Mentoring the Next Generation

2012 ◽  
pp. 1665-1675
Author(s):  
Kate Schrauth ◽  
Elie Losleben
Keyword(s):  
Young People ◽  
Career Guidance ◽  
Dropout Rate ◽  
The United States ◽  
Virtual Learning Environment ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Online Mentoring ◽  
Award Winning ◽  
Adult Mentors

With the high school dropout rate in the United States at epidemic levels and the proportion of guidance counselors decreasing, mentoring programs are an increasingly effective way to reach young people with the college and career guidance they need. icouldbe.org’s online mentoring programs reach young people who do not have access to quality educational resources, using a dynamic virtual learning environment to connect them to mentors who offer practical and individualized advice, information and expertise. The organization’s award-winning program is grounded on an evidence-based curriculum that is student-paced and student-led, placing young people at the center of a community of classroom teachers and adult mentors invested in the their futures. icouldbe.org puts child safety first and monitors mentor-mentee relationships in a controlled and accountable environment. Evidence indicates that icouldbe.org’s e-mentoring program has many of the benefits of face-to-face mentoring--an exciting find as educators turn to mentoring as a classroom intervention.

Mentoring the Next Generation

2010 ◽  
pp. 53-63
Author(s):  
Kate Schrauth ◽  
Elie Losleben
Keyword(s):  
Young People ◽  
Career Guidance ◽  
Dropout Rate ◽  
The United States ◽  
Virtual Learning Environment ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Online Mentoring ◽  
Award Winning ◽  
Adult Mentors

With the high school dropout rate in the United States at epidemic levels and the proportion of guidance counselors decreasing, mentoring programs are an increasingly effective way to reach young people with the college and career guidance they need. icouldbe.org’s online mentoring programs reach young people who do not have access to quality educational resources, using a dynamic virtual learning environment to connect them to mentors who offer practical and individualized advice, information and expertise. The organization’s award-winning program is grounded on an evidence-based curriculum that is student-paced and student-led, placing young people at the center of a community of classroom teachers and adult mentors invested in the their futures. icouldbe.org puts child safety first and monitors mentor-mentee relationships in a controlled and accountable environment. Evidence indicates that icouldbe.org’s e-mentoring program has many of the benefits of face-to-face mentoring—an exciting find as educators turn to mentoring as a classroom intervention.

scholarly journals A Case Study on the University Freshman Adaptation Program Using an Online Mentoring Program during the COVID-19 Pandemic

2021 ◽  
Vol 15 (4) ◽  
pp. 217-231
Author(s):  
Yeonjoo Lee ◽  
Kyoungsoo Lim
Keyword(s):  
Real Life ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Online Mentoring ◽  
College Life ◽  
Social Growth ◽  
The Social ◽  
The University ◽  
And Training

This study is a case study that presents the results of developing and operating online mentoring programs to more effectively help freshmen adapt to college life amid the spread of COVID-19. Mentoring has traditionally been recognized as a program that contributes to individual academic ability and psycho-social growth. Against this background, the results of developing and operating online mentoring programs for 1,654 freshmen were presented as examples. As a result of the operation of this mentoring program, the latter helped freshmen solve some of the challenges they faced, not only from having to change their academic environment, but from having to form new relationships as well. Senior mentoring also confirmed that such a program is able to reduce the social gap felt by freshmen regarding their campus life during the COVID-19 situation by motivating them to study more, and by encouraging them to form senior-junior IRL (in real life) relationships. This study is significant in that it presents specific examples and techniques to improve the performance of online mentoring programs. Also, in order to effectively operate online mentoring programs, we proposed to systematically implement the selection and training of mentors, to structure mentoring activities, to monitor the program through a communication system, and to engage in performance sharing.

Structured Mentoring: Career and Transition Support: Service for Girls

2002 ◽  
Vol 11 (2) ◽  
pp. 7-12 ◽  
Author(s):  
Mary McMahon ◽  
Brigid Limerick ◽  
Jan Gillies
Keyword(s):  
Young People ◽  
Career Guidance ◽  
Career Exploration ◽  
Support Service ◽  
Mentoring Program ◽  
Participation Rates ◽  
Short Term ◽  
Guidance Intervention ◽  
The World ◽  
Transition Support

Increased recognition of the complexity of the world of work into which our young people are entering has resulted in calls for greater provision of career and transition support. In addition, concerns have been expressed about girls' low participation rates in growth industries such as retailing and communications/information technology. The present paper describes a short-term mentoring program that focused specifically on these two issues, namely the provision of career and transition support for young people and the promotion of growth industries to girls. The findings indicated that mentoring may be an effective career guidance intervention in schools and that it is an appropriate intervention for promoting career exploration for girls.

