With the increasing focus on the critical importance of mentoring in advancing Black women students from graduation to careers in academia, this book identifies and considers the peer mentoring ...contexts and conditions that support Black women student success in higher education. This edited collection focuses on Black women students primarily at the doctoral level and how they have retained each other through their educational journey, emphasizing how they navigated this season of educational changes given COVID and racial unrest. Chapters illuminate what minoritized women students have done to mentor each other to navigate unwelcome campus environments laden with identity politics and other structural barriers. Shining a light on systemic structures in place that contribute to Black women’s alienation in the academy, this book unpacks implications for interactions and engagement with faculty as advisors and mentors. An important resource for faculty and graduate students at colleges and universities, ultimately this work is critical to helping the academy fortify Black women’s sense of belonging and connection early in their academic career and foster their success.
The article examines the mentorship development in higher education. The need for a scientific reconsideration of the conceptual framework of mentorship in modern conditions, as well as its important ...practical significance for adapting students, improving the quality of education and professional activity are forming the relevance of this topic. The purpose of the article is to develop the concept of mentorship, to design a model and to plan the mentoring in higher education. An interdisciplinary approach was used to determine the essence of mentorship (consideration of the category in Psychology and Sociology, Pedagogy, Management), a model of mentorship in higher education has been developed with a structural-system analysis, as well as with graphical and statistical methods. The scientific novelty of the article is the development of the conceptual framework of mentoring and applied aspects of its implementation in higher education in Russia. The essential elements of mentorship were identified and considered, namely: the concept and approaches, purpose and objectives, principles and functions. The types of mentorship in higher education were classified according to key criteria: the number of mentees, formalization, period of interaction, method of implementation, direction of interaction, purpose. The main principles of mentoring in higher education are specified. A model of mentoring in higher education was proposed. A systematic analysis of successful practices and mentoring programs in higher education in Russia was carried out. The problems and prospects for mentorship development in modern conditions were identified. The practical significance of the study lies in the possibility of using conceptual developments in the formation and development of the legal framework for the implementation of mentoring, as well as the development and implementation of a mentoring model in higher education institutions.
Mentoriranje tijekom specijalističkog usavršavanja, poglavito tijekom specijalističkog usavršavanja temeljenog na kompetencijama osnova je intelektualnog i profesionalnog razvoja specijalizanta. ...Specijalizanti očekuju od svojih mentora oštroumno vođenje tijekom razvoja vlastite karijere temeljeno na procjeni vještina i stavova. Mentoriranje tijekom specijalističkog usavršavanja treba pomoći specijalizanima da dosegnu svoj puni potencijal i dobro mentorstvo preduvjet je uspjehu tijekom specijalističkog usavršavanja. Najkorisniji oblik mentorstva tijekom specijalističkog usavršavanja svakako je pozitivan odnos mentora i specijalizanta, što uvijek rezultira povjerenjem i poticajnim okruženjem za učenje. Odnos mentora i specijalizanta definiran je kao dinamički obostrani odnos između iskusnog medicinskog profesionalca (mentor) i početnika (specijalizanta) s ciljem promocije i razvoja obaju dionika. Odnos mentora i specijalizanta dinamičan je i višeznačan, najbolje se može opisati kao simbiotski odnos u kojem oba dionika imaju odgovornosti i na dobitku su ukoliko je taj odnos optimalan. Mentor svakako treba tijekom mentoriranja, osim učinkovitosti, postići i kolegijalan i prijateljski odnos. Optimalno okruženje potiče učenje i postizanje optimalnih ishoda tijekom specijalističkog usavršavanja. Svaki specijalizant priželjkuje mentora „otvorenih vrata“ koji osigurava odgovor na sve nedoumice i pitanja koja se pojave tijekom specijalističkog usavršavanja.
