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Aim: To explore the challenges and strategies among new and experienced nursing leaders in mental healthcare; furthermore, to identify factors that support or hinder their leadership roles. Background: Strong nursing leadership is crucial for the quality of patient care and is associated with higher job security and better patient outcomes. Understanding what factors contribute to effective leadership is essential for the development of future leaders. Methods: A qualitative study was conducted through interviews with 20 nursing leaders in mental healthcare in Norway, including 10 new leaders (<2 years in the role) and 10 experienced leaders (>10 years in the role). Data were analyzed using a six-step thematic analysis. Results: New leaders set high standards and faced demanding tasks, which made the role stressful. They experienced uncertainty and self-doubt about their effectiveness and expressed a need for support from mentors or colleagues. Experienced leaders focused on strategic leadership, task prioritization, and employee motivation, emphasizing the importance of being inspirational, patient, and accessible. Discussion: This study highlights the different challenges faced by new and experienced leaders in mental healthcare. New leaders need support to build confidence and manage the demands of their roles, while experienced leaders benefit from their strategic approach and ability to motivate staff. Conclusions and implications for nursing and/or health policy: The findings suggest that mentoring programs and support networks are essential for developing and motivating nursing leaders. New leaders should receive support to overcome self-doubt and stress associated with their roles. Experienced leaders can, through being mentors, expand their strategic skills and increase own insight and abilities regarding leadership. These insights have significant implications for health policy, which should include resources and programs aimed at supporting leadership development in nursing. [ABSTRACT FROM AUTHOR]

Aim: To explore the challenges and strategies among new and experienced nursing leaders in mental healthcare; furthermore, to identify factors that support or hinder their leadership roles. Background: Strong nursing leadership is crucial for the quality of patient care and is associated with higher job security and better patient outcomes. Understanding what factors contribute to effective leadership is essential for the development of future leaders. Methods: A qualitative study was conducted through interviews with 20 nursing leaders in mental healthcare in Norway, including 10 new leaders (10 years in the role). Data were analyzed using a six-step thematic analysis. Results: New leaders set high standards and faced demanding tasks, which made the role stressful. They experienced uncertainty and self-doubt about their effectiveness and expressed a need for support from mentors or colleagues. Experienced leaders focused on strategic leadership, task prioritization, and employee motivation, emphasizing the importance of being inspirational, patient, and accessible. Discussion: This study highlights the different challenges faced by new and experienced leaders in mental healthcare. New leaders need support to build confidence and manage the demands of their roles, while experienced leaders benefit from their strategic approach and ability to motivate staff. Conclusions and implications for nursing and/or health policy: The findings suggest that mentoring programs and support networks are essential for developing and motivating nursing leaders. New leaders should receive support to overcome self-doubt and stress associated with their roles. Experienced leaders can, through being mentors, expand their strategic skills and increase own insight and abilities regarding leadership. These insights have significant implications for health policy, which should include resources and programs aimed at supporting leadership development in nursing.

Building on previous work examining the three central theoretical models driving the youth mentoring literature, the present paper presents an updated conceptual framework on how youth mentoring can equitably support health outcomes for young people, particularly minoritized or otherwise marginalized youth. Youth mentoring has been demonstrated to support positive health outcomes (e.g., mental health, well-being) for all young people, and has a growing literature base to match the enthusiasm in findings. The core conceptual models, however, had not been updated for nearly 20 years. This paper starts with the guiding values behind the updated model, including centering the pursuit of social justice, a recognition of structural oppression, and utilizing key modern theoretical bases (healing-centered engagement, a strengths-based approach, and community cultural wealth). Ultimately, this paper presents an updated conceptual model, outlining key aspects needed to support mental health for minoritized young people through youth mentoring, including building a foundational relationship, key mechanisms of mentoring, reciprocal benefits, and context-specific support.