Participant Experiences in an Employment Mentoring Program for College Students with Visual Impairments

2018 ◽  
Vol 112 (3) ◽  
pp. 274-286
Author(s):  
Karla Antonelli ◽  
Jamie O'Mally ◽  
Anne Steverson
Keyword(s):  
College Students ◽  
Visual Impairment ◽  
Job Search ◽  
Role Models ◽  
Career Guidance ◽  
Longitudinal Research ◽  
Visual Impairments ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Legal Blindness

Introduction Mentors can help college graduates with visual impairments (that is, those with blindness or low vision) prepare for and seek employment in their chosen fields by serving as role models and sharing their experiences with mentees. Identifying mentoring activities and discussions most valued by mentees with visual impairments will facilitate the design of future mentoring programs. Methods A nationwide mentoring program for college students with legal blindness was implemented using an experimental longitudinal research design. Career mentors with legal blindness worked with mentees to develop knowledge and skills related to securing employment. Data included engagement in job-seeking activities, most helpful aspects of the mentoring relationship, and a participant evaluation of the program. Results Most mentees indicated that program activities and discussions related to visual impairment (for instance, disclosure and accommodation planning) and field-specific issues (such as career exploration and professional development) were of greatest value. Participants evaluated the program positively. Discussion Mentees valued knowledge, support, encouragement, and career guidance provided by mentors. Mentors valued the opportunity to contribute to the growth of young professionals with visual impairments. Implications for practitioners Students with visual impairments find value in specific aspects of mentoring relationships, and mentors are eager to work with students seeking employment. Topics and activities for future mentoring programs should include disclosure, accommodations, blindness skills, and job-search skills. Level of visual impairment and the career field should both be considered when pairing mentors with students with visual impairments preparing for employment.

scholarly journals Will I be Able to Understand My Mentee? Examining the Potential Risk of the Dominant Culture Mentoring Marginalized Youth

2017 ◽  
Vol 12 (1) ◽  
pp. 72-91 ◽  
Author(s):  
Jennifer Lindwall
Keyword(s):  
Youth Development ◽  
The United States ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Youth Workers ◽  
Development Programs ◽  
Marginalized Youth ◽  
Dominant Culture ◽  
Cultural Experience ◽  
Potential Risks

Most people would agree they want to live in a world where every child has what he or she needs to thrive and grow into a healthy and productive adult. It is estimated that 5,000 mentoring programs serve 3,000,000 youth in the United States alone (DuBois, Portillo, Rhodes, Silverthorn, & Valentine, 2011).  In many of these programs, a majority of the mentors are matched with a mentee who comes from a culture and community they know very little about. Many of the youth development programs that were founded and implemented by people of the perceived dominant culture represent their values and cultural experience. To look more deeply into this, my primary research included seven one-on-one interviews with experienced youth workers, most who currently work at a community or site-based mentoring program.  This article is a summary of their responses and reflections on the potential risks invovled in matching across culture and considers how we might work together to mitigate these risks for the youth we serve. 

scholarly journals Experiences and Needs of Multicultural Youth and Their Mentors, and Implications for Digital Mentoring Platforms: Qualitative Exploratory Study

10.2196/15500 ◽  
2020 ◽  
Vol 4 (2) ◽  
pp. e15500 ◽  
Author(s):  
Rebecca Lynn Radlick ◽  
Jelena Mirkovic ◽  
Sarah Przedpelska ◽  
Elanor Halvorsen Brendmo ◽  
Deede Gammon
Keyword(s):  
Youth Development ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Electronic Mentoring ◽  
Mentor Relationships ◽  
Education And Health ◽  
Semistructured Interviews ◽  
Traditional Mentoring ◽  
Adult Mentors ◽  
And Control

Background Mentoring programs (ie, programs that connect youths with adult volunteers) have been shown to improve outcomes across the behavioral, social, and academic domains of youth development. As in other European countries, mentoring programs have few traditions in Norway, where interventions for multicultural youths are usually profession driven and publicly funded. Faced with the risk of disparities in education and health, there is a need to better understand this group’s experiences and requirements relative to mentoring. This would also serve as a basis for designing and implementing digital support. Objective The objective of this study was to gain insight into multicultural youth mentees’ and adult mentors’ experiences and needs in the context of an ongoing mentoring program, how digital support (electronic mentoring) might address these needs, and how such support could be designed and implemented. Methods The study used a qualitative approach, with data from 28 respondents (21 mentees and 7 mentors). In total, 4 workshops with mentees as well as semistructured interviews with mentees and mentors were conducted. The sessions were audio recorded, transcribed, and analyzed thematically. Results In total, 3 main themes were identified from the experiences and needs reported by the mentees and mentors. These included a need for connection, help in achieving goals, and the need for security and control. Subthemes encompassed a desire to socialize with others, balancing the nature of the relationship, paying it forward, building trust, sharing insights and information with peers, goal-oriented mentees and mentors wanting to assist with goal achievement, and the fundamental need for privacy and anonymity in the digital platform. Conclusions The findings of this study are supported by the literature on traditional mentoring, while also offering suggestions for the design of digital solutions to supplement the in-person mentoring of multicultural youth. Suggestions include digital support for managing the mentee-mentor relationships, fostering social capital, and ways of ensuring security and control. Features of existing electronic health apps can be readily adapted to a mentoring program context, potentially boosting the reach and benefits of mentoring.

