scholarly journals Peer mentoring for undergraduates in a research-focused diversity initiative

2017 ◽  
Vol 28 (3) ◽  
Author(s):  
Thomas E. Keller ◽  
Kay Logan ◽  
Jennifer Lindwall ◽  
Caitlyn Beals
Keyword(s):  
Training Program ◽  
Peer Mentoring ◽  
Institutional Context ◽  
Program Model ◽  
Research Project ◽  
Peer Mentor ◽  
Advanced Student ◽  
Diversity Initiative ◽  
Research Mentor ◽  
Mentoring Model

To provide multi-dimensional support for undergraduates from traditionally underrepresented backgrounds who aspire to careers in research, the BUILD EXITO project, part of a major NIH-funded diversity initiative, matches each scholar with three mentors: peer mentor (advanced student), career mentor (faculty adviser), and research mentor (research project supervisor). After describing the aims of the diversity initiative, the institutional context of the BUILD EXITO project, and the training program model, this article devotes special attention to the rationale for and implementation of the peer mentoring component within the context of the multi-faceted mentoring model.

scholarly journals Sustainability and innovation: a blended approach to peer mentor leader training

2015 ◽  
Author(s):  
Jason John Hettrick ◽  
Linda Moses-Allison
Keyword(s):  
Peer Mentoring ◽  
Institutional Context ◽  
Virtual Learning Environment ◽  
Widening Participation ◽  
Peer Mentor ◽  
Face To Face ◽  
Future Developments ◽  
Leader Training ◽  
The University ◽  
Small Team

Peer Assisted Study Sessions (PASS) is an established part of widening participation and retention activities at the University of Cumbria. In October 2013, the question of sustainability and growth of the scheme was addressed. The small team of PASS supervisors needed to create an effective and innovative way to meet the challenges of growing and maintaining the university’s most successful peer mentoring scheme. To this end a new blended approach to PASS training was trialled in 2014. The training combined a range of face-to-face support, training and debriefs (plus online elements), via a virtual learning environment (VLE) and Facebook. Having been successful in both implementation and outcomes, this new blended approach to delivering training has now been adopted by the PASS supervisor team.   The purpose of this paper is to give an overview of the approaches and methods taken at the University of Cumbria in delivering this blended approach to PASS leader training. Initially it addresses the motivation behind the need for change, in an institutional context. It then explores some of the challenges faced during the implementation and delivery of training. Finally, it reflects on the evaluation and acknowledges future developments for leader training.   

The Application of Peer Mentoring to Improve Fitness in Older Adults

2009 ◽  
Vol 17 (3) ◽  
pp. 344-361 ◽  
Author(s):  
Sandor Dorgo ◽  
George A. King ◽  
Gregory D. Brickey
Keyword(s):  
Older Adults ◽  
Peer Mentoring ◽  
Exercise Program ◽  
Peer Mentors ◽  
Participation Rates ◽  
Peer Mentor ◽  
Fitness Program ◽  
Student Mentors ◽  
Fitness Measures ◽  
Mentor Model

Purpose:To investigate the effectiveness of a peer-mentored exercise program, this study compared the program perception, retention and participation rates, and physical improvements of older adults trained by peer mentors (PMs) with those of a group trained by student mentors (SMs).Methods:After a 30-week peer-mentor preparation, 60 older adults (M±SDage: 68.7 ± 6.1 yr) were recruited and randomly assigned to either the PM or the SM group. Both groups completed an identical 14-week fitness program. Pre- and posttraining assessments of fitness were completed, and the efficacy of the PMs and SMs was surveyed.Results:High retention was observed in both groups, but the SM group had higher participation. Both groups improved their fitness significantly, with no significant posttest differences between the groups in most fitness measures or in program perception rates.Discussion:Findings suggest effectiveness of the peer-mentor model in an older adult exercise program.