Building on previous work examining the three central theoretical models driving the youth mentoring literature, the present paper presents an updated conceptual framework on how youth mentoring can equitably support health outcomes for young people, particularly minoritized or otherwise marginalized youth. Youth mentoring has been demonstrated to support positive health outcomes (e.g., mental health, well-being) for all young people, and has a growing literature base to match the enthusiasm in findings. The core conceptual models, however, had not been updated for nearly 20 years. This paper starts with the guiding values behind the updated model, including centering the pursuit of social justice, a recognition of structural oppression, and utilizing key modern theoretical bases (healing-centered engagement, a strengths-based approach, and community cultural wealth). Ultimately, this paper presents an updated conceptual model, outlining key aspects needed to support mental health for minoritized young people through youth mentoring, including building a foundational relationship, key mechanisms of mentoring, reciprocal benefits, and context-specific support. [ABSTRACT FROM AUTHOR]

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.

Mentoring of some sort is always part of the socialization process as new faculty members join the life and mission of a university. One type of mentoring is informal in nature. Newer members of a community pick up on the ways of an institution through "water cooler" conversations, casual interactions with colleagues, and even the unguarded comments of those who have been haunting the halls of the institution for much longer. Although it is inevitable and can be valuable, such informal mentoring also involves potential pitfalls. Accordingly, this article argues for the importance of formal mentoring programs. These formal mentoring structures require attentiveness to their built-in assumptions about new faculty members and about the institution itself. Formal, structured mentoring can easily default to the goal of initiating new faculty members into a static establishment. It is also possible, however, for mentoring programs to invite and empower new faculty to contribute to the institution and its mission in creative and revitalizing ways. In proposing an "invitational" ethos for formal mentoring, this article reports on early findings from participants in a mentoring program for newer faculty at Calvin University. [ABSTRACT FROM AUTHOR]

Youth mentoring may be able to support lonely and socially isolated youth. This study examined the association between participating in youth mentoring programs and mentee perception of social acceptance from peers. Regression models considered the association between mentoring and peer social acceptance in terms of demographics, program features, and baseline peer relationship quality for 693 youth from 27 mentoring programs. The construct validity of a social acceptance scale was explored. The scale suggested two factors of peer social acceptance. No significant changes in peer social acceptance were observed before and after participating in mentoring programs. Trends in social acceptance indicated that positive/negative feelings in the mentor−mentee relationship were associated with positive/negative indicators of peer social acceptance. Mentoring programs may be able to help prevent loneliness and social isolation through positive aspects of the mentor−mentee relationships, but additional intervention activities are likely necessary to support lonely and socially isolated youth. [ABSTRACT FROM AUTHOR]

Objective: The purpose of this study was to evaluate the mentoring program of the Minority Scholars from Under-Represented Groups in Engineering and the Social Sciences (SURGE) Capacity in Disasters initiative, a pilot program that aimed to address the challenges that graduate students of color face in academic programs. SURGE promotes mentoring and professional development through its mentoring program for Science, Technology, Engineering, and Mathematics (STEM) students. Methods: Data collection involved distributing online surveys designed in Qualtrics to mentors and mentees five months after the SURGE program's initiation. Separate surveys were created for student mentees and faculty mentors in order to collect feedback about the mentoring program. Mentees and mentors were also asked to rate their satisfaction with the specific individuals in their mentoring network so that the evaluation team could identify issues that arose across participants. Results: We found that students had several motivations for and expectations from SURGE. A majority of the students found the SURGE mentoring program to have been at least somewhat valuable in helping them achieve these expectations. Nonetheless, students did identify a few challenges, namely lack of swift responsiveness from some mentors, not enough guidance on navigating the mentor-mentee relationship, and little to no in-person interaction. While half of the students mentioned that some individuals within their mentoring team were hard to reach, a majority remained satisfied with the overall responsiveness of their mentors. This suggests that the many-to-many mentoring model helped to ensure none were entirely dissatisfied on this measure. Conclusions: These findings support previous research and show promise for mentoring as an effective intervention to the challenges that underrepresented students face in their academic programs and for their retention and representation, particularly in hazards and disaster-related fields. Implications: Overall, given the unique barriers and challenges to retention for minority students in graduate programs, it is important to understand the mentoring needs of underrepresented students in order to provide the best possible help to them during what can be an extraordinarily difficult transition into academia. It is especially crucial to do this for underrepresented students in the fields of hazards and disaster research and practice, as their contributions and perspectives are needed to address social disparities and inequities. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine the relationship between mentorship and MSW students' use of the evidence-based practice (EBP) process. Using a sample of MSW students (N = 203), general structural equation modeling and independent samples t-tests were conducted. We found, compared to not having a mentor, having a mentor was positively associated with students' use of the EBP process. However, compared to not having a mentor, having a mentor was not associated with students' scores on using two steps in the process (finding relevant evidence and evaluating practice outcomes) but was associated with higher scores, on average, with three steps (formulating research questions, critically appraising literature, and integrating evidence into practice). This exploratory study suggests that as MSW programs strive to promote the use of research in practice, mentorship efforts may be needed to emphasize the use of the EBP process. [ABSTRACT FROM AUTHOR]

