scholarly journals Catalyst: a peer mentoring model supporting new academics

2014 ◽  
Vol 2 (3) ◽  
Author(s):  
Barbara Kensington-Miller
Keyword(s):  
Peer Mentoring ◽  
Critical Function ◽  
Speed Up ◽  
One To One ◽  
The University ◽  
Mentoring Model

This paper examines the experiences of a group of new academics from different disciplines in a research-intensive university, involved in a pilot peer-mentoring programme known as Catalyst. The critical function of this programme, as reflected by the name, was to speed up their introduction to the university and make the transition into their departments smoother, with the knowledge and support that new academics require when beginning academia. The model consists of weaving one-to-one peer mentoring simultaneously with one-to-many peer mentoring, a synergy which provided continuous, sustainable, economical and easily implemented support. The two types of peer mentoring became interdependent, which generated sustainability. The paper discusses details of the model and the benefits gained by the new academics through their involvement over their initial semester. As a result, the isolation many felt as they began their new academic roles was reduced, and they were able to cope with the institution and departmental expectations more quickly and effectively than left on their own.

Technological Knowledge Transfer

1992 ◽  
Vol 6 (2) ◽  
pp. 105-108
Author(s):  
Jacob Sajet
Keyword(s):  
Knowledge Transfer ◽  
Development Process ◽  
Scaling Up ◽  
Technological Knowledge ◽  
Early Stages ◽  
Speed Up ◽  
The University

The article examines the university-enterprise relationship through six scenarios. Consistent problems, such as the reluctance of industry to become involved in the early stages of a project and the tendency of universities to be relatively uninterested in scaling up, are outlined. Various solutions are proposed, such as the establishment of ‘incubator-type’ units within universities in order to speed up the development process.

An Innovative Near-Peer Mentoring Model for Undergraduate and Secondary Students: STEM Focus

2014 ◽  
Vol 39 (5) ◽  
pp. 375-385 ◽  
Author(s):  
Laura S. Tenenbaum ◽  
Margery K. Anderson ◽  
Marti Jett ◽  
Debra L. Yourick
Keyword(s):  
Secondary Students ◽  
Peer Mentoring ◽  
Mentoring Model

Multimodal Communication

2012 ◽  
pp. 119-134
Author(s):  
Melanie Shaw ◽  
Susan Stillman ◽  
Gayle Cicero ◽  
David Cross ◽  
Dennis Lessard
Keyword(s):  
Committee Member ◽  
Doctoral Dissertation ◽  
Communication Model ◽  
Certificate Program ◽  
Faculty Mentor ◽  
Education Model ◽  
One To One ◽  
The University ◽  
Dissertation Committee ◽  
Shed Light

This chapter includes information about communication patterns and organizational discourse at an online university, which utilizes a mentoring model to educate students. The mentoring approach involves the assignment of individual students to work one-to-one with a faculty mentor for each course of the degree or certificate program in which the student is enrolled. To address the types of communication inherent in this virtual education model, a mentor, a doctoral dissertation committee member, and a student shed light on their experiences of communication at the university. These diverse prospectives serve as a meta-communication model that can be implemented to enhance the effectivness of discourse at other institutions––particularly those seeking to implement a one-to-one mentoring approach.

scholarly journals Guidelines for assessing the knowledge management maturity of organizations

2007 ◽  
Vol 9 (3) ◽  
Author(s):  
C. J. Kruger ◽  
M. M.M. Snyman
Keyword(s):  
Knowledge Management ◽  
Public Management ◽  
Management Service ◽  
The Public ◽  
University Of Pretoria ◽  
The Matrix ◽  
Speed Up ◽  
Level Of Knowledge ◽  
Strategic Perspective ◽  
The University

