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A survey was conducted to identify college-sponsored programs that involved undergraduate or graduate college students working with preschool, elementary, or secondary school students either as tutors or mentors. Such programs were found in 29% of all two-year and four-year colleges and universities. Of 3,212 total institutions, 921 sponsored at least one program. The survey gathered data on program focus (whether mentoring or tutoring), number of students served, program size, distribution of college participants, participation in 1987-88 compared with 1986-87, students waiting for tutors/mentors, program sponsorship, program affiliation, length of program operation, agencies with which programs work, characteristics of participants, program staff, preservice training, transportation, time spent tutoring and mentoring, usual number of students per tutor/mentor, incentives for participation, sources of funding, and evaluation. The survey found that the primary focus was tutoring for two-thirds of the programs, mentoring for 17%, and diagnostic evaluation, respite care, or other primary focus, for the remaining 16%. Appendices contain detailed tables, technical notes, and the survey questionnaire. (JDD)

This paper provides an empirical analysis of the impact and effectiveness of developmental relationships provided through academic intervention programs at a medium-size master's level public university in the Northeastern United States. The programs' curriculum follows the Model of Strategic Learning's four pillars of learning and is administered to students with diverse interventional needs. This paper presents a brief review of the literature about effective developmental relationship programs (mentoring and coaching) in higher education. Then, Ordinary Least Squares regressions, as well as paired samples t-tests, are used to test the impact of programs offered through developmental relationships to students with varying academic deficiencies. The immediate, as well as longer-term, impact and sustainability of students' enhanced performance is statistically examined. The paper concludes that students who fully take advantage of developmental relationships benefit the most and sustain their higher level of performance beyond the immediate post one-time intervention period. However, in the absence of additional intervention, the academic performance gains seem to subside and flatten out.

This paper describes the contextual dimensions of eight school sites that ameliorate or restrain relationships between mentor and novice teachers. Interview data from 23 mentors, 16 novice teachers, and 8 principals suggest 5 contextual themes that ameliorate or restrain an effective induction for novice teachers: (1) early experiences; (2) dispositions toward induction; (3) leadership; (4) time and organization; and (5) interpersonal dynamics. A discussion of each of the themes as drawn from the interview data is presented. The final section contains recommendations designed to assist teacher educators, policymakers, and school personnel in questioning the structure and the content of programs that will prepare novice teachers for a career in education. Appendixes include the Professional Development Plan evaluation form, Course Materials for University-Based Mentor Training, and a Hunt Paragraph Completion Inventory. (JD)

Preregister - Scoping Review

Our scoping review aims to consolidate the international literature on mentorship for allied health professionals. The findings have potential to inform the development and quality improvement of mentoring programs in Australia and internationally, provide guidance to mentors on how to best support mentees, identify gaps in our understanding of mentorship in allied health and guide the direction of future research.

Informal mentoring appears to be the status quo in homeland security agencies for leadership development. However, informal mentoring is flawed due to the lack of organizational input into the quantity or quality of the mentoring relationships, underrepresentation of minority groups, and generational differences. The thesis explores the research question, Is the establishment of a formal mentoring program a smart practice for homeland security agencies to develop future leaders? Case studies of the California Highway Patrol Coaching and Mentoring Program, the Lansing (Michigan) Police Department Mentor Program, and the Henrico County (Virginia) Division of Fire Acting Officer program were conducted in an effort to identify smart practices for other homeland security agencies to use when implementing a formal mentoring program. Research revealed that if properly implemented, formal mentoring programs can assist organizations with employee retention, succession planning, leadership development, closing generational gaps, and transferring organizational knowledge and skill among employees. The outcome of this thesis is a list of smart practices for formal mentoring programs. It will be up to the individual agencies to identify which smart practices fit the culture of their organization when creating a formal mentoring program, as no one size fits all model exists for a formal mentoring program.

In 1972 the federal government created the Juvenile Justice Delinquency Prevention Act that procured funding for various governmental programs to combat the sudden increase in juvenile crime. A provision of this Act set out the creation of mentoring programs to help decrease the juvenile crime rate and dropout rates in secondary schools. This article introduces mentoring programs and explains goals and problems encountered by juvenile justice practitioners. If administered effectively, juvenile mentoring programs can offer a positive influence on a child's life for many years after completion of the program.