There is a need for mental health interventions for youth in the United States. Youth mentoring programs have proven to be successful in helping in a variety of aspects. The purpose of this phenomenological study was to gain insight into the lived experiences of participants in a therapeutic youth mentoring program. In addition to being paired 1:1 with a mentor, all of the youth had access to individual counseling with counselors-in-training throughout the program. The participants in this study were 14 youth, ages 11–15, who were considered “at-promise youth” if they were not reaching their full potential in the school setting and might be vulnerable to school dropout, substance use/misuse, and/or criminal behavior. All participants were interviewed at the beginning and end of a 12-week therapeutic mentoring program. Five themes emerged from the data: life stressors, self-awareness, trusting others, adaptability and resiliency, and hope for the future. Researchers observed an increase in participants’ self-esteem, self-efficacy, and problem-solving and coping skills. Implications for counselors, particularly those interested in adding a therapeutic component to traditional mentoring programs, are discussed along with suggestions for future research. [ABSTRACT FROM AUTHOR]

Social justice and advocacy for underrepresented individuals are hallmarks of the counseling profession. Evidence is apparent as counselor education and supervision programs prepare students with leadership skills and dispositions to advocate for individuals, groups, and communities. In addition, students who represent marginalized groups must overcome cultural and systemic barriers to access counselor education programs, advance research, navigate culturally dominant pedagogy, and progress in doctoral programs as well as successive careers. Therefore, it is critical to provide opportunities for marginalized students to feel sought after, supported, and esteemed from recruitment to graduation and beyond. Incorporating existing and well-established programs such as the Holmes Scholars Program, the National Board for Certified Counselors' Minority Fellowship Program, and the National Center for Faculty Development and Diversity provides the needed support for marginalized students to advance the profession's ideals toward social justice and advocacy. [ABSTRACT FROM AUTHOR]

Mentoring programs are a popular approach to preventing problem behavior and promoting positive youth development. However, mentoring relationships that end prematurely may have negative consequences for youth. Previous research has investigated match-level indicators of premature match closure, highlighting possible individual mentor- or mentee-level characteristics that might influence the match staying together. However, less work has investigated the importance of program-level variables in match retention. Mentor training and support may be one key modifiable program-level feature that could curtail the risk of premature match closure. In this study, we used data from a national survey of youth mentoring programs (N = 1451) to examine training and other potential predictors of premature match closures (Garringer et al. 2017). We used a Bayesian Additive Regression Trees (BART) model to predict program-reported premature match closure rates from a set of four training-related variables and 26 other covariates (e.g., program size, budget, demographic composition). Findings indicate that the set of predictors explained about one-fifth of the variation in reported rate of premature match closure (cumulative pseudo R2 =.21), and the strongest, and only statistically significant, predictor of premature match closure was the frequency of ongoing training and support contacts per month. Overall, findings indicate that there is substantial noise in predicting program-reported premature match closure, but program-reported provision of ongoing training and support seems to emerge as a relatively stable signal in the noise. [ABSTRACT FROM AUTHOR]

