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Relevant bibliographies by topics / Mentor

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Academic literature on the topic 'Mentor'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 February 2023

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Journal articles on the topic "Mentor"

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Djerassi, Carl. "Who will mentor the mentors?" Nature 397, no. 6717 (January 1999): 291. http://dx.doi.org/10.1038/16786.

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Harry, Vickie, Martha M. Ritter, and Nik Swoboda. "Here Mentor … Mentor… Mentor…" Gifted Child Today Magazine 15, no. 3 (May 1992): 47–49. http://dx.doi.org/10.1177/107621759201500314.

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Akande, Adebowale. "The Mentor Mystique: “Everybody Who Makes It Has a Mentor or Mentors”." Equal Opportunities International 12, no. 3 (March 1993): 4–9. http://dx.doi.org/10.1108/eb010600.

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Lejonberg, Eli, Eyvind Elstad, and Knut-Andreas Christophersen. "Mentor education: challenging mentors’ beliefs about mentoring." International Journal of Mentoring and Coaching in Education 4, no. 2 (June 8, 2015): 142–58. http://dx.doi.org/10.1108/ijmce-10-2014-0034.

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Purpose – The purpose of this paper is to highlight university-based mentor education as a negative antecedent to mentors’ beliefs which are consistent with judgementoring (Hobson and Malderez, 2013). The concept of beliefs consistent with judgementoring (evaluative or judgemental mentoring) is introduced as a quantitative construct which is then used as a dependent variable. The concept of “folk mentoring” is introduced to theorise why and how mentor education may challenge mentors’ beliefs about mentoring. Design/methodology/approach – Structural equation modelling of cross-sectional survey data is used to estimate and compare the strengths between mentors’ perceived self-efficacy, role clarity, experience and education as independent variables and beliefs about mentoring aligned with judgementoring as the dependent variable. The survey was completed by 146 mentors who attended mentor education programmes in universities and university colleges across Norway. Findings – The findings indicate that mentor education contributes to lower levels of beliefs consistent with judgementoring and strengthens mentors’ awareness of their role as a mentor. Higher levels of self-efficacy related to the mentor role were associated with stronger beliefs consistent with judgementoring. Mentor experience was not associated strongly with any tested variable. Research limitations/implications – This paper identifies new questions pertaining to the effects of mentor education and variables associated with judgementoring. Omitted variables might have influenced the explored models and the methods used do not allow us to determine causal relationships. Originality/value – Taking an approach based on social exchange theory, the authors describe judgementoring as a form of mentoring that hampers potential exchanges which would enable mentoring to contribute to professional development. This paper provides new insights into judgementoring by introducing it as a quantitative construct, by testing relevant antecedents and by introducing the concept of “folk mentoring”. Mentor education is highlighted as a potential moderator of mentors’ beliefs in judgementoring.

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Gandhi, Monica, and Mallory Johnson. "Creating More Effective Mentors: Mentoring the Mentor." AIDS and Behavior 20, S2 (April 2, 2016): 294–303. http://dx.doi.org/10.1007/s10461-016-1364-3.

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Kartje, Jean V. "O mentor! My mentor!" Peabody Journal of Education 71, no. 1 (January 1996): 114–25. http://dx.doi.org/10.1207/s15327930pje7101_15.

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Mead, Geoff, Jan Campbell, and Mike Milan. "Mentor and Athene: supervising professional coaches and mentors." Career Development International 4, no. 5 (September 1999): 283–90. http://dx.doi.org/10.1108/13620439910279770.

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Berg, Margaret H., and David A. Rickels. "Mentoring for Mentors: The Music Mentor Plus Program." Journal of Music Teacher Education 27, no. 2 (July 12, 2017): 39–51. http://dx.doi.org/10.1177/1057083717720634.

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The Music Mentor Plus program was designed to introduce mentoring strategies teachers can implement during supervision of student teachers and early field experience interns, while also fostering connections between field-based modeling and university methods course content. Throughout the 2015–2016 school year, seven music teachers and two university music education faculty members engaged in a series of live workshops and ongoing electronic communication. Participants joined in discussions and role-play activities and completed readings and reflection assignments. In this article, we present an outline of the program as well as reflections on the experience from the faculty leaders and participating teachers.

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Mysyk, Noreen F. "Woman, Manager, Mentor: The Development of Women Mentors." International Journal of the Humanities: Annual Review 5, no. 1 (2007): 51–60. http://dx.doi.org/10.18848/1447-9508/cgp/v05i01/58232.

