Effective Mentoring in STEMM: Practice, Research, and Future Directions Proceedings of a Workshop–in Brief (2017) / Chapter Skim
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Effective Mentoring in STEMM: Practice, Research, and Future Directions: Proceedings of a Workshop--in Brief
Effective Mentoring in STEMM: Practice, Research, and Future Directions: Proceedings of a Workshop--in Brief
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Workshop sessions spanned topics across the mentoring field: definitions, theories, practices, perspectives, evidence, research, identity, and reflection, with a particular emphasis on identifying the evidence supporting successful mentoring practices for women and students of color across high school and postsecondary education. Angela Byars-Winston, chair of the planning committee, opened the workshop by saying "We did not want to lose the voices on the ground around what it's like to be experiencing mentoring." This document provides a brief overview of the workshop discussions.
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Several speakers noted that some mentors serve as role models in lieu of or in addition to their mentoring roles. Paul Hernandez described role models as people who "inspire [students]
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IDENTITY, DIVERSITY, AND CONTEXT The workshop planning committee stressed identifying effective mentoring practices for women and students of color across high school and postsecondary education because of Mentoring as a Co-Pilot Relationship: the central role that identity and diversity play in developmental relationships. Therefore, discussions of diversity within • Build trust over time mentoring relationships dovetailed throughout the workshop, • Both parties guide the relationship including diversity within a mentoring network, intersections • Conditions will change (turbulence may of mentoring with personal and demographic identity, and the occur!
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"The best mentorships arise organically," Juan Pablo Ruiz said, with people "you feel comfortable with, and with people that you admire." A few participants pointed out that some mentoring programs are designed with structured processes for matching mentors; for example, short questionnaires about what participants like to do in their free time, in order to highlight overlaps and help mentors and mentees bond. Taylor Johnson noted that mentoring matches through structured processes can be successful, citing one of her own mentoring relationships that started with a matching program.
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A number of participants also emphasized that competency training was as needed for mentees as it was for mentors; as Ross and Huang noted in a joint presentation, "train both the mentors and the mentees so that they can make the best use of this mentoring relationship." Other competencies mentees could develop that participants outlined throughout the workshop included professional skills, expectation setting, mapping and understanding the need for mentoring networks, how to find mentors, and using mentoring relationships effectively. EVALUATION Metrics and evaluation of mentoring practices ranked among the topics of great interest for many workshop participants according to interactive polls conducted to determine the breakout group discussions.
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One resource for cross-program data-sharing mentioned by participants in both the Training and Mentoring over Time breakout group and Evaluation and Context breakout group was the Center for the Improvement of Mentored Experiences in Research, or CIMER,5 which aims to organize mentoring data from different institutions to improve evaluation and use of data. ACCOUNTABILITY AND ACKNOWLEDGMENT A number of workshop participants spoke to two aspects of accountability in mentoring: holding mentors accountable and giving credit where it is due.
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Johnson described as being effective because it is "an honor to be selected." Boylan described competitions the Sloan Foundation holds for institutions to become centers of exemplary mentoring,8 and individual participants in the Implementation breakout group suggested a variety of incentives for institutions to promote mentoring, including applying mentorship to address recognized institutional problems, framing mentorship as an investment that can save time later, or tying mentorship to institutional reputation. PATHWAYS OVER PIPELINES: REFOCUSING ON MENTEES Many times, the value of mentoring students is framed as a way to help fix the metaphorical leaky STEMM pipeline.
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PLANNING COMMITTEE: ANGELA BYARS-WINSTON (Chair) , The University of Wisconsin-Madison, The University of Wisconsin Center for Women's Health Research; ERIN DOLAN, The University of Georgia; KIMBERLY GRIFFIN, The University of Maryland, College Park; BELINDA HUANG, George Washington University; MEREDITH MANNING, West Coast Analytics, Youel Systems Inc.; CHRISTINE PFUND, The Wisconsin Center for Education Research, The University of Wisconsin-Madison; DIXIE ROSS, Pflugerville High School; and ROBERT TREVINO, Kathlyn Joy Gilliam Collegiate Academy.
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