This research report focuses on identifying different phases of organizational mentorship, or examining how mentorship might differ for men and women, and compares informal (spontaneous and unstructured) and formal (organizationally arranged and structured) mentorships. Surveys were mailed to 158 individuals (43 surveys were eventually used) from nine graduating classes (between 1952 and 1989) of Michigan State University. The survey contained several scales to measure mentorship functions, job satisfaction, and organizational socialization. Also, open-ended exploratory questions were employed which required participants to describe the formation of the mentorship as well as the benefits and negative side-effects. Among the study's conclusions were the following: (1) mentors do influence the protege's intrinsic job satisfaction and organizational socialization; (2) the majority of the formal proteges (83%) indicated that the mentors had no choice or that they were unaware of the factors involved in establishing the relationship, the opposite of the informal proteges; and (3) similarity of goals and interests between the protege and mentor was cited by more informal proteges than formal proteges. The study results suggest that, although the benefits for a formal mentorship can be substantial, organizations must allow time for potential mentors and proteges to self-select themselves into a mentorship relationship. Contains 21 references. (GLR)

The paper examines issues in special education teacher attrition and reviews a variety of induction and mentorship programs to lessen the common isolation of beginning teachers. Statistics indicating the high attrition rate among beginning teachers, especially special education teachers are cited and related to lack of training and ongoing support. Teacher induction models are compared showing that all emphasize a high level of interaction among new teachers, their colleagues, and administrators. Examples of successful mentoring programs are cited in the Houston Mathematics and Science Improvement Consortium (which matches high school science/mathematics teachers with practicing scientists and mathematicians) and the teacher induction program at the University of Wisconsin-Whitewater (in which beginning teachers are matched with a mentor and and a university consultant). Selected state initiatives from Virginia, North Carolina, Wisconsin, Florida, and Utah are briefly described. It is concluded that such programs can reasonably be expected to accomplish such goals as increasing the retention rate of promising beginning teachers and screening out the least promising teachers but cannot be expected to overcome major problems in the school context such as misplacements, overloads, or overcrowded classes. Forty-four references are cited. An attached bibliography on entry year induction programs and practices lists about 70 references dated from 1977 through 1988. (DB)

Host Carrie Lippert talks with Beth Albee and Heidi Goblirsch about mentoring programs in Marshfield, WI. http://www.marshfieldareaunitedway.org/partner.php?id=25 http://www.bbbswood.org/ Watch more local programming at www.MarshfieldTv.com

Although the traditional mentoring paradigm in graduate schools is that of a single faculty-student dyad working intensively on scholarly and research endeavors, contemporary training models in professional psychology require new approaches to mentoring. Graduate programs must tailor mentoring to meet their missions and cultures. The vertical team model is one promising medium for mentoring in large professional programs. In this model, faculty lead research-oriented or clinically-oriented weekly team meetings for the purpose of teaching, modeling, and supervising student research or clinical work in the faculty member's area of expertise. Students then select teams based on shared interests. These faculty members then become the student's program advisor. In this way even programs with large student numbers can facilitate faculty-student matching and mentoring formation. (Contains 14 references.) (JDM)

This exploratory study examined the importance of a mentoring program using a purposeful sample of 16 first-year elementary school counselors. A qualitative analysis revealed the importance of support that participants received from their mentors and mentoring cohort group. Participants also indicated an increase in self-efficacy as a result of the mentoring program. Implications for counselor induction and preparation are discussed.

This paper analyzes the literature on mentoring for adult and youth populations for the following purposes: (1) to apply issues and concerns found in the literature to mentoring programs for disadvantaged and tenacious youth; and (2) to establish assumptions and program principles beyond the considerations of the existing literature. Chapter I, "The Basis and Functions of Planned Mentoring," distinguishes between natural (non-parental, unstructured) and planned (formal, programmatic) mentoring and examines the psychological bases of the mentoring process as well as the social values inherent in mentoring programs. Chapter II, "Mentoring in Organizations," describes natural and planned mentoring in the forum where they first became popular, and explores the shortcomings and benefits of their application to youth mentoring. Chapter III, "Planned Mentoring for Tenacious and Other Youth," discusses formal mentoring programs for disadvantaged youth and explores such issues as program organization and mentor-mentee match. Chapter IV, "The Power of Mentoring," focuses on the salience of the mentoring relationship and examines its place within larger multi-intervention programs. Chapter V, "Summary and Conclusions," contains general observations on youth mentoring programs and policy recommendations for their conduct. A list of 81 references, and the names of 64 organizations and programs consulted, are appended. (AF)

This paper offers suggestions on how to help new teachers during their first year of teaching by offering a mentorship program with an established teacher on the school staff. A mentor is someone to whom the first-year teacher can turn during all the turbulence that is part of beginning any career, but especially for a beginning teacher in a roomful of difficult children. This type of mentoring is more likely to succeed if certain guidelines are followed and modified as necessary to meet the needs of the particular school and staff. Approaching the project as a full-staff development project is suggested as one way to a successful program. It is also recommended that one take time to outline carefully what is expected of the mentor and the beginning teacher, allowing for flexibility. Confidentiality between mentor and beginning teacher is important, and the mentor must provide continuous feedback, rather than final evaluation. Mentors should be formally prepared for their role as mentor, and they should receive on-going support in this additional staff role. Further considerations are that the mentoring program is an addition to, not a substitute for, principal and teacher assistance to first-year teachers and that the working environment conditions must be considered. The age of the first-year teacher is also an important factor in mentorship. It is suggested that such a mentorship program is a powerfully positive professional experience for both the beginning and veteran teacher. (Contains 20 references.) (NAV)

