E-Mentoring Handbook: Lessons Learned from Two Electronic Mentoring Pilot Programs

E-Mentoring, electronic mentoring for tomorrow’s scientist, connects Historically Minority University (HMU) students and corporate scientists. E-Mentoring helps to prepare HMU students for a rewarding future and/or career not only in science but also quite possibly in technology. E-Mentoring introduces all participants to the world of technology, if they haven’t already been exposed to it. Students use e-mail and computer technology, often for the first time. Teachers get additional hands-on exposure to computers and web-based instructional software. Corporate scientists get the satisfaction of being mentors to tomorrow’s scientists, using technology on their desktop or in their homes. There are numerous items that need to be in place before E-Mentoring can occur. The first section of this report covers identifying participants and matching students and scientists. The next sections will pick up where this leaves off, in terms of pulling all the pieces together and making it work and be successful

PROSES KOMUNIKASI E-MENTORING PADA PEMBELAJARAN BASIC DRAWING VIRTUAL STUDIO

AbstractE-Mentoring Communication Process on Basic Drawing Virtual Studio Learning. The COVID-19 pandemic has urged and changed Indonesia's entire teaching and learning process from offline to online. Meanwhile, at the tertiary level, the Visual Communication Design major must continue to carry out the learning process for technical courses such as Basic Drawing, with studio practicums carried out virtually with the E-Mentoring system. Krämer et al. (2015) stated that online learning has more time efficiency and flexibility, as well as has a social interaction that could not be found in traditional mentoring. This study examines all forms of e-mentoring communication processes on several digital media carried out by mentors and their group of students. From the results of qualitative research with focus group discussions conducted with mentors and several students, the overall e-mentoring communication process went well, and the distribution of knowledge to students was also effective. However, the study results also found several obstacles in terms of the longer mentoring time, the lack of emotional connection between e-mentoring actors, and the loss of a sense of presence in the learning atmosphere.Keywords: e-mentoring, basic drawing, virtual design studio, online learning, COVID-19 AbstrakProses Komunikasi E-Mentoring pada Pembelajaran Basic Drawing Virtual Studio. Pandemi COVID-19 telah mendesak dan mengubah seluruh proses belajar mengajar di Indonesia dari luring menjadi daring. Sedangkan di jenjang perguruan tinggi pada jurusan Desain Komunikasi Visual juga harus tetap menjalankan proses pembelajaran mata kuliah teknik seperti Basic Drawing, dengan praktikum studio yang dilaksanakan secara virtual dengan sistem E-Mentoring. Krämer et al. (2015) menyatakan bahwa pembelajaran daring terbukti lebih efisien dan fleksibel dalam pengaturan waktu belajar serta mampu menjalin interaksi sosial yang tidak didapatkan pada mentoring secara tradisional. Penelitian ini bertujuan untuk mengkaji segala bentuk proses komunikasi e-mentoring yang berlangsung pada beberapa media digital yang dilakukan oleh para mentor dan kelompok mahasiswa bimbingannya. Dari hasil penelitian secara kualitatif dengan focus group discussion yang dilakukan kepada para mentor dan beberapa mahasiswa, didapati bahwa proses komunikasi e-mentoring secara keseluruhan berjalan dengan baik dan penyaluran ilmu kepada mahasiswa juga berlangsung dengan efektif. Namun dari hasil studi juga menemukan beberapa hambatan dari segi waktu mentoring yang semakin panjang, kurangnya relasi emosional antara pelaku e-mentoring, dan hilangnya rasa kehadiran di dalam suasana belajar.Kata kunci: e-mentoring, menggambar dasar, studio desain virtual, pembelajaran online, COVID-1

How Mentors Think About the Attainability of Mentoring Goals: The Impact of Mentoring Type and Mentoring Context on the Anticipated Regulatory Network and Regulatory Resources of Potential Mentors for School Mentoring Programs

Research shows that trained mentors achieve better results than untrained ones. Their training should particularly address their expectations for their future mentoring. Our study involved 190 preservice teachers, potential mentors of ongoing school mentoring for primary and secondary school students of all grades. They were randomly assigned to one of four conditions in a 2-x-2 between-subjects design of mentoring type (traditional mentoring versus e-mentoring) and mentoring context (non-pandemic versus COVID-19 pandemic). Participants assessed mentoring conducted under these four conditions in terms of its appropriateness for achieving four mentoring program targets: learning, key skills, social targets, and problem coping. Participants were also asked to assess the resources available to achieve each program target. Overall, the potential mentors considered the various conditions to be suitable for achieving the four program targets. They were particularly favorable in their assessment of the possibility for the realization of learning targets. Likewise, they assumed that sufficient resources were available to achieve the targets. However, a repeated-measures MANOVA showed that the potential mentors considered more ambitious targets to be possible in traditional mentoring than in e-mentoring and normal (i.e., pre-pandemic) contextual conditions than during the COVID-19 pandemic. In contrast, they estimated the resources available to achieve the targets to be about the same in the four conditions. This indicates a decoupling of mentoring targets from the consideration of the resources needed to achieve them. This assumption was confirmed in correlation analyses and has implications for mentor training.This research has been funded by the Hamdan Bin Rashid Al Maktoum Foundation for Distinguished Academic Performance