In a recent article Kruger and Snyman hypothesized that progressions in knowledge management maturity (from a strategic perspective) are directly related to an increased ability to speed up the strategic cycle of imitation, consolidation and innovation. The arguments proposed, however, neglected to supply the reader with a practical toolkit or even a roadmap (a time-related matrix, or questionnaire) to successfully measure succession in knowledge management maturity. This article builds on the previous one and proposes a questionnaire consisting of six sections, containing 101 descriptive questions, to enable organizations to test and assess their knowledge management maturity empirically. The development of an instrument to measure knowledge management maturity required adhering to a research design that combined theoretical propositions with practical experimentation. As a point of departure, a knowledge management maturity matrix consisting of seven maturity levels was formulated. All questions contained within the matrix were benchmarked against a survey questionnaire developed by the public management service of the OECD (PUMA) and were also pre-tested and validated. This process of refinement led to the formulation of the Knowledge Management Maturity Questionnaire. To avoid any taint of this research being based only on theoretical propositions, the questionnaire was tested by 178 master students of the University of Pretoria, South Africa, in nine different industries. The proposed questionnaire provides a bridge between theoretical propositions and practical usability, not only enabling knowledge management practitioners to assess the level of knowledge management maturity reached successfully but, more importantly, also serving as a guideline to institutionalize further and future knowledge management endeavours.

Real Time Processing of Networked Passive Coherent Location Radar System

2011 ◽  
Vol 57 (3) ◽  
pp. 363-368 ◽  
Author(s):  
Mathew John ◽  
Michael Inggs ◽  
Dario Petri
Keyword(s):  
Real Time ◽  
Radar System ◽  
Least Mean Square ◽  
Graphic Processing Units ◽  
Real Time Processing ◽  
Time Processing ◽  
Spatially Distributed ◽  
Speed Up ◽  
University Of Cape Town ◽  
The University

Real Time Processing of Networked Passive Coherent Location Radar SystemA Passive Coherent Location (PCL) Radar system, consisting of spatially distributed transmitters and receivers is currently being integrated at the University of Cape Town (UCT). The paper investigates the feasibility of real-time processing of PCL system signals using Graphic Processing Units (GPUs), specifically a study of two distinct clutter cancellation algorithms: ECA (Extensive Cancellation Algorithm) and NLMS (Normalised Least Mean Square). Clutter cancellation is the most computationally demanding part of PCL signal processing. This investigation compares the processing speed-up achieved by GPU over CPU implementations, with very encouraging results.

scholarly journals Group Mentoring of New Graduate Midwives: Emerging Professional Capacity: A Naturalistic Inquiry

2021 ◽  
Author(s):  
◽  
Susan Maree Lennox
Keyword(s):  
Group Analysis ◽  
Group Model ◽  
Multiple Perspectives ◽  
Regular Group ◽  
Group Mentoring ◽  
New Graduates ◽  
One To One ◽  
Group Meetings ◽  
Professional Capacity ◽  
Mentoring Model

<p>This research explores an innovative group mentoring model developed at the request of four newly graduated midwives who were mentored as a group by four experienced midwives. Since virtually all research on mentoring, both internationally and in New Zealand assumes that mentoring is a one-to-one activity, this study aimed to describe how this group mentoring model operated and explore whether it was successful in supporting new midwives to gain confidence. A naturalistic study design was used with a mixed methods approach to collecting and analysing a large amount of richly descriptive data. Data were gathered from records of individual contacts between mentors and new graduates, from a series of interviews with each of the eight participants, and from the actual audio recordings of regular group mentoring meetings across the mentoring year. Simple descriptive analysis of quantitative data and detailed thematic analysis of qualitative data were undertaken. The study found the group mentoring model provided everything that is expected of one-to-one mentoring and the new graduates felt well supported as they gained confidence during their first year in practice as autonomous self-employed midwives. The group model provided new graduates with 24/7 one-to-one mentor support whenever they asked for it. This was found to occur mostly in the first half of the year and was highly valued. The new graduates and the mentors all agreed that the most important part of the model were the regular group meetings. These meetings were entirely focused on day to day experiences that the new graduates chose to present to the group. Analysis of the meeting transcripts showed that the new graduates' issues ranged across the whole scope of practice; that they were sometimes prompted by self-reflection, sometimes by issues to do with relationships with others, and sometimes by a need to discuss technical matters. The mentors' responses were variously supportive; listening and exploring; directing or informing; and questioning or challenging. The group aspect of this mentoring model added a number of features that would not be possible in one-to-one mentoring. The new graduates valued how the group meetings exposed them to multiple perspectives from several mentors. The group meetings modelled a supportive and collegial way of working together that facilitated their emerging professional capacity now and into their future. The group provided a safe yet challenging space: a "stimulating sanctuary" for the new graduates' development. Overall the study found that group mentoring can successfully meet the needs of new graduates and provides several advantages over one-to-one mentoring. Group mentoring may be a more sustainable model than one-to-one, particularly where there are shortages of mentor midwives available. It is a model that promotes a supportive professional midwife culture, contributes to new knowledge in the area and is the preferred approach to mentoring in the future.</p>