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Lee, Janie M., Yoshimi Anzai, and Curtis P. Langlotz. "Mentoring the Mentors: Aligning Mentor and Mentee Expectations." Academic Radiology 13, no. 5 (May 2006): 556–61. http://dx.doi.org/10.1016/j.acra.2006.01.050.

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Dissertations / Theses on the topic "Mentor"

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Holcomb, Cenira. "Mentor and mentee perceptions of the importance and effectiveness of mentor support." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001859.

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Astrove, Stacy L. "What do mentors learn? The role of mentor and protégé role behavior and relationship quality in mentor learning." Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5704.

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Mentoring is defined as a reciprocal relationship between a less experienced individual (protégé) and a more experienced individual (mentor) that has consistent, regular contact over a period of time and is intended to promote mutual growth, learning, and development within the career context (Haggard, Dougherty, Turban & Wilbanks, 2011; Kram, 1985; Ragins & Kram, 2007). Inherent in this definition of mentoring is that individuals learn, develop, and grow from their mentoring interactions. Despite this, limited research explores the learning that occurs from mentoring relationships. The purpose of this study is to examine what mentors learn from mentoring experiences and how these experiences relate to mentor outcomes. The outcomes include mentoring self-efficacy, mentor behavioral change intentions, and mentor learning. I draw on the relational mentoring perspective (Ragins, 2012) and social learning theory (Bandura, 1971, 1977) to ground my hypotheses. My hypothesized model addresses three broad research questions: 1) What do mentors learn from their experiences with their protégés? 2) How do mentoring experiences relate to learning? and 3) Under what conditions do mentoring experiences relate to learning? I conducted a mixed methods study in an academic setting. My population included professors in North American doctoral granting universities and the PhD students they mentored. After identifying interested professors (mentors), I asked mentors to send study information to their PhD students (protégés). Both quantitative and qualitative data were collected via electronic survey. Surveys were time-lagged with three waves over a four month period. I found that mentors gained mentoring-specific, occupational-specific, and relational knowledge from mentoring their protégés. Additionally, mentors identified specific changes they wished to make to their mentoring behavior from their experiences with their protégés. I found that protégé positive role behavior and mentor positive psychosocial behavior were directly and positively related to career mentoring self-efficacy. Mentor positive career behavior was positively related to behavioral change intentions and protégé positive role behavior was positively related to relationship quality. I found that relationship quality did not mediate the relationship between role behaviors and mentor learning outcomes. Finally, I did not find support for the moderating effects of internal attribution for relationship quality, growth mindset, and feedback seeking. This study makes four specific contributions to the management field. First, research in mentoring often confounds relationship quality with behavior (e.g., Eby, Butts, Lockwood, & Simon, 2004; Eby, Durley, Evans, & Ragins, 2008) and outcomes (e.g., Eby, Butts, Durley, & Ragins, 2010; Ragins, 2012). By studying role behaviors, relationship quality, and mentor learning outcomes as distinct constructs, I provide clarity and an avenue for future mentoring research. Second, this study contributes to the mentoring literature by demonstrating what and how mentors learn from mentoring experiences. A significant contribution of this study is the identification of three types of mentor learning and behavioral change intentions. Third, I examined the theoretical explanation for mentoring role behaviors and mentor learning outcomes. Whereas I found that relationship quality did not explain the relationship between role behaviors and mentor learning, leader-member exchange provides a promising avenue for future research. Finally, I introduced mentoring self-efficacy as an important outcome of positive mentoring relationships, with mentors experiencing increased self-efficacy through positive experiences with their protégés.

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Miller, Nicole Danielle. "Experiences of Peer Mentors Who Mentor At-Risk Students." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6927.

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With the number of underprepared, at-risk students entering college, many institutions have developed initiatives to help support student success. Previous research has shown that peer mentoring has been used to support student success, but there is limited research on the mentoring experience from the peer mentors' perspective. The purpose of the study was to explore the experiences and perceptions of peer mentors who mentor at-risk college students at a 4-year institution. Using a phenomenological design, 8 peer mentors were interviewed. This study was built on Lave and Wegner's theory of situated learning and Zachary's 4-phase mentoring model to help explain the meaning and value that the participants attributed to their experiences. Moustakas's 7 step data analysis method was used. The results from this study suggested 5 themes that represent the peer mentors' experiences: (a) being a role model, (b) learning experiences for the peer mentors, (c) establishing accountability, (d) effective mentor/mentee communication and relationship, and (e) clarifying the role as a mentee. The participants believed they strengthened their leadership and communication skills as a result of their mentoring experience; they also placed a strong emphasis on the challenges that occur during the mentoring relationship. The participants gained an understanding of how the skills they developed would be used in their academics and future professional careers. The positive social change implications for this study included: (a) aiding in the training of future peer mentors; (b) the improvement of future peer mentor programs; (c) improved support for at-risk students; and (d) gaining new insights for other researchers searching to promote successful mentorship programs for at-risk students.

