Browsing by Subject "mentoring"
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Item Advancing Faculty Diversity Through Self-Directed Mentoring(2017) Dutton, Yvonne M.; Ryznar, Margaret; Shaver, LeaMentoring is widely acknowledged to be important in career success, yet may be lacking for female and minority law professors, contributing to disparities in retention and promotion of diverse faculty. This Article presents the results of a unique diversity mentoring program conducted at one law school. Mentoring is often thought of as something directed by the mentor on behalf of the protégé. Our framework inverts that model, empowering diverse faculty members to proactively cultivate their own networks of research mentors. The studied intervention consisted of modest programming on mentorship, along with supplemental travel funds to focus specifically on travel for the purpose of cultivating mentors beyond one’s own institution. Participants were responsible for setting their own mentorship goals, approaching mentors and arranging meetings, and reporting annually on their activities and progress. Both quantitative and qualitative evidence demonstrate that the program has been effective along its measurable goals in its first year. Participants report growing their networks of mentors, receiving significant advice on research and the tenure process, and being sponsored for new opportunities. The authors conclude that this type of mentoring initiative, if more broadly applied, could have a significant impact on reducing disparities in retention and promotion in the legal academy. To facilitate such replication, the Article describes both the process of designing the program and the actual operation of the program as carried out at one school. In sum, the Article offers a concrete starting point for discussions at any law school interested in advancing faculty diversity through improved mentoring.Item Best Practices in Mentoring(2018-08-06) Baich, TinaItem Building Nursing Research Scientist Capacity: Mentoring the Next Generation(Sage, 2018) Spoelstra, Sandra; Wierenga, Kelly; Buckwalter, Kathleen C.; School of NursingItem Central Indiana STEM Talent Expansion Program: Student and Faculty Interventions(IEEE, 2015-08) Hundley, Stephen P.; Feldhaus, Charles R.; Watt, Jeffrey X.; Marrs, Kathleen A.; Gavrin, Andy; Mzumara, Howard; Department of Technology and Leadership Communication, School of Engineering and TechnologyFunded by 5-year, $2M grant from the National Science Foundation, the Central Indiana STEM Talent Expansion Program (CI-STEP) at Indiana University-Purdue University Indianapolis (IUPUI) is creating a pipeline of students and a campus culture change to increase the number of undergraduates obtaining Science, Technology, Engineering, and Mathematics (STEM) degrees. CI-STEP addresses initiatives needed for transforming the undergraduate STEM experience by propagating, expanding, and creating new evidence-based educational innovations in undergraduate STEM education at IUPUI.Item Exploring Mentoring Relationships Among Novice Nurse Faculty: A Grounded Theory(Wolters Kluwer, 2023-01) Busby, Katie Ruth; Burke Draucker, Claire; Reising, Deanna L.; School of NursingAIM The aim of this study was to develop a theoretical framework that describes the mentoring process from the perspectives of novice nurse faculty. BACKGROUND Additional nurse faculty are needed to help combat the nurse faculty shortage, but many who enter the faculty role come from professional and educational backgrounds that may not equate to success with the tripartite faculty role. Mentoring is promoted as an intervention for career development. Little is known about the process of mentoring relationships and the transition among novice nurse faculty into academia. METHOD Grounded theory was used to interview full-time novice nurse faculty (N = 21) with three years or less in the faculty role from US nursing programs. RESULTS The theoretical framework Creating Mentorship Pathways to Navigate Academia captures the process of mentoring as experienced by novice nurse faculty. CONCLUSION Participants created mentorship pathways to navigate academia by acquiring knowledge, meeting expectations, and functioning in the faculty role.Item Faculty Mentoring Practices in Academic Emergency Medicine(Wiley, 2017-03) Welch, Julie; Sawtelle, Stacy; Cheng, David; Perkins, Tony; Ownbey, Misha; MacNeill, Emily; Hockberger, Robert; Rusyniak, Daniel; Emergency Medicine, School of MedicineBackground Mentoring is considered a fundamental component of career success and satisfaction in academic medicine. However, there is no national standard for faculty mentoring in academic emergency medicine (EM) and a paucity of literature on the subject. Objectives The objective was to conduct a descriptive study of faculty mentoring programs and practices in academic departments of EM. Methods An electronic survey instrument was sent to 135 department chairs of EM in the United States. The survey queried faculty