Mentorship during specialty training, mainly during competency-based specialty training is fundamental to the intellectual and professional growth of the mente and mentees often look for astute guidance regarding career pathway from their mentors, based on an assessment of their skills and attitude. Mentoring is a time-proven strategy that can help young physicians to achieve their fullest potential and good mentorship is a prerequisite for success in any medical specialty. The most beneficial forms of mentoring have been positive relationships with attending physicians that resulted in trustworthy, nurturing environments that have facilitated learning. A mentor–mentee relationship is defined as a dynamic reciprocal relationship environment between an advanced career incumbent (mentor) and a beginner (mente), aimed at promoting the development of both. The relationship mentor-mente is a dynamic, multifaceted relationship, can best be described as a symbiotic relationship, wherein both parties have responsibilities and stand to gain if the relationship functions optimally. Mentor should use a way to train mentee that not only been effective but very friendly and collegial. This easy-going environment fosters learning and ensures optimal performance. Every mentee desires a mentor that maintains an “open-door policy” to address concerns and questions that arise during the course of training.
Introduction: In 2018, the Library Publishing Coalition (LPC) Professional Development Committee (PDC) created the Peer Mentorship Program as a way for library publishing practitioners to build ...professional relationships within the LPC community and support the development of professionals in the library publishing field. This program was created to help fill the gap in library publishing mentorship resources, in both programs and published literature. Description of Program: The LPC Mentorship Program was created in 2018 as a traditional mentor/mentee mentorship relationship, but it has undergone iterations each year since, resulting in the current Peer Mentorship Program. Additionally, more structure and support for mentorship pairs have been developed and made available each year, thanks to helpful feedback from mid-year and end-of-year participant survey responses. Next Steps: This article identifies ways in which further outreach should be conducted to diversify and expand participants of the Peer Mentorship Program, and also to help support the work needed to sustain a program like this. Finally, suggestions are made for further research and literature to be made available to support the growing need for mentorship in the library publishing field.
Variability surrounding what practice scholarship should entail and how to incorporate into academic life exists among DNP-prepared faculty teaching across nursing programs.
DNP-prepared faculty ...entering an academic role are expected to maintain a clinical practice, teach/advise students, and fulfill service obligations, often leaving minimal time to build a program of scholarship.
Building upon the archetype of external mentors for PhD researchers, we introduce a new model for external mentorship for DNP-prepared faculty to facilitate scholarship.
In the first dyad to use this model, the mentor-mentee met/exceeded all contractual goals, including presentations, manuscripts, leadership behaviors, and role navigation within higher education. More external dyads are currently in development.
Securing an external, seasoned mentor as a match for a junior member of the faculty in a yearlong partnership demonstrates promise for positive change in the scholarship trajectory of DNP-prepared faculty in higher education.
Background:
Within the field of plastic and craniofacial surgery, Joseph G. McCarthy, M.D. and Henry K. Kawamoto Jr., M.D., D.D.S. have both dedicated a significant portion of their career, time, and ...effort to mentoring the next generation of surgeons. Our study reflects the impact of these generational mentors by analyzing the career paths and academic contributions of their graduate plastic and craniofacial surgeon mentees. It also highlights the unique mentorship styles of Drs. McCarthy and Kawamoto.
Methods:
Academic productivity of trainees under Drs. Kawamoto and McCarthy who completed a craniofacial fellowship (n = 81) or plastic surgery residency (n = 270) from 1984 to 2016 were assessed using institutional records. Curriculum vitae, practice websites, and personal correspondence were used to record practice type, geographic location, academic titles, societal leadership roles, mission trip involvement, and bibliometric data (publications, citations, h-index, grants).
Results:
The craniofacial fellows studied had a mean time since completion of fellowship training of 21 ± 11 years. Three-fourths had active craniofacial practices (75.3%) and over half of the fellows continued to practice in an academic setting (56.8%). The majority continued their surgical practice in the United States with a distribution of 24.7% in the Northeast, 29.6% in the South, 11.1% in the Midwest, and 25.9% in the West. Many became Division/Department Chiefs (42.0%), Craniofacial Directors (45.7%) and professional societal leaders (49.4%). Many sustained research productivity with an average of 77 ± 136 publications; 2070 ± 5459 citations; and h-index of 17 ± 16. An additional analysis of plastic surgery residents showed almost as robust of an academic interest: 34.5% were appointed Chief; 52 ± 95 mean publications; 1808 ± 4517 citations; and h-index of 15 ± 15. These numbers superseded other plastic surgery graduates.
Conclusions:
The McCarthy and Kawamoto craniofacial fellows and plastic surgery residents were noted to have impressive academic records. Mentorship relationships should be envisioned as a 2-way “Give-Get” relationship that will improve clinical skills, research productivity, and patient care.
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