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Markusic, Matthew Peter. "Are You My Mentor? Student Views on Teachers as Mentors." Kent State University Honors College / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1462535437.

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Leipzig, Universität, and University of Miami. "Mentor: Annette Torres." Compliance Elliance Journal (2017), 3:1, S. 19, 2017. https://ul.qucosa.de/id/qucosa%3A15601.

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Keith, Karin. "Communication Strategies for Mentor and Pre-Service Teachers: Mentor Teachers Presentation." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/1028.

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Long, Brandy L. "The factors that influence an effective mentor and mentee relationship /." Electronic version (PDF), 2004. http://dl.uncw.edu/etd/2004/longb/brandylong.pdf.

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Blackwelder, Reid B. "Faculty Mentor at 20." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/6990.

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Poznik, Jenica. "Comparison of swamp forest and Phragmites Australis communities at Mentor Marsh, Mentor, Ohio." The Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1407489569.

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Rowley, James B. "The professional development of mentor teachers : knowledge and attitudes undergirding mentor/inductee relationships /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487670346875649.

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Books on the topic "Mentor"

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Mentor. New York, NY: DAW Books, 1991.

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Services, Urban Land Institute Advisory. Mentor Lakefront Preserve, Mentor, Ohio. Washington, D.C: ULI--the Urban Land Institute, 1998.

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Otto, Donna. Finding a mentor, being a mentor. Eugene, Or: Harvest House, 2001.

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The mentor. New York: Bantam Books, 2000.

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The mentor. London: Harper, 2007.

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Le mentor. Yaoundé: Éditions Ifrikiya, 2009.

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Mentor cinematográfico. Ciudad Universitaria "Rodrigo Facio" San José, Costa Rica: Editorial UCR, 2006.

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Primitive mentor. Pittsburgh, PA: University of Pittsburgh Press, 2008.

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Mentor & friend. Oxford: Lion Pub., 1991.

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Beatriz, Pelayo, ed. Mentor 101. Nashville, TN: Grupo Nelson, 2008.

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Book chapters on the topic "Mentor"

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Tabb, Michael. "Mentor." In Prewriting Your Screenplay, 115–26. New York: Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781351058278-9.

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Myers, Scott. "Mentor." In The Protagonist's Journey, 175–92. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-79682-2_11.

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McHugh, Douglas, and Larry D. Gruppen. "The Mentor-Mentee Relationship." In Mentoring In Health Professions Education, 101–9. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-86935-9_11.

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Hillon, Yue Cai. "Pondy, Lou: Mentor of My Mentor." In The Palgrave Handbook of Organizational Change Thinkers, 1–16. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-49820-1_120-1.

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Hillon, Yue Cai. "Pondy, Lou: Mentor of My Mentor." In The Palgrave Handbook of Organizational Change Thinkers, 1359–73. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-38324-4_120.

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Kuo, Ya-Hui. "To mentor or not to mentor." In Coaching and Mentoring in the Asia Pacific, 194–202. New York: Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315630014-22.

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Anderson, Connie W., and Corey Powell. "Mentor Tech." In Dimensions in Mentoring, 45–59. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-870-4_5.

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Passmore, Jonathan, and Tracy Sinclair. "Mentor Coaching." In Becoming a Coach, 231–41. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53161-4_31.

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Sumathi, M., and M. Rajkamal. "Health-Mentor." In Image Processing and Intelligent Computing Systems, 63–77. Boca Raton: CRC Press, 2022. http://dx.doi.org/10.1201/9781003267782-5.

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Aron, David C. "To Mentor." In An Insider’s Guide to Academic Medicine, 51–57. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-19535-8_7.

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Conference papers on the topic "Mentor"

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Cunha, Madalena, and Nuno Campos. "STUDENT MENTOR'S IDEAL FEATURES: PEER CHOICE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end011.