Background: We evaluated Girl Empower – an intervention that aimed to equip adolescent girls with the skills to make healthy, strategic life choices and to stay safe from sexual abuse using a cluster-randomized controlled trial with three arms: control, Girl Empower (GE), and GE+. Methods: GE delivered a life skills curriculum to girls aged 13–14 in Liberia, facilitated by local female mentors. In the GE + variation, a cash incentive payment was offered to caregivers for girls’ participation in the program. We evaluated the impact of the program on seven pre-specified domains using standardized indices: sexual violence, schooling, sexual and reproductive health (SRH), psychosocial wellbeing, gender attitudes, life skills, and protective factors. Findings: Participation rates in the program were high in both GE and GE+, with the average participant attending 28 out of 32 sessions. At 24 months, the standardized effects of both GE and GE+, compared to control, on sexual violence, schooling, psychosocial wellbeing, and protective factors were small (β, ≤ 0.11 standard deviations [SD]) and not statistically significant at the 95% level of confidence. However, we found positive standardized effects on Gender Attitudes (GE: β, 0.206 SD, p

Research stresses a need for more contextually nuanced urban teacher preparation programs that explore racially oppressive structures in society. This article presents a case study of five aspiring teachers who participated as mentors in a 2-year program for ninth grade students at Riverview Academy, an urban school. This study uses the opportunity gap explanatory framework to analyze if and how, through this program's preparation protocol, these five aspiring teachers learned to build on rich community based knowledge, while problematizing the various social, political, and economic conditions that contribute to racial inequity. Participants' individual shifts varied, but, the group came to collectively "see" and name three consistent issues. Unfortunately, they were unable to formulate broader critiques of the "unseen" racialized macro-systems underpinning the micro-issues they saw. This study raises important questions and implications that speak to the ways in which racist macro-structures shape and are shaped by micro-level behaviors, beliefs, perceptions and outcomes, particularly in the context of preparing future teachers for work in urban settings. [ABSTRACT FROM AUTHOR]

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Conventional wisdom reminds us to have a mentor to guide and support our career development. It is still a challenge to researchers and practitioners when searching for a strategy, process, or structure to create and maintain a successful and effective mentor-protégé relationship in different work environments. This paper summarized the characteristics of mentors, role and responsibilities of protégés, and suggested a framework to establish a successful and effective mentorprotégé relationship based on existing literature. Four case studies were introduced to shed some lights on innovative approaches that might enhance the relationship between a mentor and a protégé in formal or informal scenarios. Finally, some discussions about gaps and opportunities in conducting future research on a successful and effective mentorprotégé relationship were proposed, adding lessons learned from the case studies into existing literature. [ABSTRACT FROM AUTHOR]

The author describes the nontraditional route she took in becoming an e-resources librarian after three decades as an information professional and details the challenges she has faced, including the absence of formal training and unavailability of mentors. These experiences are not atypical for new e-resources practitioners, especially those in smaller libraries. The column concludes with a description of the discussions and strategies that e-resources librarians in the USMAI Library Consortium have been undertaking in an attempt to address training and mentorship. [ABSTRACT FROM AUTHOR]

The study is framed by critical race theory to explore the intersection of cultural and institutional factors that influence Latino students' completion of high school. The purpose of this study is to determine the extent to which factors related to students' background, culture, socioeconomic status, and institutional-support such as participation in mentoring and/or dropout-prevention programs, can predict Latino students' successful completion of high school. The overarching research question is: To what extent do family background, students' educational aspirations, and institutional support programs predict whether Latino students' complete high school? Using data from the Education Longitudinal Study of 2002 (ELS: 2002), from the National Center for Education Statistics (NCES) with 2,217 Hispanic participants, the study used a logistic linear regression model for the analysis. The findings identified students' gender, socioeconomic status, first language, educational aspirations as well as the aspirations of their parents, school poverty concentration, and school support programs to be significant predictors of high school completion. The logistic regression model correctly classified between 78%, 85%, and 81% of the cases included in the group for timely completion according to first-, second-, and third-generation respectively. A similar classification was found for high school completion-within-two-years. The discussion highlights marked differences between the effect of dropout-prevention programs and that of mentoring programs on Latinos' high school completion. In addition, that the factors represented by individual and institutional variables might not operate in isolation but instead might intersect with socioeconomic and cultural factors that ultimately create barriers for this minority group. [ABSTRACT FROM AUTHOR]