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

scholarly journals Laparoscopic bariatric surgery training program model: gastric bypass

BMC Surgery ◽  
2014 ◽  
Vol 14 (1) ◽  
Author(s):  
Fabio R Thuler ◽  
Wilson R de Freitas ◽  
Elias J Ilias ◽  
Paulo Kassab ◽  
Carlos Alberto Malheiros
Keyword(s):  
Bariatric Surgery ◽  
Gastric Bypass ◽  
Training Program ◽  
Laparoscopic Bariatric Surgery ◽  
Program Model ◽  
Surgery Training

scholarly journals Workplace Mediation in Ireland: Bridging the Research-Practice Gap

2015 ◽  
Vol 2 (1) ◽  
pp. 175-186
Keyword(s):  
Dispute Resolution ◽  
Institutional Context ◽  
Mediation Process ◽  
Research Practice ◽  
Research Project ◽  
Workplace Conflict ◽  
The Core ◽  
Resolution Process ◽  
Practice Gap ◽  
Mediation Practice

The purpose of this article is to present a case for the importance of research in informing mediation practice specifically in the context of the management of workplace conflict in Ireland. The position of mediation within the broader dispute-resolution framework is clarified at the outset and the core mediation process is described. The increasing use of mediation in Ireland and the changing institutional context within which it is conducted are discussed. The importance of research is stressed along with crucial methodological challenges. The paucity of workplace mediation research in Ireland is highlighted and the preliminary findings of an on-going research project are presented. The article concludes that more research into workplace mediation in Ireland is needed to inform practice in this area and to improve external perception of the legitimacy of mediation as a dispute resolution process

scholarly journals Applying to be ‘Industrial Soldiers’: The Letters of Young Women Wanting to Train as Chemistry Laboratory Technicians, 1942-1944

2014 ◽  
Author(s):  
Amber Lloydlangston
Keyword(s):  
Training Program ◽  
Young Women ◽  
Institutional Context ◽  
Chemistry Laboratory ◽  
Social Discourse ◽  
Total War ◽  
Emergency Training ◽  
War Effort ◽  
Situation Sociale ◽  
The University

Abstract Between 1942 and 1944, just over 100 young women from southwestern Ontario applied to, and were accepted into, one of four female chemistry laboratory technician courses held at the University of Western Ontario under the aegis of the Dominion-Provincial War Emergency Training Program. This paper constitutes a social discourse analysis of the letters written by the young women. It explores the backgrounds of the participants in the communication, as well as its social and institutional context, seeking to understand how the young women presented themselves as they sought entry into this course. Did they duplicate the discourse provided to them? They did, but only to a degree. For example, they emphasized educational attainment but did not reference patriotism and a desire to help Canada’s war effort. This exercise suggests that Canada’s Total War did not touch every Canadian quite as profoundly as we might believe.RésuméEntre 1942 et 1944, un peu plus de 100 jeunes femmes venant du Sud-Ouest de l’Ontario posaient avec succès leur candidature à l’un des quatre cours de formation de techniciennes pour des laboratoires de chimie tenus à l’Université de Western Ontario sous l’égide du Programme de formation d’urgence en temps de guerre du Canada. Cet article présente une analyse sociale de la teneur des lettres de motivation écrites par ces jeunes femmes. L’auteure s’intéresse à la fois aux antécédents ainsi qu’à la situation sociale et académique des candidates afin de mieux comprendre comment ces jeunes femmes se sont présentées elles-mêmes en vue de leur admission à ce cours. Ont-elles reproduit le discours qui leur était suggéré? Oui, dans une certaine mesure. Par exemple, elles mettaient l’accent sur la réussite scolaire, mais elles ne faisaient aucune référence au patriotisme et au désir de contribuer à l’effort de guerre canadien. Cette étude suggère que l’effort de guerre n’affectait pas tous les Canadiens aussi profondément qu’on l’aurait cru.

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.

scholarly journals Course Design and Delivery Specifications as a Tool for Ensuring Quality in an Online Training Program | Une charte pédagogique comme outil de qualité d’un programme en ligne

2015 ◽  
Vol 41 (4) ◽  
Author(s):  
Françoise Docq
Keyword(s):  
Training Program ◽  
Interpersonal Skills ◽  
Course Design ◽  
Institutional Context ◽  
Online Training ◽  
Added Value ◽  
Technological Environment ◽  
Incremental Design ◽  
Multiple Challenges ◽  
Program Modules

This case discusses the design, implementation, and regulation of a hybrid training program (60 credits over two years) organised by three business schools in Europe, and stretching over a five-year period. Following an incremental design process, the design team faced multiple challenges, from finding the added value of hybridization to choosing the technological environment that would be key to the instructional design of the 17 program modules. Subtle interpersonal skills were required to develop a program that suited every professor (n = approximately 40) and every institutional context (3).

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