What is Mentoring?

What is mentoring? Is it just a buzz word or is this really valuable? How can mentoring help one to grow and advance personally and professionally? How and where does one even begin? Many of us have these questions. In this article, I will share my perspective and provide some reflections on these questions based on my own personal and professional journey.     

Urban community as resource: Evaluation of the mentors in Toledo schools program

We report findings from an evaluation of the Mentors in Toledo Schools program (MITS), which pairs adult community volunteers with elementary school students in need of reading support. Begun in 2012, MITS now operates in five elementary schools in Toledo Public Schools. A quasi-experimental study of 379 students (n = 128 mentored, n = 251 comparison) tested the effectiveness of MITS, using changes (fall to spring) in students’ scores on STAR Reading. Multilevel models demonstrate students who participated in MITS made statistically significant, and educationally meaningful, reading gains compared to students who did not participate. Further, an investigation of the importance of dosage revealed that number of mentoring sessions is related to students’ outcomes; students who participated in reading mentoring at least once per week showed the most educationally meaningful improvements. We also report qualitative feedback from adult program participants, including teachers, mentors, and site coordinators, to help contextualize the STAR Reading results. These findings speak to the opportunity for community volunteers to act as low-cost and effective supports for urban elementary school students who are at-risk for reading failure.     

Examining implementation and preliminary performance indicators of veterans treatment courts: The Kentucky experience

Veterans’ Treatment Courts (VTCs) are posited as a solution to offer rehabilitation for veterans involved in the criminal justice system. Despite the pervasive implementation of VTCs, there is little research focused specifically on VTC implementation and outcomes, which are based on other problem-solving court models such as drug court. The current study presents qualitative process evaluation data from key stakeholders (n = 21) and veteran participants (n = 4) to show accomplishments, challenges, and lessons learned during first-year implementation at two VTC sites. Quantitative performance data is also presented on veteran participants (n = 19) served during the first year to show: types of services, monitoring, judicial interaction, sanctions/therapeutic responses, and rewards, as well as preliminary data on recidivism. Qualitative data, from both key stakeholders and veteran participants, suggests that offering rehabilitation via various program components, services/referrals, and accountability are critical to the success of the VTC. Data also provides valuable lessons learned for VTC implementation including communication, collaboration, information/protocols, and resources. Performance data shows that a variety of services are utilized and that frequent judicial interaction, drug testing, and sanctions are cornerstones of the VTC. Implications and future directions for research are discussed.     

基于伙伴教育的“学长制”探索与实践

基于伙伴教育的学长制,是在教育教学活动中充分发挥学生的主体作用,发挥学有专长的学生的示范作用,使高年级学生和低年级学生、毕业生和在校生教学相长。文章以齐齐哈尔工程学院为例,阐述近年来对学长制的实践性研究。     

Diesseits von Coaching und Mentoring: Kollegiale Praxisberatung

Zusammenfassung  Die Methode der kollegialen Beratung eignet sich gut für Menschen in Organisationen, die vor der Herausforderung stehen, ihr Prozesswissen in neuen, unbekannten Kontexten anzuwenden. Schnelligkeit und konkreter Praxisbezug sind dabei wesentliche Faktoren für eine akzeptierte Lernform. In diesem Artikel wird eine Anpassung der Grundmethode der kollegialen Beratung, die kollegiale Praxisberatung, vorgestellt, die diese Anforderung der Praktiker erfüllt. Die dabei auftretenden Prozesswirkungen und Lernerfahrungen werden anhand zweier Praxisbeispiele aus der Industrie illustriert und Chancen sowie Grenzen der Methode diskutiert.

Evaluation of a Distance Learning,Post Graduate Advanced Award in Social Work Programme for Child and Family Social Work Supervisors and Mentors

This paper discusses open and distance learning and supervision in child and family social work, and presents the results of an evaluation by students of a distance learning, post graduate certificate programme for first‐line managers and supervisors in child and family social work. The programme also leads to an Advanced Award in Social Work. Eighteen students returned a postal questionnaire designed to gain their experiences of studying on the programme and their views about its different elements and its outcomes for themselves, their work, their organisations and service users. Most respondents thought that there were more advantages than disadvantages to studying by distance learning and to studying part‐time while working full‐time, but that self‐discipline is required and that workload constraints and difficulties in taking study time away from work impinged on their studies. More than half rated as good or very good the support provided by their mentors. Reported outcomes of studying on the programme included increased self‐confidence, enhanced supervisory practice, greater involvement of service users in service provision, and increased attention to gaining service user feedback. Key messages regarding the organisation of distance learning programmes are outlined, and pedagogical issues in post qualifying social work education are discussed, including the role of the mentor and the training needs of experienced staff or those working in specialised roles.     

Fostering Undergraduate Data Science

ABSTRACT

Data Science is one of the newest interdisciplinary areas. It is transforming our lives unexpectedly fast. This transformation is also happening in our learning styles and practicing habits. We advocate an approach to data science training that uses several types of computational tools, including R, bash, awk, regular expressions, SQL, and XPath, often used in tandem. We discuss ways for undergraduate mentees to learn about data science topics, at an early point in their training. We give some intuition for researchers, professors, and practitioners about how to effectively embed real-life examples into data science learning environments. As a result, we have a unified program built on a foundation of team-oriented, data-driven projects.     

Mentoring for Gay and Lesbian Youth

Abstract

Coming to terms with one's sexual identity always has presented a challenge to gay and lesbian adolescents. Older gays and lesbians have useful knowledge to contribute to the younger generation, whose members usually lack role models of successful gay and lesbian adults. Mentoring programs that involve gay and lesbian youth and adults are an important, but overlooked resource for sexual minority youth.     

Building Bridges: The Role of an Undergraduate Mentor

I share some advice and lessons that I have learned from working with many wonderful students and colleagues, in my role as Undergraduate Chair of Statistics at Purdue University since 2008. I also reflect on developing, implementing, and sustaining a new living, learning community environment for statistics students.     

Mentoring At-Risk Latino Children and Their Parents: Impact on Social Skills and Problem Behaviors

The Family Mentoring Project, which provided approximately one year of mentoring for at-risk 10-year old Latino children and their parents, aimed to provide not only service but empirical evaluation of the program's impact. This University-community partnership offered individual mentoring, a group educational component for children and parents, and group social/recreational activities. A pre- and post-test analysis of 11 non-mentored and 20 mentored youth revealed positive gains on social skills for mentored children as reflected in self-ratings and mothers' ratings on the Social Skills Rating Scale (SSRS). Also based on the SSRS, mothers reported decreases in three problem behaviors for mentored children. In addition, by post-testing, the mentored children and their mothers compared very favorably with the SSRS standardized samples on both skills and problem behaviors. The findings suggest that bicultural competence may be fostered by programs that provide consistent and long-term mentoring, involve the children's families, include group educational components, and bring families and mentors together for social/recreational events.