Background: Mentoring by an experienced practitioner enhances professional well-being, promotes resilience, and provides a means of addressing poor job satisfaction and high burnout rates among medical social workers. This is a crucial source of support for social workers working in fields with high risk of compassion fatigue and burnout like palliative care. Implementing such a program, however, is hindered by differences in understanding and application of mentoring practice. Aim: This narrative review of mentoring practice in social work seeks to identify key elements and common approaches within successful mentoring programs in social work that could be adapted to guide the design of new mentoring programs in medical social work. Methodology and Data Sources: A literature search of mentoring programs in social work between January 1, 2000, and December 31, 2015, using Pubmed, CINAHL, OVID, ERIC, Scopus, Cochrane and ScienceDirect databases, involving a senior experienced mentor and undergraduate and/or junior postgraduates, was carried out. A total of 1302 abstracts were retrieved, 22 full-text articles were analyzed, and 8 articles were included. Results: Thematic analysis of the included articles revealed 7 themes pertaining to the mentoring process, outcomes and barriers, and the characteristics of mentoring relationships, mentors, mentees, and host organizations. Discussion and Conclusion: Common themes in prevailing mentoring practices help identify key elements for the design of an effective mentoring program in medical social work. We conclude with a discussion of the implications of these findings upon clinical practice in palliative care and on sustaining such a program. [ABSTRACT FROM AUTHOR]

A Review of: Goodsett, M., & Walsh, A. (2015). Building a strong foundation: Mentoring programs for novice tenure-track librarians in academic libraries. College & Research Libraries, 76(7), 914-933. http://dx.doi.org/10.5860/crl.76.7.914 Objective – To examine the effectiveness of mentoring programs for novice tenure-track academic librarians, and to identify critical elements that define a successful mentoring program in various academic library settings. Design – Survey questionnaire with a voluntary phone interview. Setting – Academic libraries in the United States of America. Subjects – 283 librarians participated in a survey questionnaire. Researchers conducted additional interviews with 6 out of the 12 librarians who had volunteered on the survey questionnaire and who met the inclusion criteria. Methods – Researchers recruited participants through two professional e-mail lists: the Information Literacy Instruction Discussion List (ILI-L) listserv and the American Library Association’s New Members Round Table (NMRT) listserv. Interested participants completed a secured online survey that was hosted using SurveyMonkey. The researchers then coded and analyzed the collected survey data using the same software. At the end of the online survey, participants were given the opportunity to volunteer for an additional interview. Potential interviewees were selected if mentoring programs were available for tenure- track librarians at their institutions. Once selected, researchers contacted potential interviewees and conducted interviews. The interviews were transcribed, the data anonymized, and original recordings deleted. Researchers coded the anonymized interview data to identify common themes.

In this article, the author identifies best practices for mentor selection, pairing, education and implementation of mentoring programs for new teachers in schools. These best practices include careful selection of mentors with strong communication and collaborative skills, mindful matching of mentor to mentee, mentor education that includes a focus on reflective practices and strategies to deal with philosophical differences between the mentor and mentee, and release time and financial incentives for mentors to new teachers. Then, the author compares this research to current state mentoring policies, noting that while in many states a lack of structural and financial supports for mentoring lead to a misalignment of research and practice, states that do provide these supports show promise in promoting strong mentoring practices.

Derleme niteliğinde hazırlanan bu makalenin amacı, mesleklerinin ilk yılında karşılaştıkları zorluklar nedeniyle, mesleki yıpranma, stres ve tükenmişlik yaşayan ve gerekli destekler sağlanmadığında, iş verimleri düşen ya da bu nedenle işten ayrılabilen öğretmenler için geliştirilen destek programlarını tanıtmaktır. Bu programlar, işe uyum (induction programs) ve bu programların öğesi olan kılavuzluk (mentoring) programlarıdır. İşe uyum programları, yeni öğretmenlerin öğretmenlik becerilerini geliştirmek ve işten ayrılmalarını azaltmak amacıyla, öğretmenlere sürekli bir yardım sağlayan, resmi ve sistematik, değerlendirme ve destekleme programlarıdır. Mesleki kılavuzluk ise, aynı meslekten daha becerili ya da deneyimli bir kişinin, daha az becerili ya da deneyimli kişiye mesleğine başarılı bir başlangıç yapması için sunduğu yönlendirme hizmetleri bütünüdür. Bu çalışmada, programlar genel özellikleriyle tanıtıldıktan sonra ülkemizde kullanılabilmesi için bazı öneriler geliştirilmiştir

