Mentoring Undergraduate Students

"Knowing I Had Someone to Turn to Was a Great Feeling": Mentoring Rural-Appalachian STEM Students

Post-secondary students benefit from mentorships, which provide both emotional and academic support tailored to the unique challenges they face. STEM students, and, in particular, those with historically marginalized identities, have unique strengths and face distinct barriers that can be ameliorated by careful, knowledgeable, and well-situated mentoring relationships. With that in mind, we conducted a narrative case study with 10 rural-Appalachian STEM majors enrolled in an NSF-funded mentoring program, intending to collect stories of their impactful experiences with their mentors. We utilized the narrative reconstruction process, and, in so doing, identified five major themes related to the importance of mentor assignment and the impact of mentors' characteristics and skills related to empathy, consistency, active listening, and teaching. We situate our findings within the existing literature and provide implications for scholars and practitioners who work with mentoring programs dedicated to working with Appalachian communities.

Digital literacy of teachers: diagnostic result

Цифровизация системы образования ставит перед педагогом ряд вопросов взаимодействия с обучающимися: освоения современных цифровых средств и ресурсов, безопасности работы в Интернете, воспитания и саморазвития с использованием информационных технологий. Особо остро эти вопросы стоят перед субъектами образовательной деятельности в процессе организации обучения детей младшего школьного возраста. Важно, чтобы рядом со школьниками находились педагоги, готовые формировать цифровую грамотность обучающихся, осуществляя цифровое наставничество. Цель исследования – анализ результатов диагностики педагогов об уровне сформированности цифровой грамотности, реализуемой ими модели цифрового наставничества, влияния этого на процесс формирования цифровой грамотности младших школьников. Материалом исследования послужили данные, полученные в ходе апробации педагогами школ Пермского края результатов прикладного исследования по вопросам формирования функциональной грамотности обучающихся в рамках реализации образовательных программ НОО по направлению «Цифровая грамотность младших школьников» (Гос. задание № 07-00080-21-02 от 18.08.2021 г., номер реестровой записи 730000Ф.99.1). В исследовании использовались такие исследовательские методы, как метод сплошного заочного опроса, метод опосредованного описания, метод экстраполяции, а также анализ, синтез и обобщение полученных данных. В ходе первой части опроса было выявлено, что все респонденты демонстрируют фрагментарные бессистемные представления о цифровой грамотности младших школьников, которыми они иногда оперируют в своей профессиональной деятельности, испытывая при этом острую потребность в мотивировочных инструментах и избегая ответственности за использование цифровых средств в своей деятельности. Около 70 % педагогов реализуют в практической деятельности модель наставничества «учимся вместе» (первый уровень), которая характеризуется осознанием высокого потенциала цифровых технологий, периодическим их использованием в практической деятельности, пониманием важности сотрудничества с коллегами в процессе работы с цифровыми технологиями. Установлена прямая зависимость между уровнями цифровой грамотности наставника и ученика: чем выше уровень владения цифровыми компетенциями педагога, тем выше вероятность раннего приобщения учащихся к цифровым технологиям. Высказанная гипотеза о системности знаний педагогов, включившихся в проект по цифровой грамотности младших школьников, и использовании ими в своей работе разных моделей цифрового наставничества подтвердилась только во второй ее части. Вопросы системности знаний о цифровых ресурсах и формования готовности их использования в образовательном процессе младших школьников требуют дальнейшей проработки.

The digitalization of the education system poses several issues for interaction between teachers and students: mastering modern digital tools and resources, the safety of working on the Internet, education and self-education using information technology. These issues are especially acute in the process of organizing the education of children of primary school age. There must be teachers next to schoolchildren who are ready to form the digital literacy of students and who are able to provide digital mentoring. The goal is to analyze the results of diagnostics of teachers on the level of digital literacy development, the model of digital mentoring they implement, and its impact on the process of developing digital literacy among primary school students. The study is conducted based on the data obtained during the approbation by teachers of schools in the Perm Territory of the results of previous applied research on the development of functional literacy of students in the framework of the implementation of educational programs “Digital Literacy of Primary School Students” (State task No. 07-00080-21-02 dated August 18th, 2021, registry entry number 730000Ф.99.1). The study used such methods as the method of continuous correspondence survey, the descriptive method, the extrapolation method, as well as analysis, synthesis and generalization of the obtained data. During the first part of the survey, it was revealed that all respondents have fragmented, unsystematic ideas about the digital literacy of younger students. They may sometimes use this occasional knowledge in their professional activities while experiencing an urgent need for motivational tools and avoiding responsibility for the use of digital tools in their activities. More than 70% of teachers choose the “learning together” mentoring model. The model is characterized by: teachers’ awareness of the high potential of digital technologies; occasional use of digital tools in practical activities; understanding of the importance of cooperation with colleagues while working with digital technologies. The research shows the direct relationship between the levels of digital literacy of a mentor and a student: the higher the level of digital competencies of a teacher, the higher the likelihood of early involvement of students in digital technologies. The stated hypothesis about the systemic knowledge of teachers involved in the project on digital literacy of primary school students, and their use of different models of digital mentoring in their work, was partially confirmed. The issues of systematic knowledge about digital resources and readiness to use digital tools in the educational process in primary school require further study.

