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This paper details a non-tenured faculty peer mentoring program piloted at Uuuuu University. The Thinking, Writing, Inquiring and Learning (T.W.I.L.) pilot was modeled after a similar peer mentoring program, Support Network for Assistant/Associate Professors (S.N.A.P.), at the University of Xyyyy. The faculty development program offered structured support for non-tenured junior faculty to become more comfortable and prolific in research and scholarly writing. This paper details the process, the product, and advice garnered from the T.W.I.L. pilot.

Aspiring school leaders do not emerge from their principal preparation programs fully ready for the challenges that await them as new administrators. They will need mentoring. A professor in an educational leadership course developed content which taught students the knowledge, skills and dispositions of protégéship. The Framework for Protégéship is included and described. The professor then required students to approach someone to formally mentor them. This article sheds light on the fears that the protégés experienced as they approached a mentor and includes excerpts from their reflective journals, where they report the benefits they received for having entered into mentoring relationships.

This article reports findings from a study investigating the capacity of assistant principals to be instructional leaders. Analyses of survey responses yielded four interesting findings: (a) years of experience as a teacher and age had no significance on assistant principals' perceived readiness as an instructional leader; (b) those completing redesigned programs focused on instructional leadership reported feeling less prepared that those completing programs before the mandated redesign (c) although instructional leadership was a work responsibility, 63% did not know what portion of their performance evaluation assessed that performance; and (d) mentoring for instructional leadership most often occurred through informal meetings with their principal.

Aspiring school leaders rarely emerge from their principal preparation programs fully ready for the challenges that await them as new administrators, with much evidence revealing the need for continued mentoring and professional development. The author developed graduate course content that taught students the knowledge, skills and dispositions of protegeship in a principal preparation program, encouraging them to develop a mentoring mindset. A framework for protegeship, derived from several sources in the mentoring literature, is described. The author required students to approach individuals to formally mentor them. Student responses to this assignment indicated their acknowledgement of mentoring needs, awareness of the need for preparation and recognition of the benefits of seeking a mentor. This research contributes to the thin region of literature on protege preparation for mentoring. The protegeship framework and protege preparation activities can be adapted for mentoring programs in the United States or internationally. (Contains 1 table.)

This paper presents the findings of a mixed methods study regarding students' perceptions of mentoring in a cooperative education (co-op) program. Specifically, content analysis of student interviews suggested a lack of understanding of the mentoring process as characterized by unexamined assumptions and inadequate preparation for the co-op experience. It was noted that the STEM pipeline continues to shrink through decreasing student enrollment and increasing rates of retirement in industry. Cooperative education and internship programs can provide institutions and employers with a unique opportunity to recruit and retain students for a highly skilled and technically proficient workforce. This paper identifies key skill sets, knowledge and dispositions that undergraduate students in the STEM fields need to become successful proteges within a cooperative education or internship placement.

When mentors and mentees enter a mentoring relationship, they bring their assumptions with them. An assumption is a belief one possesses that is thought to be true and from which a conclusion can be drawn. It can also be a belief that someone should behave in a particular way. Often unspoken, these assumptions are powerful predictors of success or subtle forces contributing to failure in the mentoring process. Therefore, it is important to examine the role of assumptions in adult learning relationships. Assumptions held by a mentor and mentee are influenced by many factors. Prior life experiences, fears, cultural interpretations, myths, and core values are wrapped up in the personal packages adults bring into the mentoring relationship. In this article, the author explores each of these factors.

Women often perceive a disadvantage over similarly qualified males in professional advancement because they are not part of the "old boys' network." Based upon the assumption that women and minorities struggle to gain access into educational administration positions due to lack of professional networks and mentors, this phenomenological qualitative study sought to understand, from the protege perspective, how women develop the capacity to enter into mentoring relationships. Subjects in the study were 14 women participants in a mentoring conference sponsored by a statewide women's administrative organization. Conclusions from the study address ambivalence experienced by proteges in seeking out a mentor as well as implications for women's professional organizations seeking to develop strong mentoring cultures.