demographics, mentoring practices, structure, training, expectations, and outcome measures. Chi-square and Wilcoxon rank-sum tests were used to compare metrics of mentoring effectiveness (i.e., number of publications and National Institutes of Health [NIH] funding) across mentoring variables of interest. Results Thirty-nine of 135 departments completed the survey, with a heterogeneous mix of faculty classifications. While only 43.6% of departments had formal mentoring programs, many augmented faculty mentoring with project or skills-based mentoring (66.7%), peer mentoring (53.8%), and mentoring committees (18%). Although the majority of departments expected faculty to participate in mentoring relationships, only half offered some form of mentoring training. The mean number of faculty publications per department per year was 52.8, and 11 departments fell within the top 35 NIH-funded EM departments. There was an association between higher levels of perceived mentoring success and both higher NIH funding (p = 0.022) and higher departmental publications rates (p = 0.022). In addition, higher NIH funding was associated with mentoring relationships that were assigned (80%), self-identified (20%), or mixed (22%; p = 0.026). Conclusions Our findings help to characterize the variability of faculty mentoring in EM, identify opportunities for improvement, and underscore the need to learn from other successful mentoring programs. This study can serve as a basis to share mentoring practices and stimulate conversation around strategies to improve faculty mentoring in EM.Item Growing Local: Partnering Libraries with Library Schools to Expand the Profession and Develop Professionals(2013-04-11) Lacy, Meagan; Copeland, Andrea J.Although they share the same campus, university libraries and schools of library & information science often work in isolation. Few opportunities exist where they can learn from each other’s expertise. How can we better bridge this gap between theory and practice? Discover how librarians, SLIS faculty, and SLIS students at one institution created a joint research conference as a means of formally sharing and discussing their research. Learn how this conference expanded their professional growth.Item How I found a mentor(Elsevier, 2017) Alberton, Luis F.; Rudersdorf, Patrick D.; Herrmann, Jeremy L.; Department of Surgery, IU School of MedicineItem International Service Learning Through Microfinance: Enhancing Global Perspectives While Empowering Women(2012-04-20) Hook, Sara Anne; Oliver, AshleyThis presentation will illustrate how a microfinance project in Mexico is providing international service learning opportunities in online courses and outside the classroom. It will also demonstrate the power of academic and community partnerships in support of service learning and consider how to create meaningful learning experiences with a global perspective when travel may not be feasible. It will highlight the mentoring that takes place when a faculty member and a student work together to prepare grant proposals, participate in community events, give presentations and navigate cultural and language barriers to effectively advocate for a cause that they are both passionate about.Item Mentored, Unpaid Design Team Internship Experience(American Society for Engineering Education, 2016-06) Schubert, Peter J.; Department of Engineering Technology, School of Engineering and TechnologyAn international team of 7 undergraduate interns working pro bono during the summer made significant advances in several areas of Space Solar Power. Distinct from a capstone design effort, this study group revived the practice common in the 1970s and 1980s of considering broad topics of high relevance to public citizens and elected decision-makers. Significant obstacles to success included lack of research experience, lack of motivating paycheck, and a highly-complex system under study. Each student was assigned a mentor from the aerospace industry or academia to guide the creation of a research plan, and to periodically review progress. Team-building exercises were conducted to develop relationships, and weekly team workshops were held to teach interoperability with other subsystems. Student experiences shifted from excitement at the outset to a sense of being overwhelmed with the magnitude and difficulties associated with a space-based project running in the tens of billions of dollars. Yet, each student was able to overcome such mid-term concerns, and to make a meaningful contribution to a key research question. Their results were published at a national space conference with all students listed as co-authors. The present work assesses the formation of such an unpaid team and the management thereof, analyzes the techniques used to encourage desired outcomes, and finishes with post-project follow-up on perceptions and career choices. This approach may find interest among professors with limited funds who seek to develop solid preliminary data to make grant applications more competitive.