This article deals with effective strategies to show that educators and school administrators can utilize court-ordered mentors, for at-risk juveniles placed in their classrooms. In the late 1980s and 1990s there was a convergence of two major events in juvenile justice. These were the reduction of government funds to address serious social problems, such as crime, and the increase of juvenile crime in the United States. A way to combat this increased juvenile crime problem and decrease of available funds was to pair juveniles under court supervision with responsible adult counterparts to provide a positive influence. These mentoring programs provided a cost-effective and strong influence on juveniles in the court system. The goal of this article is to educate teachers and school administrators about programs that their students might be required to attend and utilizing these programs to assist them in the classroom. This article also provides teachers and administrators support strategies in developing allies with these mentoring programs to better serve the youth and community.

Government Publishing Office U.S. Congress House of Representatives Committee on Small Business MAXIMIZING MENTORING: HOW ARE THE SBA AND DOD MENTOR-PROTEGE PROGRAMS SERVING SMALL BUSINESSES? Date(s) Held: 2015-10-27 114th Congress, 1st Session GPO Document Source: CHRG-114hhrg97350 Superintendents of Documents ID: Y 4.SM 1 Witnesses: Mr. A. John Shoraka, Associate Administrator of Government Contracting and Business Development, Small Business Administration, Washington, DC Mr. Kenyatta Wesley, Acting Director, Office of Small Business Programs, United States Department of Defense, Alexandria, VA Related Items: United States House Bill 1735 (114th Congress) United States Senate Bill 2884 (114th Congress)

This study examines four induction models and teacher changes in science teaching practices, as a result of several mentoring programs. It explores three different computer-mediated mentoring programs, and a traditional offline induction program--in terms of interactivity, inquiry-based teaching, and topics of knowledge. Fifteen elementary science teachers--eleven new teachers and four experienced science teachers--were assigned to and participated in, one of the four induction programs for five months: a Virtual Reality (VRG), a Wiki (WKG), a hand-held digital device (HDG), and a general group (GG). Data was collected by archiving written dialogues, snapshots and field notes of avatar interactions, monthly open-ended questionnaires, weekly journal reflections, science lesson plans, mentor/teacher field notes, student artifacts, and video-recording science teaching in classrooms. Using a case study through a time-order display strategy and utilizing situated learning framework, the findings indicate that the beginning teachers in each induction program had their own unique way of professionally interacting with their mentors. Except for the teachers in the GG, the new teachers were able to establish their own platforms for inquiry-based, student-centered teaching, improving not only their pedagogical content knowledge but also their confidence in teaching science. This study further discusses the importance of meaningful social engagements between mentors and mentees, as well as how these social engagements benefit new teachers becoming inquiry-based teachers and developing healthy communities of practice. (Contains 1 figure and 1 table.) [This study was partially supported by the Iowa State University College of Human Sciences Seed Grant Program, and was also supported by the Iowa Mathematics and Science Education Partnership (IMSEP).]

Prior research on mentoring relationships outside of school does point toward relationship closeness and related indicators of the emotional quality of the mentor-protégé tie as important influences on youth outcomes. There is preliminary evidence that this may also be the case for School Based Mentoring (SBM), or at least that closeness promotes protégé and mentor perceptions of relationship quality. The overarching aim of this paper is to enrich the field's understanding of how volunteer mentors can best support the academic mission of schools. The central empirical analysis investigates whether emotionally closer relationships between mentors and protégés lead to better academic outcomes. The sample for the study consists of the students who participated in the randomized control trial of the Big Brothers Big Sisters of America (BBBSA) SBM program during the 2004-2005 school year. Study participants were recruited by 10 BBBSA study agencies across the country, each with four or more years of experience in SBM. Evidence is found that a close mentoring relationship positively affects academic performance. Effect sizes, obtained by dividing the impact coefficients reported in the table by the standard deviation of the appropriate outcome measure, range from 0.13 standard deviations (for overall academic performance and scholastic efficacy) to 0.18 standard deviations (for completeness of schoolwork), and are consistent across alternative specifications. A table is appended.

This paper examines research on peer mentoring programs, highlighting their benefits and noting conditions and components of successful programs. Research shows that elementary peer mentoring programs can increase the use of critical thinking skills, interpersonal skills, and conflict resolution skills. Studies also highlight the benefits of cross-age mentoring and peer tutoring programs. Many studies show positive effects of classwide peer tutoring. Peer mentoring programs have been implemented successfully to help ease the transition from one level of schooling to the next. There is substantial evidence suggesting that peer mentoring can be used successfully to reduce absenteeism and lower dropout rates among high school students. Reciprocal peer tutoring (RPT) has proven beneficial to both tutors and tutees. Even low-achieving older students and mainstreamed special education students can benefit from RPTs programs. Components of successful mentoring programs depend upon the specific procedures that are most effective in each particular circumstance. Successful programs should help teachers become facilitators who oversee their students' mastery of necessary concepts and skills, and guide them toward independent learning. It is important to match tutors and tutees carefully. Tutors must receive systematic training of the proper duration. Teacher supervision is essential. (Contains 32 references.) (SM)