This article reports the findings of an investigation into the experience of a group of eight professors from undergraduate programs in hard sciences who participated in a multi-site study to implement content-based (CB) courses in English. The professors, who had a high level of proficiency in English, worked in collaboration with language faculty. The data gathered from focus groups, class observations and in-depth interviews reveal some factors which influence the professors' teaching practices, and the academic and professional gains they derived from this experience. Founded on the results, the researchers propose a mentoring program that supports professors in the development of CB courses in English.Este artículo presenta los resultados de una investigación sobre la experiencia de un grupo de ocho docentes de pregrado de ciencias exactas y naturales quienes participaron en un estudio de caso múltiple para implementar cursos de contenido en inglés. Los profesores, quienes tenían un alto nivel de competencia en inglés, trabajaron en colaboración con docentes de lenguas. Los datos que se obtuvieron de los grupos focales, de las observaciones de clase y de las entrevistas a profundidad muestran algunos de los factores que influyen en sus prácticas pedagógicas y los logros académicos y profesionales que se derivaron de esta experiencia. A partir de los resultados, los investigadores proponen un programa de apoyo tutorial que apoye a los docentes en el desarrollo de cursos de contenido en inglés.

Mentoring is an approach utilized by many professions because it has been deemed to be advantageous, most notably for entry-level practitioners, those in search of career advancement, and students engaged in service learning. Research exploring elements that inform meaningful mentor/protégé relationships in the Canadian childcare sector is, however, lacking. This qualitative research study seeks to unearth attributes that influence a formal mentor/protégé experience. Fourteen professionals participated in a one-year program in Ontario. Applied thematic analysis was employed to explore journals, focus group discussion transcripts, and researcher field notes. Predominant themes uncovered include structures that support the pairing, reciprocity, outcomes, goals and motivators, and recommendations for delivery of future mentor/protégé programs. [ABSTRACT FROM AUTHOR]

Introduction The US racial profile is changing rapidly, yet the nursing and midwifery professions are not evolving accordingly. The lack of racial and ethnic diversity within these health professions negatively affects efforts to eliminate persistent health disparities. To address this issue, the Midwives of Color Committee (MOCC) of the American College of Nurse-Midwives (ACNM) created a national online mentoring program in 2011 to support midwifery students of color. An evaluation of the program is reported here. Methods This was a descriptive study conducted via online surveys mailed to 44 mentors and 42 mentees who participated in the program during 2012. Categorical survey responses were compared between groups, and open-ended responses were evaluated for common themes. Results Response rates differed across groups. Half of the mentors responded (50%), while only 38.1% of the mentees responded. The majority of mentors and mentees rated the program as either excellent or good and felt the program should continue. Both mentors and mentees shared similar positive ratings about the effectiveness of the application, speed with which matching occurred, and satisfaction with mentee-mentor match; they also share less favorable ratings regarding frequency of communication, impact of geographic proximity, and academic support need and response. Both groups desired to live closer to one another and communicate more. Discussion This study suggests that the online mentoring program for student midwives of color currently being offered should continue but with enhancements to improve the face-to-face mentoring experience, including the use of computer-based technology. Other program improvements are also recommended. To be truly effective, mentoring programs must meet the needs of mentors and mentees; future evaluations should clarify their potential as an important tool for increasing diversity. [ABSTRACT FROM AUTHOR]