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Introduction: A student mentor is someone who shares his or her knowledge with a less experienced colleague in order to help the other developing his or her full academic potential by providing him/ her with the right guidance and support during his learning, social and academic integration processes. Objective: To assess the features higher education students consider to be the most effective characteristics their Student Peer Mentor should possess. Method: A descriptive-exploratory study, with a cross-sectional focus, involving a sample of 306 higher education health students, with a mean age of 21.15 (± 3,540) years. 81.7% of the participants are female. Data collection was achieved using Cunha’s Ideal Mentor Faces Scale (2017) with images adapted from Botas, Gabriel & Welling, (1997/1998). Results: Results show that 61.8% of the students surveyed would like to be student mentors and that most participants (54.2%) look at their ideal mentor as someone who possesses positive features, while 12,1% of the participants would choose for their ideal mentor a student whose features might suggest the existence of a risk profile. Finally, and paradoxically, 33.7% of them would choose a student mentor who tends to exhibit certain negative features. Positive characteristics were granted the highest mean values. Those values ranged between Satisfied (68%), Tranquil (78.1%); Optimistic (85%); Confident (88.2%) and Interested (87.9%). Conclusions: Results suggest that higher education students value the existence of student mentors with positive features/characteristics and realize that their existence is of great pedagogical importance. Therefore, there is now a greater need to ask higher education students to participate in Mentoring programs implemented with the support of second or third year Student Mentors who, on a voluntary basis, using their experiences and academic experiences can supervise incoming first year students (Mentee Students) in order to facilitate their integration and their adaptation to the different dimensions (pedagogical, scientific, social and any other) of the academic environment.

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Freyne, Jill, Dipak Bhandari, Shlomo Berkovsky, Lyle Borlyse, Chris Campbell, and Steve Chau. "Mobile mentor." In the 15th international conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1719970.1720046.

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Schwartz, Maxim, S. K. Gupta, D. K. Anand, and Robert Kavetsky. "Virtual Mentor." In the 2007 Workshop. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1660877.1660918.

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Melegati, Jorge, and Xiaofeng Wang. "Digital mentor." In ICSE '22: 44th International Conference on Software Engineering. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3528228.3528407.

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"Advertisement [Mentor]." In 2015 31st Thermal Measurement, Modeling & Management Symposium (SEMI-THERM). IEEE, 2015. http://dx.doi.org/10.1109/semi-therm.2015.7100127.

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Siew, Nyet Moi. "DEVELOPING STUDENTS’ 21ST CENTURY SKILLS IN STEM MENTOR-MENTEE OUTREACH PROGRAMS." In SCIENCE AND TECHNOLOGY EDUCATION: DEVELOPING A GLOBAL PERSPECTIVE. Scientia Socialis Ltd., 2021. http://dx.doi.org/10.33225/balticste/2021.166.

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STEM education has increasingly drawn attention internationally in recent years. In Malaysia, efforts to encourage students to take up STEM subjects have risen, but student enrolments in almost every STEM subject area have continued to fall over the last decade. The situation is even more challenging in Sabah, an East Malaysian state where 72 percent of its schools are located in rural areas with basic utilities and limited infrastructures. Therefore, a STEM Mentor-Mentee outreach program through university-school partnership was developed to address the gap in STEM education attainment. The program targeted tenth graders (aged 16 years) from rural secondary schools to help them learn STEM by relating it explicitly to their local environment. STEM activities were guided by the engineering design process while harnessing their 21st century skills. Mentors consisting of in-service and pre-service teachers who provided guidance, support and assistance to mentees. Data were captured through mentees’ responses to open-ended questions, mentors’ field notes, focus group observation and interviews. A total of 732 students, 342 in-service and 99 pre-service teachers were involved in the programs from 2015 to 2019. Findings suggest that the program was able to develop creativity, problem solving, critical thinking and teamwork skills among rural secondary school students. Keywords: 21st century skills, mentor-mentee, outreach program, rural schools, STEM Education, university-school partnership

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Al-Meshari, Ali Abduallh, and Sunil Lalchand Kokal. "A Mentor-Mentee Training Program: A Success Story." In SPE Annual Technical Conference and Exhibition. Society of Petroleum Engineers, 2007. http://dx.doi.org/10.2118/108854-ms.