Perceptions of Job Competencies and Mentoring Program Development for Extension Administrative Assistants: A Focus Group Study of Multiple Extension Employee Groups

Extension workplace mentoring programs may produce increased Extension programming competence, organizational commitment, job satisfaction (Denny, 2016), and leadership effectiveness (Kutilek & Earnest, 2001). The study described in this article aimed to gather information for a proposed mentoring program for Extension administrative assistants. A total of 12 focus groups were conducted with 78 participants representing five employee groups: administrative assistants, Extension agents, county directors, state specialists, and department heads. Employee groups were separately interviewed. Findings indicated that respondents perceive the role of an administrative assistant as critically important, and major competencies required by the administrative assistant role are people skills/customer service, bookkeeping, technology, and a willingness to learn/adaptability to change. Respondents perceived that workplace mentoring is important, and it should be required of all newly-hired administrative assistants. Regarding incentives, administrative assistants felt that counting mentoring time as part of their University’s annual professional learning requirement of 32 hours would encourage participation. Major recommendations include the establishment of an e-mentoring program that incorporates the administrative assistants’ academic, career, and personal goals in addition to organizational policies and procedures

DocStu: Creating an E-Mentoring Program to Support Current and Prospective Doctoral Students

Research describes mentoring as a best-practice for supporting overall student success for graduate and doctoral students.Unfortunately, faculty are not able to serve in a mentoring role for all of their students.The purpose of this project is to utilize university alumni who have successfully completed a doctoral program, to serve as mentors to prospective and current doctoral students. E-mentoring programs in particular,provide flexibility and have multiple, lasting benefits for everyone involved.Intended to start summer 2020, DocStu will include 20-24 people in the first cohort. DocStu was created as a way to provide holistic support to current and prospective doctoral students throughout all stages of their matriculation. Going through a doctoral program is a journey that seems never ending but having a supportive environment while pursuing a post-graduate degree is key to student success. DocStu aims to be a resource, village and safe space as students navigate this experience while simultaneously trying to balance life and work

Benefits of Mentoring Practices for Professional Development of Librarians in Federal University Libraries in North Central Nigeria

This study examined the benefits of mentoring practices for professional development by librarians in university libraries in North Central Nigeria. The study utilized four research questions and one hypothesis. It adopted the descriptive research design. The entire population of 257 librarians was studied because they were accessible and manageable, made up of both federal, state and private universities. A structured questionnaire titled “Awareness and Adoption of Mentoring Practices for Professional Development of Librarians in University Libraries in North Central Nigeria (AAMPPDL)” and interview schedule were used to collect the required information from the respondents. The responses were coded in a 4-point rating scale. The result of the trial test for internal consistency of the instrument gave a Cronbach Alpha Coefficient of 0.89. The Findings revealed that areas of professional development of librarians that require mentoring are in areas like appraising of librarians, library management making available all the needful as it relates to mentoring. It was revealed that level of awareness of mentoring practices are for professional development of librarians in areas like evaluation, publications and it creates unity within the workforce, as well as create a friendly relationship between the mentor and the mentee. The study recommended areas such as appraising of librarians, librarians attending professional Association meetings such as workshops, conferences and seminars., making e-mentoring facilities available for librarians by library managements and guidelines and procedures given to participate to guide their conduct

The Juvenile Reentry Mentoring Project: Adaptations During COVID-19

Delinquent youths oft en do not receive the opportunity to be mentored. Th is is especially true for youths who have committed serious law violations or are detained for multiple law violations. In the United States, youths with the most serious off enses are oft en committed to detention, or rehabilitation, or treatment centers. Since 2011, the Juvenile Reentry Mentoring Project (JRMP) has matched mentors to youths detained in Nebraska Detention, and Treatment Facilities. Th e Nebraska Youth Rehabilitation, and Treatment Centers (YRTCs), specifi cally, are for youths with the highest level of needs and who have exhausted all other programs available in the community. From 2011 through February 2020, the JRMP developed as an evidence informed model for mentoring juveniles with the highest level of need and the most serious law violations. Th e onset of the COVID-19 pandemic disproportionately impacted youths in detention and treatment centers, and mentoring programs such as the JRMP adapted to continue to meet existing and emerging needs of youths. Th e aim of this article is to report on the evidence-based development of the JRMP and the adaptations that were necessary for it to continue to operate during COVID-19. We close with recommendations and lessons learned from the pandemic and ways that programs can resist a return to the status quo