This toolkit contains a program coordinator guide, facilitator guide, and learner guide for launching the Peer Empowerment Program (PEP), a mentoring program for direct support personnel in community-based human service organizations. The toolkit provides advice on how to select, train, and sustain mentors, as well as instructions for preparing and supporting mentees. The focus of PEP is to build the confidence and competence of newer direct support staff and help them get off to a good start. The program matches and supports volunteers from a pool of experienced direct support staff with less experienced staff. The program coordinator guide, "Understanding, Planning and Launching the Peer Empowerment Program," provides program planners and coordinators with all the information and tools they need to plan and develop the components of the PEP before initiating the program with their organization. The facilitator guide and the parallel learner guide contain two modules. Module A is a one-hour training module used to orient both prospective mentors and mentees to the power and magic of mentoring. Module B is a step-by-step mentor development curriculum designed to be completed in a four-hour workshop with the objective of preparing volunteer direct support staff for their roles as mentors. (CR)

Increasing attention to mentoring in the teaching profession in recent years has been accompanied by a proliferation of programs, literature and expertise related to experienced teachers helping new teachers. To assess the extent to which there is a common set of functions performed by teacher mentors, a two-phase study of mentoring was undertaken. In the first phase, a telephone survey of the 50 states and of more than 100 districts was conducted to gather data about the existence and nature of mentoring programs. The survey revealed that about 60 percent of the states have enacted legislation to create formal programs of mentoring, although many of the programs had not yet been implemented at the time of the survey. In addition, mentoring programs existed in districts without state programs. In the second phase of the study, visits were made to eight mentoring programs, selected to represent a range of sponsorship and program structures. Interviews were conducted with program, district, and school administrators, and with mentors and their teacher-proteges. The results suggest that, although mentoring programs differ with respect to the ways in which the work of mentors is structured, there are functions that are common to the role of mentor across programs. The common functions and the implications of these for selecting and training mentors are discussed. Three tables present survey findings. An appendix contains questions for the site groups. (Contains 39 references.) (Author)

We report results from a pretest-posttest randomized experimental study comparing the impact of high versus low facilitation of formal mentoring programs on female healthcare workers' performance and attitudes. Results indicated increases in job performance, job satisfaction, and organizational commitment for mentoring program participants from both groups with larger gains made by the high facilitated group. These results suggest that facilitated HRD interventions have positive effects on the outcomes of mentoring programs for women employees. (Contains 1 table.) [For complete proceedings, see ED491481.]

This practicum was designed to enable teachers to revitalize their classroom practice by providing them on-going instruction and peer support. Current methodologies and materials, both to facilitate daily classroom practices and to implement instructional activities, were not being utilized by teachers in the writer's public school district. Students had limited opportunities for breadth and scope as they constructed and demonstrated their knowledge. Many classroom practices and learning activities did not include usage of modern tools. Available electronic research and presentation resources were underutilized by teachers and students. Individuals' skills were developed, instructional resources were provided, and organizational capacity was augmented simultaneously. Bi-weekly and monthly group instruction was reinforced by providing individualized assistance to teachers in daily and weekly classroom projects. Instructional resources provided included: CD-ROM multimedia materials, educational sites and search engines on the Web, class-built Web pages, the school computer facilities and television studio, library resources of CD-ROM database research materials, cam-corders, and a series of Web pages posted monthly. An analysis of the data revealed that teachers increased their use of CD-ROM multimedia materials, educational sites and search engines on the Web, electronic document citation, the library resources of CD-ROM database research materials, and the television studio with their students. Though it was time-intensive, teachers and their classes enjoyed posting Web pages related to class work. Survey instruments, with results, are included in several appendices. (Contains 88 references.) (Author/AEF)

This paper provides background information from the professional literature related to teacher mentoring programs. It is organized into four sections. The first section, "Mentoring Rationale" discusses the need for new teacher support, the success of mentoring as a useful induction strategy, and benefits to participants. Section two, "The Knowledge Base--Using Information on Mentoring" describes the concept of mentoring, the findings from research in adult development, business, and education, and the unique quality of mentoring in schools. The third section "The Critical Factors--Conditions Fostering Program Success" deals with the selection of mentors, matching mentor-new teacher pairs, roles for mentors, training for mentors, a supportive environment, and realistic program expectations. Section four, "The Mentoring Program--Determining Roles and Activities" focuses on mentoring in practice, shared roles and responsibilities, and program development. Among the recommendations are that educators consider the implications of the literature in planning statewide mentoring programs and that school districts initiate a pilot mentoring program before adopting one districtwide. (Contains 50 references.) (LL)