STEM Stories: Fostering STEM Persistence for Underrepresented Minority (URM) Students Attending Predominantly White Institutions

Challenges persist in creating a diverse pipeline of STEM professionals. This study aims to understand the multifaceted experiences and needs of Underrepresented Minority (URM) college students as they navigate STEM environments and career choices. Utilizing social cognitive career theory (SCCT), this qualitative, multi-institutional study explored the varied experiences and barriers that 44 URM STEM students negotiated at two Predominantly White Institutions (PWIs). Implications for practice, research, and policy focus on interventions aimed at increasing persistence and fostering STEM career decision-making. Keywords: STEM, underrepresented minority students, career exploration, student-faculty relationships, mentoring

Key issues in professionalizing mentoring practices

Mentoring has experienced a tremendous upswing over the past decades, which has only recently slowed down somewhat. One possible factor explaining mentoring's popularity are numerous case studies suggesting that it is one of the most effective ways of helping individuals to develop. Meta-analyses indicating effect sizes for mentoring that are below what would theoretically be possible appear to contradict the success stories, however. This circumstance raises questions about the professionalization of mentoring practices. We focus on seven key issues for future efforts at professionalizing mentoring. Key issues 1 and 2 address observation of the state of the art within formal mentoring when programs are planned and implemented: the consideration of recent research and of best practices. While both areas can overlap, they provide complementary sources of pertinent information for the professionalization of mentoring. Key issues 3-6 address the need to align mentoring activities to the specific context and goals of individual mentoring programs by observing idiographic program characteristics, mentoring dynamics, the orchestration of mentoring goals, and the provision of mentoring resources. Finally, key issue 7 highlights ongoing evaluation as the basis of the effective, continuous improvement of mentoring programs.

Evidence-Based Practices in Mentoring for Leadership Development

Effective mentoring for leadership development requires nuanced practical considerations. The authors of this chapter outline aspects of effective mentorship, highlight considerations for practitioners and mentoring programs, and offer critical perspectives on mentoring.

Creating a culture that values diversity and inclusion: An action-oriented framework for schools of nursing

An organizational culture that values diversity and inclusion is essential for the achievement of high-quality nursing education, yet little literature exists to guide schools of nursing (SON) in accomplishing this goal. All SONs, regardless of size, need a framework that provides specific steps for developing and nurturing a culture that values diversity and inclusion. Using our SON as an exemplar, the goal of this article was to (a) review the barriers we faced when building a diverse and inclusive environment, (b) share our school's strategic plan designed to promote diversity and inclusion, and (c) highlight successful strategies as part of the development and ongoing implementation of our school's strategic plan. This process requires continuous commitment and intentionality as well as flexibility to address unforeseen circumstances. For example, the goals we have adopted and the strategies we have put in place have allowed members of our SON community to acknowledge and address the urgency and validity of the Black Lives Matter movement, as well as the disproportionate impact of the coronavirus disease 2019 pandemic on racial and ethnic minority groups. Although we recognize that we still have work to do within our SON community, we believe our exemplar offers an action-oriented framework for increasing diversity and inclusion among students, faculty, staff, and leadership in SONs.

"I don't want to be a patient": Peer mentoring partnership fosters communication for autistic university students

Background: Despite recognition of the benefits of post-school education in improving life outcomes for autistic adults their university completion rates remain low.Aim: To explore the experiences of undergraduate autistic university students participating in specialist peer mentoring (SPM) to identify active ingredients in the peer mentoring process and to examine the impact of SPM on social communication.Material and method: A total of 30 (8 female; M age = 22.3; SD = 6.7) undergraduate autistic university students engaged in SPM participated in this study. A quantitative pre-test post-test design examined changes in autistic traits. In parallel, the experiences of participating in SPM were explored through semi-structured interviews.Results: Improvements were noted at post-test on the Social Responsiveness Scale-2 total score p = 0.02), and its Social Communication, (p = 0.03) and Social Motivation (p = 0.03) sub-scales. Four themes emerged from the interviews: Developing Partnership and Understanding, Modelling and Practising Communication, Psychological Support and Grading and Planning Skills.Conclusions: These results indicated that the mentor-mentee partnership was a crucial active ingredient of SPM. This partnership appeared to modify social cognition and motivation for autistic university students through modelling and practising communication.Significance: These results demonstrate that SPM can support participation at university for autistic university students.

Utilizing courageous dialogue to support minority and disadvantaged background nursing students

BACKGROUND

Nursing students from historically underrepresented ethnic minorities and disadvantaged background (HUREM-DB) groups often face barriers such as a lack of consistent financial resources, fewer professional role models, bias, and micro-inequities. Utilizing a multifaceted approach for support can be crucial to enhancing student success.

PURPOSE OF THE PROJECT

MENTORS² mitigates some of the challenges for HUREM-DB nursing students with educational, cultural, social, and financial resources. Courageous dialogue (CD) was one required activity of MENTORS² and included topics such as stress management, time management, and honors project preparation.

IMPLEMENTATION OF THE PROJECT

Courageous dialogue sessions were conducted with 56 HUREM-DB undergraduate nursing students enrolled in a baccalaureate program. The number of evaluations submitted for a session averaged 17 (range 7-36). Courageous dialogue sessions allowed students to express views in a safe environment with opportunities for peer support, role modeling, open discussion, and problem solving.

PROJECT OUTCOMES

Student evaluations reflected an appreciation of the opportunity to share experiences and learn new skills, knowledge, and approaches to aid their success in nursing school and perhaps their entry into the profession of nursing.

CONCLUSION

Courageous dialogue can be an important part of a comprehensive strategy to support HUREM-DB nursing students academically, socially, and professionally.