informing one's teaching practice and in curriculum review and development. The data shows that many lecturers use the rubric in a very mechanical and unconscious manner and view it mostly as a grading tool with limited instructional value. While acknowledging the rubric as a reflective tool for students, lecturers do not perceive it as having the same benefits for them. The findings, therefore suggest more conversations around the role that rubrics can play in informing one's teaching practice and course design. It also suggests further research into this area.     

Faculty and staff perceptions of undergraduate mentoring

ABSTRACT

The connection between students and faculty is a recognized component of student belonging and engagement. To better understand how these relationships are formed, we utilized a qualitative design to explore the ways in which faculty and staff at a mid-sized public university perceived their roles in supporting, and connecting with, students. Based on our focus group data, we identified three themes. The first theme defined the mentoring relationship in the university context. The second theme addressed the unique features of mentoring Underrepresented Minority (URM) and First Generation (FG) students. Our third theme focused on perceived barriers to mentoring, including personal, institutional, and student-related barriers. Our findings provide a first step in developing a framework for colleges and universities working to promote a culture of mentoring as a means to support students.     

A Case for Mentor Challenge? The Problem of Learning to Teach Post-16

This article investigates a tension in mentoring in secondary Initial Teacher Training (ITT) in England and Wales. Neither the ITT Standards nor the literature clarify which mentor strategies can be effective in the particular domain of the post-16 classroom. A case study was conducted on a sample of distance learning Postgraduate Certificate in Education (PGCE) students and their mentors as the former learned to teach post-16. Five research instruments were developed and used iteratively to generate qualitative data. This revealed that ITT mentoring is inconsistent in relation to post-16 teaching. While some mentor support was given, opportunities presented for challenge were not taken up. The results illuminate the need for more effective models of post-16 mentoring in ITT, including the use of challenge alongside support. The conclusions have implications for mentors in secondary ITT, and will be a source of help for student teachers.     

A formal mentoring programme to align equity mandates with research outputs: A case study

Abstract

To sustain research outputs while progressively ensuring that staff profiles reflect demographic realities, the College of Human Sciences at the institution under study embarked on a formal mentoring programme in April 2009. The focus of the programme is to mentor newcomers to academe by productive academics who will be retiring from the system over the following decade. The aim of the research was to investigate the functioning of the formal mentoring programme and to determine the extent to which the programme provided for research output opportunities after one year of implementation. A qualitative intrinsic case study approach was followed, employing document study and in-depth individual interviewing. It was found that planning had been thoroughly done and the formal mentoring programme was professionally implemented. Concerns about an initially too formalised approach were counteracted by building flexibility into the reporting on mentoring initiatives. A cost to mentoring was found to arise from the fast-tracking of unrealistic research output expectations.