The US is experiencing a severe shortage of underrepresented biomedical researchers. The purpose of this paper is to present two case examples of cancer research mentoring programs for underrepresented biomedical sciences students. The first case example is a National Institutes of Health/National Cancer Institute (NIH/NCI) P20 grant titled "South Carolina Cancer Disparities Research Center (SC CaDRe)" Training Program, contributing to an increase in the number of underrepresented students applying to graduate school by employing a triple-level mentoring strategy. Since 2011, three undergraduate and four graduate students have participated in the P20 SC CaDRe program. One graduate student published a peer-reviewed scientific paper. Two graduate students (50 %) have completed their master's degrees, and the other two graduate students will receive their degrees in spring 2015. Two undergraduate students (67 %) are enrolled in graduate or professional school (grad./prof. school), and the other graduate student is completing her final year of college. The second case example is a prostate cancer-focused Department of Defense grant titled "The SC Collaborative Undergraduate HBCU Student Summer Training Program," providing 24 students training since 2009. Additionally, 47 students made scientific presentations, and two students have published peer-reviewed scientific papers. All 24 students took a GRE test preparation course; 15 (63 %) have applied to graduate school, and 11 of them (73 %) are enrolled in grad./prof. school. Thirteen remaining students (54 %) are applying to grad./prof. school. Leveraged funding provided research-training opportunities to an additional 201 National Conference on Health Disparities Student Forum participants and to 937 Ernest E. Just Research Symposium participants at the Medical University of South Carolina. [ABSTRACT FROM AUTHOR]

The National Mentoring Program was created in 2009 by the Division for Gifted and Outstanding Students in the Ministry of Education and is implemented by the Szold Institute. The program aims to cultivate future leaders in Israel. Highly gifted 10th and 11th graders are matched with top rate professionals in students’ areas of interest. They work for a year on a project of mutual interest. Forty-four per cent of students live in geographical or social periphery. The article details program rationale and phases, and presents results of qualitative program evaluation. Each of the 50 students who completed the first three cohorts of the program produced high quality university level work. Some students also received significant recognition by the professional community, publishing their work and presenting it in professional conferences. [ABSTRACT FROM AUTHOR]

Peer mentoring is often considered the single most effective strategy for increasing student retention and student satisfaction. As a consequence, mentoring programs have been implemented at most universities and are an essential feature of best practice transition programs. Yet, the literature is inconsistent regarding what the term entails and how it is applied, leading to diverse opinions about what constitutes a mentoring program. It could be argued that agreement on a definition of mentoring is secondary to the benefits of its practice and that an emphasis on terminology is just playing semantics. However, this article argues that terminology does matter and that elucidating what mentoring entails is crucial to the comparative evaluation and improvement of mentoring practice as well as the identification of best practice. The article goes on to suggest how mentoring boundaries might be set by drawing on experiences from an Australian University. [ABSTRACT FROM AUTHOR]

The Northwest Archivists (NWA), a regional archival association in the Pacific Northwest, established a formal mentoring program in 2007. A pilot phase of the program ran for 2 years and included both formative and summative assessments from participants. This case study documents NWA's experiences designing and managing a mentoring program within a volunteer-run professional association, reflects on the program's successes and challenges, and recommends areas for future investigation. [ABSTRACT FROM AUTHOR]

The Architectural Engineering Program at the University of Nebraska-Lincoln has benefitted from forming partnerships with professionals in the building design industry. These relationships have exposed students to industry professionals in various settings through the development of several architectural engineering programs. These programs give students firsthand, real-life learning experiences with the profession that many of them will pursue upon graduation to supplement their classroom instruction. In addition to the programs' educational benefits, by involving industry in many facets of the academic program, networking experiences occur that benefit students by helping them to find future jobs and benefit employers by helping them to develop an understanding of the abilities of certain students prior to the recruitment process. Industry professionals interact with students in various ways, including providing graduate students with project advice, forming teaching partnerships, and participating in a student-mentoring program, an advisory committee, an interdisciplinary design project, and an industry-based graduate student program. [ABSTRACT FROM AUTHOR]

Mentoring programs represent one of the oldest forms of community-based interventions for at-risk youth, dating back to the progressive era of the first juvenile court at the turn of the 19th century (Blakeslee & Keller, 2012; Tanenhaus, 2004). While programs such as Big Brothers Big Sisters of America (BBBS) have existed for nearly a century (Blakeslee & Keller, 2012) others, such as Amachi, were developed at the turn of the 20th century (Bruster & Foreman, 2012). This article reviews the empirical literature on youth mentoring. The literature reveals, despite the championing of BBBS as an evidence-based program, youth mentoring programs have varying outcomes but overall tend to show a positive, yet weak, impact on educational outcomes and delinquency (Jolliffe & Farrington, 2007). International comparisons are similarly mixed, with educational outcomes and developmental perceptions more commonly studied and cited than delinquency outcomes. Best practices in program administration, mentoring, and evaluation are highlighted. [ABSTRACT FROM AUTHOR]