The mentoring of youth by adults has been identified as one of the more promising program approaches to promoting positive youth outcomes. This synthesis examines the role that mentoring plays in helping youth develop a broad array of strengths and capacities related to: (1) education and cognitive attainment; (2) health and safety; (3) social and emotional well-being; and (4) self-sufficiency. The synthesis describes five mentoring programs that have undergone an experimental evaluation, three programs with non-experimental evaluations, and two quasi-experimental programs. Many of the programs featured mentoring as a component of a comprehensive evaluation, with mentors often recruited from the community and mentored children always at-risk youth. Overall, youth participating in mentoring relationships improved on some educational measures. Mentoring showed promise in helping youth develop healthy and safe behaviors. Mentoring indirectly improved a number of social and behavioral outcomes. However, the impact of mentoring programs on young adult self-sufficiency has not been well researched. Program practices and participant characteristics associated with positive and negative youth outcomes are suggested. The synthesis identifies additional research needs, including the need to compare impact of different program components, models of mentoring relationships, and participant characteristics. Two appendices describe youth mentoring programs and their evaluation studies, and delineate program components offered in addition to mentoring. (Contains 38 references.) (KB)

As part of the No Child Left Behind Act of 2001 (NCLB), Congress authorized a school-based mentoring grant program. This study examined: the basic elements, policies, and procedures of successful mentoring programs; key characteristics of NCLB-funded mentoring efforts (the extent to which they had the basic elements, policies, and procedures of successful mentoring programs); how the Department of Education (Education) monitored program implementation; and Education's and grantees' plans to assess program outcomes. Researchers reviewed relevant literature and found that successful mentoring efforts planned programs carefully prior to implementation; developed policies and procedures to effectively manage programs, including mentor screening and training; ensured program sustainability through marketing; and evaluated program outcomes and disseminated evaluation findings. Researchers reviewed the grant applications of 121 mentoring grantees and visited 11 grantees to speak with grantee staff and mentors and observe mentoring. They also reviewed Education's monitoring policies and procedures, interviewed Education officials about their monitoring, reviewed Education's monitoring documentation, summarized audit findings on mentoring grantees, and interviewed Education officials about their plans for evaluating mentoring programs, reviewing individual grantees' evaluation plans. Most of the 121 grantees shared many characteristics. They had 5 or more years experience mentoring youth, similar goals, and one-to-one mentoring. All grantees listed in their applications that they had some elements of successful programs, but established grantees that researchers visited reported fewer implementation challenges than did newer grantees. Most of those visited said they would benefit from learning about other implementation strategies through information sharing, although Education has not facilitated such information sharing. Education used multiple methods to monitor grantees, including expenditure tracking, but the office responsible for monitoring mentoring grants did not review single audit reports as required by its guidance. Education's Chief Financial Officer reviewed the audits but did not forward audits to the office overseeing the mentoring grants because findings did not pertain to these new grants. However, GAO found that 8 percent of the mentoring grantees had audit findings related to how well they handled other Education grants. Education is currently assessing whether it will conduct an overall evaluation of its mentoring program. It required that all grantees have evaluation plans, and most grantees planned to report on youth outcomes related to academic achievement and attendance. However, grantees planned to use different methodologies, making it difficult for Education to have a cohesive picture of its mentoring program overall. Three appendixes present selected studies on the elements of successful mentoring, characteristics of Education mentoring grantees by state, and GAO contacts and staff acknowledgements.

In Richland One’s school-based mentorship programs, students can learn what makes a great leader as early as third grade. The Panda Pearls, the female mentoring program at Pine Grove Elementary School, has been around for more than a decade. Third-grade teacher and Panda Pearls advisor Nicollette Brannum teaches her thirty students in the program about self-esteem, confidence and leadership. The Panda Pearls’ male counterpart, the Premier Pandas, is in its first year of operation. Twenty-two boys were accepted into the program this school year, including fifth-grader Samuel Farias. He says he enjoys helping others and believes the Premier Pandas has helped him serve as a role model for other students. These two programs are just part of a larger initiative around Richland One, including at C.A. Johnson High School. To read more, head to the "Features" section on the front page of our website, www.richlandone.org. #TeamOne #OneTeam

Mentoring programs that provide guidance and support for disadvantaged youth have expanded rapidly during the past decade in the United States. Research suggests that students with teenage mentors exhibit positive youth development, including enhanced academic self-esteem and connectedness. By contrast, some studies showed that programs that offer teenagers opportunities to interact with their peers may produce unintended consequences, such as problem behaviors. Little research, explores whether teenage mentors are more or less effective than mentors in other age ranges. Using data from the Department of Education's Student Mentoring Program, a randomized evaluation of school-based mentoring programs in the US between 2005 and 2007, Hwang investigate (1) the effects of mentor age on student developmental outcomes; (2) whether or not teenage mentors are more or less effective relative to other age ranges; and (3) the links between mentor age and three crucial domains of youth outcomes: academic performance, scholastic efficacy, and behavioral outcomes. Despite some study limitations, important findings for mentoring programs that serve many at-risk youth in the United States showed students who met with mentors are more likely to exhibit positive youth outcomes than students in the control group; the number of teenage mentors has grown in the recent years; and the findings suggest that mentors whose ages are close to those of mentees have more positive impacts on their mentees. Tables are appended.