scholarly journals The Sloth Who Slowed Us Down by M. Wild

2019 ◽  
Vol 8 (4) ◽  
Author(s):  
Darilyn Randall
Keyword(s):  
Elementary Education ◽  
University Of Alberta ◽  
Young Readers ◽  
Children's Book ◽  
Division 1 ◽  
Speed Up ◽  
Children's Literacy ◽  
The Moment ◽  
The University ◽  
Descriptive Writing

Wild, Margaret. The Sloth Who Slowed Us Down. Illustrated by Vivienne To, Abrams Books for Young Readers, 2018. You’ll want to make a speedy trip to the nearest bookstore to pick up a copy of Margaret Wild’s The Sloth Who Slowed Us Down. Together with Vivienne To’s illustrations, this simple story about how a little sloth can be a big example could make anyone want to stop and smell the roses. Life seems to speed up every day, work needs to get done faster so we have time to quickly make dinner, quickly exercise, and then quickly move on to the next thing we feel like we need to speed through. In her newest children’s book, Wild’s descriptive prose directly mirrors Sloth as he teaches Amy’s family the importance of taking our time and enjoying living in the moment. Realistically, we are all very busy, moving from one task to the next without indulging in the little things, the happy moments and the details. Everyone from busy families to teachers to even grown-ups with grown-up jobs and responsibilities could benefit from giving this adoring story a read. The colourful but soft illustrations created by To provide new detail and add more expression to Wild’s story each time it’s read. Illustrations of Sloth make you want to snuggle him while you read this story and feel like a child again. Through her descriptive writing, Wild portrays Sloth’s actions quite clearly. She includes phrases, such as “Sloth had a long, leisurely bath. . .” that roll off the tongue in a way that makes you feel like you’re taking your time, but in the best sort of way.  Highly recommended: 4 out of 4 starsReviewer: Darilyn Randall Darilyn Randall is a fourth-year student at the University of Alberta completing her Bachelor of Elementary Education. She is interested in teaching in a Division 1 classroom where she can incorporate children’s literacy into cross-curricular activities.

scholarly journals Engaging ‘students as partners’ in the design and development of a peer-mentoring program

2017 ◽  
Vol 8 (2) ◽  
pp. 113-116 ◽  
Author(s):  
Sarah O'Shea ◽  
Sue Bennett ◽  
Janine Delahunty
Keyword(s):  
Peer Mentoring ◽  
Pilot Project ◽  
Innovative Approach ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Design Development ◽  
School Of Education ◽  
Student Mentors ◽  
Guidelines And Recommendations ◽  
The University

This presentation focussed on an innovative approach to developing peer mentoring programs. Drawing upon a ‘student as partners’ framework, the presentation explored how this has been used to underpin an approach to peer mentoring from the ground up. University peer mentoring programs are largely designed and developed by staff, who not only recruit and train student mentors but also select frequency and type of involvement for all parties. This pilot project proposes a different approach by collaborating with students in the design, development and enactment of a peer-mentoring program within one School of Education. From this pilot, we will develop guidelines and recommendations for the implementation of student-led peer mentoring programs (Students as Partners in Mentoring: SaPiM) across the University of Wollongong (UOW). 

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