Mentor`s Opinion About the Usefulness and Quality of Mentoring in the Education of Students in the Speciality of Dental Technician in the Medical College, Medical University of Varna

Mentoring in the education of the students in the speciality of dental technician at the Medical College of Varna manifests itself as a voluntary partnership between the student and the mentor taking place in an independent medico-technical laboratory for dentistry certiWed to be a basis for student`s education. Yis method of education can be assessed through gathering the information about the manner of performance and proposals for its optimization. Ye result can be used as a mean of assessing the quality of the education. It is recommended that such an assessment should periodically be done. Ye purpose of the present study is to Wnd out by using feedback from the mentors their opinion about the quality and usefulness of mentoring. An inquiry examination was used. Subjects of the examination were the workers in 13 out of 31 dental laboratories used (41,93%). While processing these data it was established that all the respondents gave a very positive evaluation of the mentoring as a method of education and of the quality of their work with the students (100%). Yis shows that mentoring is an extraordinarily accessible and e^ective method for delivering work experience, knowledge and professionalism during the practical training and probation prior to graduation

Level of Awareness of Mentoring Practices for Professional Development by Librarians in University Libraries in North Central Nigeria

This study examined level of awareness adoption of mentoring practices for professional development by librarians in university libraries in North Central Nigeria. The study utilized seven research questions and three hypotheses. It adopted the descriptive research design. The area of study was North-Central geopolitical zone of Nigeria. The entire population of 257 librarians was studied because they were accessible and manageable, made up of both federal, state and private universities. The number of respondents was determined as follows; federal universities = 81 librarians, state universities = 64 and private universities = 55. A self-developed structured questionnaire titled “Awareness and Adoption of Mentoring Practices for Professional Development of Librarians in University Libraries in North Central Nigeria (AAMPPDL)” and interview schedule were used to collect the required information from the respondents. The responses were coded in a 4-point rating scale. The result of the trial test for internal consistency of the instrument gave a Cronbach Alpha Coefficient of 0.89. The Findings revealed that areas of professional development of librarians that require mentoring are in areas like appraising of librarians, library management making available all the needful as it relates to mentoring. It was revealed that level of awareness of mentoring practices are for professional development of librarians in areas like evaluation, publications and it creates unity within the workforce, as well as create a friendly relationship between the mentor and the mentee. The study recommended areas such as appraising of librarians, librarians attending professional Association meetings such as workshops, conferences and seminars., making e-mentoring facilities available for librarians by library managements and guidelines and procedures given to participate to guide their conduct

Perceptions of Mentors and New Teachers: A Case Study of a Mentoring Program in Northeast Tennessee.

This study included 9 new teachers all of whom were assigned master teachers as mentors. The study also included 11 mentor teachers who participated in this study. There were 20 participants in this case study. The study was conducted in the Johnson City School System. This qualitative case study was conducted by interviewing 20 participants in the mentoring program. Eleven mentor teachers and 9 new teachers were chosen through purposeful sampling. A list of possible participants was obtained from the Johnson City Schools Central Office and an email was sent to possible participants explaining the nature of the study. Participants signed an Informed Consent Form (Appendix D) and an interview guide was used (Appendix A). Probes, an interview technique that allows the interviewer to delve deeper following an interviewee\u27s response was used to gain a richer understanding of the respondents\u27 views (Merriam, 1998). During data analysis, 8 themes were identified as having positive or negative results of the mentoring process. These themes were: (a) relationships, (b) common planning time, (c) similar personality styles, (d) teaching practices, (e) program structure, (f) support system, (g) classroom organization and management, and (h) equal learning opportunities. Based on the research the following conclusions were presented. Mentoring programs are an important part of teacher induction. Positive relationships are critical to fostering successful mentoring teams. Common planning is essential to maximize the mentoring process. Strong support systems assist mentors and new teachers. Mentoring is an important component of successful transitions into a new school. Recommendations for enhancing the mentoring program included the following: To have a long-term study that tracks the progress of new teachers over a 3-year period.To include administration as a part of the initial training program study.To compare and contrast the difference between first career new teachers and those who have had previous careers and examine how the mentoring process affects the different populations