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Sinex, Deanna C. E., Mary E. Besterfield-Sacre, Irene Mena, Melissa Bilec, Steven D. Abramowitch, and Sylvanus N. Wosu. "The Development and Perceived Impact of Mentor-Mentee Retreats on the Long-Term Development and Enhancement of Mentor-Mentee Relationships." In 2020 IEEE Frontiers in Education Conference (FIE). IEEE, 2020. http://dx.doi.org/10.1109/fie44824.2020.9274055.

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Zvaigzne, Anda, Sandra Murinska, Inta Kotane, and Iveta Mietule. "Principles of effective mentoring communication in entrepreneurship: the results of a survey of experts." In 21st International Scientific Conference "Economic Science for Rural Development 2020". Latvia University of Life Sciences and Technologies. Faculty of Economics and Social Development, 2020. http://dx.doi.org/10.22616/esrd.2020.53.031.

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With the development of mentoring networks, communication between mentors and mentees and related problems in entrepreneurship have become an increasingly important topic in recent years. The aim of the research is to identify the most important problems that hinder an effective communication process between the mentor and the mentee in entrepreneurship based on expert opinions on the elements of and barriers to the communication process. The research results have revealed that mentors’ willingness to communicate, appropriately engaging in dialogue with their mentees, as well as honour and other skills and traits are essential. The experts have emphasized that it is important that the mentee does not take the mentor’s experience literally but critically assesses whether his/her resources are aligned with the goal. According to the experts, the most essential barriers to communication were a lack of time and logical barriers and obstacles that emerged to partners with different ways of thinking. Researchers need to continue the research started by the authors of the paper by working on and designing a communication model for mentors and mentees, taking into account the communication barriers identified in the present research and other factors relevant to communication in entrepreneurship.

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Kulkarni, Prashant G. "Improvement mentor model." In the 3rd India software engineering conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1730874.1730900.

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Reports on the topic "Mentor"

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Jacobs, John T., Randall Whitaker, Dave Byler, David A. Lemery, and Brian E. Tidball. Maintenance Mentor. Fort Belvoir, VA: Defense Technical Information Center, September 2003. http://dx.doi.org/10.21236/ada418249.

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Knouse, Stephen B., and Schuyler C. Webb. Mentors, Mentor Substitutes, or Virtual Mentors? Alternative Mentoring Approaches for the Military. Fort Belvoir, VA: Defense Technical Information Center, October 1998. http://dx.doi.org/10.21236/ada360845.

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Knouse, Stephen B., and Schuyler C. Webb. Mentors, Mentor Substitutes, or Virtual Mentors? Alternative Mentoring Approaches for the Military. Fort Belvoir, VA: Defense Technical Information Center, October 1998. http://dx.doi.org/10.21236/ada358224.

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With, Mary Anne Whalen. "Mentor Best Practices". Office of Scientific and Technical Information (OSTI), April 2015. http://dx.doi.org/10.2172/1177978.

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Loewenstein, John I., and Bonnie A. Henderson. Virtual Mentor Cataract Surgery Trainer. Fort Belvoir, VA: Defense Technical Information Center, September 2009. http://dx.doi.org/10.21236/ada602612.

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With, Mary. Postdoc Mentor Best Practices Presentation. Office of Scientific and Technical Information (OSTI), March 2021. http://dx.doi.org/10.2172/1770091.

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Brattman, Marian, Bernard Barrett, and Angela Feeney. Research and Information Mentor Strategy. Tusla: Child and Family Agency, July 2017. http://dx.doi.org/10.52516/rs0002.

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The following strategy outlines the rationale for the role of the newly-named Research and Information Mentors, their role function; the process of selecting, recruiting and retaining Mentors; proposed research and information activities; quality assurance, monitoring and evaluating impact; and an implementation plan.

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Bruch, Sarah K., Harper Haynes, and Alex Hylka. Focus Area Policy Brief. Teacher & Mentor Relationships. Iowa City, Iowa: University of Iowa Public Policy Center, July 2016. http://dx.doi.org/10.17077/l5px-gng3.

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Murray, William R., Michelle Sams, William H. DeSmedt, and Donald Loritz. Mentor: Dialog Agent System for Mentoring and Conversational Role-Playing. Fort Belvoir, VA: Defense Technical Information Center, August 2001. http://dx.doi.org/10.21236/ada395194.

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Tibbetts, Tiffany, Talitha Tarro, William Dudeck, Colette Bristol, and Jim Stephens. Sandia National Laboratories corporate mentor program : program review, May 2004. Office of Scientific and Technical Information (OSTI), January 2005. http://dx.doi.org/10.2172/920738.

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