This book examines research on what is occurring in the United States with mentoring for first-year teachers, focusing on statewide mentoring programs. After an introduction, "Why Mentoring?", the four chapters look at: (1) "Mentoring Definitions" and "First-Year Teachers"; (2) "Procedure for This Mentoring Research"; (3) "State Department of Education Addresses,""Status of Statewide Mentoring Programs,""Specifics of State Charts," and "Mentoring in the United States (1993-1994 state-by-state and 1999-2000 state-by-state); and (4) "Conclusion." (Includes references.) (SM)

Mentoring Programs are one of the most powerful tools that major corporations have used in the employee orientation process, http://www.iecl.com

Mentoring Programs are one of the most powerful tools that major corporations have used in the employee orientation process, http://www.iecl.com

Induction and mentoring have been described as the processes during which new professors become integrated into the teaching profession. Both are particularly important in advertising and public relations education, where a large number of new faculty hires are former practitioners. A survey of 113 Association of Schools of Journalism and Mass Communication (ASJMC) member schools revealed that although 52% of the schools have hired former practitioners in the past 5 years, only slightly more than one-third provide any form of mentoring. Focused interviews with former practitioners turned professors indicated that mentoring programs are critical to job success and satisfaction as well as retention. Given the frequency with which former practitioners are being hired as full-time advertising and public relations professors, additional research should be conducted to explore the experiences of these individuals who are attempting to make the transition into academe. (Contains 24 references and 3 tables of data.) (Author/RS)

MENTOR's newest resource takes the cornerstone best-practice guide for mentoring, the "Elements of Effective Practice for Mentoring™," and offers research-backed and practice-based tips specifically for STEM mentoring programs. "The STEM Supplement to the Elements of Effective Practice for Mentoring™" provides additional research-informed recommendations for youth mentoring programs with a science, technology, engineering, or mathematics focus, made possible by generous support from Genentech. [For the full report, see ED594036.]

This study examines four induction models and teacher changes in science teaching practices, as a result of several mentoring programs. It explores three different computer-mediated mentoring programs, and a traditional offline induction program--in terms of interactivity, inquiry-based teaching, and topics of knowledge. Fifteen elementary science teachers--eleven new teachers and four experienced science teachers--were assigned to and participated in, one of the four induction programs for five months: a Virtual Reality (VRG), a Wiki (WKG), a hand-held digital device (HDG), and a general group (GG). Data was collected by archiving written dialogues, snapshots and field notes of avatar interactions, monthly open-ended questionnaires, weekly journal reflections, science lesson plans, mentor/teacher field notes, student artifacts, and video-recording science teaching in classrooms. Using a case study through a time-order display strategy and utilizing situated learning framework, the findings indicate that the beginning teachers in each induction program had their own unique way of professionally interacting with their mentors. Except for the teachers in the GG, the new teachers were able to establish their own platforms for inquiry-based, student-centered teaching, improving not only their pedagogical content knowledge but also their confidence in teaching science. This study further discusses the importance of meaningful social engagements between mentors and mentees, as well as how these social engagements benefit new teachers becoming inquiry-based teachers and developing healthy communities of practice.

I recently mentored in Google Code-In would like to share my experience with everyone. During that time i felt that is room for improvement on our side with some small changes. I would also like to discuss some challenges faced by children while participating in the program. Talking points : 1) About some student programs with stress on Google Code-In 2) Sharing my experiences and talking about how time intensive it was, challenges faced, response from students etc 3) Challenges : a) Encouraging students to try harder tasks ( more code intensive ) b) Using some methodologies to help them setup the project more easily [ Automation ,Videos ] c) Task Qualities d) Sharing/Discussing ideas and make them more interested in contributing to community 4) Getting more mentors into the program : Explaining how the amount of time mentoring consumes. 5) Showing some Student testimonials explaining their experiences along with some interesting statistics. https://conf.kde.org/en/akademy2017/public/events/377

RL34306 Vulnerable Youth Federal Mentoring Programs and Issues

This report, third of eight in a series, highlights the views of California adults about investing in young people for their healthy development. Because adult guidance is so critical to promoting health development of young people, as part of the California Center for Health Improvement's Children and Youth survey, California adults were asked if they were concerned about the level of parental support children and youth in their community received. Responses were received from 1,168 adults, 498 of whom were parents of children under the age of 18 and 884 of whom were registered voters. Seventy-eight percent of adults surveyed said that they are either very worried or somewhat worried about a lack of parental support for young people. More than half of parents were very worried. Forty-nine percent of those surveyed believed that most children these days need more attention and guidance from adults. Research does indicate that young people today have a lot of free time, and research also shows that a sense of connection between young people and adults helps protect them from risks that can affect their health. Strategies to promote healthy young people are discussed. These use an assets-based approach that recognizes the strengths young people have as assets to be reinforced. School and community partnerships are an important part of such an approach. Mentoring is another community-based approach that can bring young people and adults together. Research has made the link between low educational attainment and many conditions that undermine the health of children. When California adults were asked if they would pay more in taxes for education support programs for young people, such as tutoring or reading programs, 77% of registered voters said they were somewhat or very willing to pay more in taxes to support these services. Survey respondents also thought that establishing more programs for school age children would help make communities safer for children. Policy recommendations are made for partnerships for youth development, a focus on the assets all young people have, and the investment of additional resources in programs for young people. (Contains two tables and eight references.) (SLD)