Though there may be many reasons for teacher attrition and mobility, results from a recent survey conducted by the National Center for Educational Statistics (NCES) suggest that an exceedingly high percentage of teachers who abandoned their careers as teachers may have entered the teaching profession under-prepared, overwhelmed, and under-supported — resulting in frustrated teachers who became burned out after only a few years of teaching (Marvel, Lyter, Peltola, Stitzek, & Morton, 2006). Global research documents that mentoring must be emphasized if teachers are going to experience success during the induction phase of their career and become more likely to remain in the profession. Developing teacher leaders that have the dispositions to mentor, such as those in the Alabama Teacher Mentor Program, can help meet these challenges as teachers lead teachers through mentoring. The manuscript presents an overview and impact of a statewide mentoring initiative that embraces one role of teacher leaders.

The problem at the research site, which was one high school within a school district located in northeastern U.S., was that the dropout rate of African American high school males was very high. A mentor-to-mentee program had been implemented to help students graduate from high school at the research site. The experiences of young African American males who participated in a mentor-to-mentee program and graduated from high school had not been examined via a case study. The research questions were about the factors influencing African American males' graduation. This study was based on the critical race theory. Data were collected through in-depth semi structured interviews with 10 participants who were high school African American males and were selected using a stratified purposive sampling. Data were analyzed through content analysis and coding from which themes emerged that addressed the research questions. Findings included the mentor-to-mentee program at the research site helped high school African American males graduate. School stakeholders should use these findings to develop and implement mentoring programs that focus on graduating African American males from high school. [ABSTRACT FROM AUTHOR]

BACKGROUND: Formal leadership training is a relatively recent addition to the educational armamentarium of the health care executive. Leadership training opportunities for physicians, surgeons, and scientists have gradually appeared over the past 15 to 20 years, but information about them has been scant, with few comprehensive reviews made available to the community at large. This article describes the major opportunities available to obtain formal and informal leadership training for careers in medical school administration. Programs that are specifically targeted to women are described in detail. DATA SOURCES: Information was obtained from the author's direct knowledge, direct communication with the leadership of each program, and the Web site of each sponsoring organization, when available. CONCLUSIONS: Many opportunities for leadership training are now available to surgeons, with several specifically designed for women. The author strongly encourages surgeons to avail themselves of these opportunities, as both anecdotal information and published data suggest that these programs are highly effective in enhancing leadership careers. [ABSTRACT FROM AUTHOR]

Teacher retention is of critical concern in rural and high-poverty districts. This case study describes one school’s challenges following the district’s budget cuts that eliminated funding for schools’ mentor programs. The mentor coordinator at this elementary school faces several dilemmas as she attempts to maintain high-quality support for the beginning teachers. Complicating the school’s efforts are the increasing demands made of the veteran staff as they try to do more with less in several areas. [ABSTRACT FROM AUTHOR]

Though there may be many reasons for teacher attrition and mobility, results from a recent survey conducted by the National Center for Educational Statistics (NCES) suggest that an exceedingly high percentage of teachers who abandoned their careers as teachers may have entered the teaching profession under-prepared, overwhelmed, and under-supported - resulting in frustrated teachers who became burned out after only a few years of teaching (Marvel, Lyter, Peltola, Stitzek, & Morton, 2006). Global research documents that mentoring must be emphasized if teachers are going to experience success during the induction phase of their career and become more likely to remain in the profession. Developing teacher leaders that have the dispositions to mentor, such as those in the Alabama Teacher Mentor Program, can help meet these challenges as teachers lead teachers through mentoring. The manuscript presents an overview and impact of a statewide mentoring initiative that embraces one role of teacher leaders. [ABSTRACT FROM AUTHOR]