Narrar el presente, narrar desde el presente

Fil: Domínguez, Nora. Universidad de Buenos Aires. Facultad de Filosofía y Letras. Instituto Interdisciplinario de Estudios de Género; Argentina."Mientras las pautas del mercado y de los medios de comunicación insisten y abusan\nen cada interpelación pública sobre la supuesta colocación de cada novel escritora\nfrente a la "literatura femenina", las escritoras actuales parecen enfrentadas a otros\ndesafíos, libres de esos encorsetamientos"

Part I. Mentoring Arena

The four chapters in Part I of this book practitioners, researchers, and university leaders prepare a firm foundation for their formal mentoring program. Garvey begins chapter 1 with an in-depth synopsis of the origins and meaning of mentoring, beginning with the ancient Greeks and ending with modern developments. Mentoring is differentiated from other developmental relationships such as counseling, coaching, or academic advising. Of great practical importance in chapter 1, Garvey explores the difficulty of creating a singular definition of mentoring in academia and provides an alternative approach to looking at how the dimensions of mentoring can be applied to the practice of mentoring

El uso integrado de WebDewey, LEMB Digital y CaptureX

This paper describes the impact that the use of new tools for cataloging by the Ludwig von Mises Library, Universidad Francisco Marroquín in Guatemala has had . The first tool, called Capturex, is an integrated utility cataloging system, Glyphs (www.glifos.com), that allows the cataloger to locate the desired entry in the catalogs of other libraries and move information to the local system. The second tool is the Digital LEMB (Www.lembdigital.com), which streamlines the task of assigning subject headings. And third, the OCLC WebDewey service (www.oclc.org / dewey / versions / webdewey) that is kept up to date, and allows searching by descriptors and build numbers and the number using the tables

Part III. Mentoring Case Studies

Part III includes case studies of the different academic populations, such as undergraduate students, graduate students, faculty, and staff, providing 11 case studies. Chapters 16 through 19 include four case studies focused on undergraduate students. Chapters 20 and 21 describe two programs focused on mentoring graduate students. Chapters 22 through 24 explore three case studies in which the mentees are faculty, and Chapters 25 and 26 are case studies for staff. This book contains one more case study in Part IV, Chapter 28. We placed this last case study in Part IV because it is an example of a networked approach to mentoring

Chapter 29- Conclusion

Too often, formal mentoring programs are started at universities without thinking through and addressing the details needed for the program to succeed. As stated at the beginning, the primary purpose of this handbook is to provide a “one-stop shop” resource that guides program coordinators to be intentional and effective in designing, implementing, evaluating, sustaining, and funding their academic mentoring program. In this concluding section, we describe how this book’s chapters and case studies connect to form a comprehensive guide for program coordinators and other stakeholders. Making the chapter’s interconnections explicit makes a needed contribution to the mentoring field, particularly as it applies to academia. We conclude by emphasizing how important it is for program coordinators and university leaders to build their programs upon a firm foundation. Building this secure foundation overlaps with phase 1 of Figure 7.1 in chapter 7

Part IV. Network Mentoring Programs

When staff, faculty, and students reflect on their experiences at a university, most recognize that they have benefited from more than one mentor-type relationship. Within this handbook, we naturally think of a mentor as someone in a university. However, people often have mentors outside a university, such as alumni or practicum supervisors. Students, faculty, and staff can also benefit from mentoring relations with mentors inside and outside their respective departments or college

Series Information

The Empower Teaching Open Access Book Series features a variety of peer-reviewed books focused broadly on the multi-disciplinary work of teaching in higher education. Books in the series align with the mission of Empowering Teaching Excellence (ETE) to bolster the culture of teaching excellence for students, staff, faculty and administrators. The books in this series share insightful and innovative perspectives on teaching and learning, and through a partnership with USU Libraries the books are offered in an online and open-access format to amplify the voices of authors and contributors in the series

Contributors

List of contributors for Making Connections: A Handbook for Effective Formal Mentoring Programs in Academia

Part II. Designing, Implementing, and Evaluating Effective Mentoring Programs

The 11 chapters of Part II of this book address the “how” questions related to program design, implementation, evaluation, and funding. These questions include: • How do I conduct a needs assessment? (Chapter 5) • How do I secure institutional support and organizational alignment? (Chapter 6) • How do I execute my many roles as the program coordinator? (Chapter 7) • How do I develop the program’s activities, objectives, goals, and outcomes? (Chapter 8) • How do I match mentors and mentees? (Chapter 9) • How do I prepare effective mentors? (Chapter 10) • How do I prepare effective mentees? (Chapter 11) • How do I promote equity and inclusion in the program? (Chapter 12) • How do I assess and evaluate mentoring relationships and the mentoring program? (Chapter 13) • How do I conduct research on the mentoring program? (Chapter 14) • How do I fund the program? (Chapter 15) The authors’ answers to these questions are explored in the following chapters. Conducting a needs assessment is often overlooked because it may seem redundant; after all, university leaders know what their unit needs, right? However, conducting a needs assessment is an essential early step that ensures program resources go to prioritized institutional needs. In chapter 5, Legler presents a systematic process to collect and analyze quantitative and qualitative data to identify organizational needs. Next, Legler describes how the needs assessment committee works with stakeholders of the university unit to prioritize needs and identify possible solutions. Finally, Legler concludes chapter 5 by exploring how big data can focus on actual behaviors that allow for greater audience segmentatio

Introduction

This book, Making Connections: A Handbook for Effective Formal Mentoring Programs in Academia, makes a unique and needed contribution to the mentoring field as it focuses solely on mentoring in academia. This handbook is a collaborative institutional effort between Utah State University\u27s (USU) Empowering Teaching Open Access Book Series and the Mentoring Institute at the University of New Mexico (UNM). This book is available through (a) an e-book through Pressbooks, (b) a downloadable PDF version on USU\u27s Open Access Book Series website), and (c) a print version available for purchase on the USU Empower Teaching Open Access page, and on Amazon