This report, third of eight in a series, highlights the views of California adults about investing in young people for their healthy development. Because adult guidance is so critical to promoting health development of young people, as part of the California Center for Health Improvement's Children and Youth survey, California adults were asked if they were concerned about the level of parental support children and youth in their community received. Responses were received from 1,168 adults, 498 of whom were parents of children under the age of 18 and 884 of whom were registered voters. Seventy-eight percent of adults surveyed said that they are either very worried or somewhat worried about a lack of parental support for young people. More than half of parents were very worried. Forty-nine percent of those surveyed believed that most children these days need more attention and guidance from adults. Research does indicate that young people today have a lot of free time, and research also shows that a sense of connection between young people and adults helps protect them from risks that can affect their health. Strategies to promote healthy young people are discussed. These use an assets-based approach that recognizes the strengths young people have as assets to be reinforced. School and community partnerships are an important part of such an approach. Mentoring is another community-based approach that can bring young people and adults together. Research has made the link between low educational attainment and many conditions that undermine the health of children. When California adults were asked if they would pay more in taxes for education support programs for young people, such as tutoring or reading programs, 77% of registered voters said they were somewhat or very willing to pay more in taxes to support these services. Survey respondents also thought that establishing more programs for school age children would help make communities safer for children. Policy recommendations are made for partnerships for youth development, a focus on the assets all young people have, and the investment of additional resources in programs for young people. (Contains two tables and eight references.) (SLD)

Considering the many ways in which program staff may influence the experiences of mentors, youth, and parents in mentoring interventions, the author advocates that greater attention be devoted to the recruitment, training, and retention of qualified and competent program professionals in the field of youth mentoring. Research from similar fields is informative, but inferences and implications drawn from these studies may not translate directly to the realities of youth mentoring programs. The investigation of staffing issues in youth mentoring presents an opportunity to guide investment in the infrastructure of the youth mentoring movement and to ultimately improve the quality and quantity of services provided to young people who could benefit from the support and guidance of caring adults. The article is followed by suggestions on how practitioners can incorporate the research findings into mentoring programs and a list of additional resources. (Contains 1 figure.) [The 10-issue "Research in Action" series, edited by Jean E. Rhodes, is the initial project of the MENTOR Research and Policy Council, charged with taking current mentoring research and translating it into useful, user-friendly materials for mentoring practitioners. For full series, see ED502220 through ED502229, inclusive.]

This paper examines two sections of split-level educational psychology classes that were introduced at a large public university in the Midwest in the summer of 1999. Approximately half of the students enrolled in the classes were traditional undergraduate educational psychology students, and the other half consisted of practicing teachers who received graduate credit in advanced educational psychology. These courses were offered as experimental 12-week summer sessions that were designed for the graduate students to mentor the preservice teachers as well as share their experiences as they related to the theories discussed in class. After 8 and 12 weeks, respectively, evaluations were given to the students to assess their attitudes toward this course. Two separate versions were used: one for the undergraduates and one for the graduates. A combination of quantitative and qualitative methods was used to describe the students' reactions, attitudes, and evaluations of the course, which in general, yielded positive and consistent feedback from both the mentors and the mentees. (Author/SM)

Mentoring has a mystique that only good can come from it, that at the worst, mentoring programs will not accomplish all that they could, but the youth served will at least be better for the experience. Both impact and process evaluations are needed to answer questions about the real benefits and any potential adverse effects of mentoring. The recent evaluation by the Manpower Demonstration Research Corporation of the national Career Beginnings program does indicate beneficial effects on educational aspirations and college attendance for average students who were not at very high risk. Project RAISE, in Baltimore (Maryland), a program to reduce the dropout rate of high-risk students, provides another example of program evaluation (conducted by McPartland and Nettles, 1991) that demonstrates that school attendance is a behavior that mentors can influence positively. Studies of the process of mentoring have suggested that the right kind of receptive youth can be benefitted by the right kind of motivated and trained mentors. However, research has generally not accounted for the impact of how a program is implemented. Research needs to investigate program implementation and the fit between the mentor and the youth. Good evaluations can help program managers understand and replicate this fit. Information collected about the mentor and the youth can highlight the relationship, participants' perceptions and assessments of the relationship, and obstacles and problems that stand in the way of a gratifying and useful relationship. Evaluation of mentoring programs needs to concentrate on the relationship between the mentor and the youth. (SLD)

This paper discusses the stages that are involved in implementing an induction or mentoring program for beginning teachers in public school districts: (1) sketicism and some reluctance to become involved--the initial reaction from all parties, i.e., administrators, beginning teachers, and mentors; (2) acceptance--during this period, there is general consensus from all participants that the program is not going to go away and some good may come of it; (3) resolution--there has been enough experience with the new program for all to begin to acknowledge the benefits they perceive to accrue; and (4) commitment--participants in the program are convinced of the need to provide assistance to beginning teachers. It is pointed out that it takes time for participants to realize how much gain can be achieved through induction/mentor programs, and experience with the program for individuals and groups as a whole to become fully committed. (JD)

The mentor is a more experienced person who helps mentees overcome many life’s challenges and improve their personal development and quality of life. In recent decades numerous universities around the world have instituted formal mentoring programs for their students, considering this global enhancement of skills and knowledge that having a mentor provides. However, what leads an institution to realize that a program like that is needed? What strategies are used by the institutions to estimate their student’s need for a mentor?

The material in this Technical Assistance Packet is intended to help mentoring programs monitor individual matches and develop a larger picture that provides a composite view of the strengths and shortcomings of all their matches. The packet contains the Youth Survey, a tool to monitor the quality of individual mentoring relationships, determine what the program is achieving, gain insight into effective and ineffective elements of a program, and establish benchmarks to measure changes in the quality of the programs mentor-youth relationships. The section of this packet is a guide to scoring the survey, with directions for calculating scores for individual surveys and finding averages and ranges for scores across all the surveys. A concluding section focuses on suggestions about ways programs can use their survey findings to strengthen practices. Also included are copies of the scoring sheets that can be reproduced. (SLD)

Presented in a question-and-answer format, this guide is designed to answer the questions of persons who have agreed to become mentors for students in school-to-work programs. The guide answers the following 12 questions: (1) Why am I here? (2) What is mentoring all about? (3) What does mentoring have to do with School-to-Work? (4) Where do I fit into all this? (5) What are some of the qualities of a successful mentor? (6) What are some of the good things that come out of mentoring programs? (7) How can I be sure we start off on the right foot? (8) Are there certain questions I can expect from the student? (9) What aren't you telling me? (10) Are there some pitfalls and obstacles to avoid? (10) How do I teach them to do the job? (11) What else do need to know about teaching? and (12) What about feedback? (KC)

Presented in a question-and-answer format, this guide is designed to answer the questions of persons who have agreed to become mentors for students in school-to-work programs. The guide answers the following 12 questions: (1) Why am I here? (2) What is mentoring all about? (3) What does mentoring have to do with School-to-Work? (4) Where do I fit into all this? (5) What are some of the qualities of a successful mentor? (6) What are some of the good things that come out of mentoring programs? (7) How can I be sure we start off on the right foot? (8) Are there certain questions I can expect from the student? (9) What aren't you telling me? (10) Are there some pitfalls and obstacles to avoid? (10) How do I teach them to do the job? (11) What else do need to know about teaching? and (12) What about feedback? (KC)

Presented in a question-and-answer format, this guide is designed to answer the questions of persons who have agreed to become mentors for students in school-to-work programs. The guide answers the following 12 questions: (1) Why am I here? (2) What is mentoring all about? (3) What does mentoring have to do with School-to-Work? (4) Where do I fit into all this? (5) What are some of the qualities of a successful mentor? (6) What are some of the good things that come out of mentoring programs? (7) How can I be sure we start off on the right foot? (8) Are there certain questions I can expect from the student? (9) What aren't you telling me? (10) Are there some pitfalls and obstacles to avoid? (10) How do I teach them to do the job? (11) What else do need to know about teaching? and (12) What about feedback? (KC)

This document provides an overview of the concept of mentoring, this time applied to the area of dropout prevention. It begins by describing the functions and characteristics of a mentor, considering the use of mentors with at-risk youth, and examining the roles of a mentor in dropout prevention. Suggestions are given for setting up a mentoring program. Program summaries are included for 15 successful mentoring programs based in schools, universities, private organizations and community groups, states, and businesses. Twelve steps for starting a mentoring program are listed and discussed: (1) establish program need; (2) secure school district commitment; (3) identify and select program staff; (4) refine program goals and objectives; (5) develop activities and procedures; (6) identify students in need of mentors; (7) promote program and recruit members; (8) train mentors and students; (9) manage mentor and student matching process; (10) monitor mentoring process; (11) evaluate ongoing and terminated cases; and (12) revise program and recycle steps. A reading and reference list is included and organization and program information is provided. Appendices contain sample forms that can be used as guides in developing and evaluating mentoring programs. (NB)

On 790 WLBE-AM - Host Kris Poliquin talks Brittany Timmons of the Community Foundation of South Lake, and Stephanie Brinkley from Take Stock in Children about their mentoring programs