scholarly journals The Bakari© Project: A Lifeline for African American Adolescent Development and Success

2020 ◽  
Vol 46 (6-7) ◽  
pp. 431-456
Author(s):  
Roslyn M. Caldwell-Gunes ◽  
Thomas A. Parham
Keyword(s):  
Young People ◽  
The United States ◽  
Mentoring Program ◽  
Youth Of Color ◽  
Community Based ◽  
African American Adolescent ◽  
Critical Elements ◽  
Criminal Justice Systems ◽  
Working Together

The Bakari© Project is an African-centered, community-based, educational, and mentoring program for adolescent youth. The program is designed to address the challenges Black youth and other youth of color face in negotiating the community terrain between the home, school, and community, including the contact young people often encounter with law enforcement and the criminal justice systems. We assert that there is a nexus between critical elements in the communities that form a triangle for success and that too often, the aforementioned components are not working together because each dimension of the triangle blames the other for the challenges the youth face and the failures they experience. In answering the question of what is the role of Black psychologists in this process, this article is intended to invite readers to help reconnect the triangle, while introducing a model and method of effectively intervening in the lives of young people who may struggle with successfully navigating the developmental transition of adolescence to young adulthood. We conclude with a call for implementing similar programs in communities throughout the United States.

scholarly journals Significant Value Found in Mentoring Programs for Novice Tenure-Track Academic Librarians

2016 ◽  
Vol 11 (4) ◽  
Author(s):  
Saori Wendy Herman
Keyword(s):  
Survey Data ◽  
Academic Libraries ◽  
Online Survey ◽  
The United States ◽  
Interview Data ◽  
Academic Librarians ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Survey Questionnaire ◽  
Tenure Track

A Review of: Goodsett, M., & Walsh, A. (2015). Building a strong foundation: Mentoring programs for novice tenure-track librarians in academic libraries. College & Research Libraries, 76(7), 914-933. http://dx.doi.org/10.5860/crl.76.7.914 Objective – To examine the effectiveness of mentoring programs for novice tenure-track academic librarians, and to identify critical elements that define a successful mentoring program in various academic library settings. Design – Survey questionnaire with a voluntary phone interview. Setting – Academic libraries in the United States of America. Subjects – 283 librarians participated in a survey questionnaire. Researchers conducted additional interviews with 6 out of the 12 librarians who had volunteered on the survey questionnaire and who met the inclusion criteria. Methods – Researchers recruited participants through two professional e-mail lists: the Information Literacy Instruction Discussion List (ILI-L) listserv and the American Library Association’s New Members Round Table (NMRT) listserv. Interested participants completed a secured online survey that was hosted using SurveyMonkey. The researchers then coded and analyzed the collected survey data using the same software. At the end of the online survey, participants were given the opportunity to volunteer for an additional interview. Potential interviewees were selected if mentoring programs were available for tenure- track librarians at their institutions. Once selected, researchers contacted potential interviewees and conducted interviews. The interviews were transcribed, the data anonymized, and original recordings deleted. Researchers coded the anonymized interview data to identify common themes. Main Results – Researchers identified six themes from the survey data and interview transcripts: traits of an effective mentor; configuration of mentoring programs; elements of effective mentoring programs; mentoring partnerships within or beyond the library; role and training of mentors and mentees; and the mentor/mentee relationship. Overall, the survey and interview data suggest that mentoring programs provide valuable assistance with professional tenure-related activities, and facilitate less-tangible effects such as an increased understanding of an institution’s culture and an improvement of communication and time-management skills. The data also provides insight into effective program elements and areas for improvement. Conclusion – This study suggests that there is significant value in implementing a mentoring program. The results from this study can be used by academic libraries that are considering implementation of a mentoring program or improving an existing one.

scholarly journals Analyses of Mentoring Expectations, Activities, and Support in Canadian Academic Libraries

2014 ◽  
Vol 75 (6) ◽  
pp. 763-790 ◽  
Author(s):  
Marni R. Harrington ◽  
Elizabeth Marshall
Keyword(s):  
Academic Libraries ◽  
Career Guidance ◽  
Psychosocial Support ◽  
Academic Library ◽  
Academic Librarians ◽  
Mentoring Programs ◽  
Mentoring Relationships ◽  
Mentoring Program ◽  
University Libraries ◽  
College And University

Mentoring expectations, activities, and support in Canadian college and university libraries were investigated by surveying 332 recent MLIS graduates, practicing academic librarians, and library administrators. Findings indicate that the presence of a mentoring program will help attract new librarians, retain them, and aid in restructuring efforts that are currently facing many academic libraries. Preferred mentoring activities include those belonging to psychosocial support, career guidance, and role modeling themes. Other results find that librarians who were mentored as new librarians, have more than 10 years of experience, and work in large academic institutions are significantly more likely to mentor others. Although currently not well-supported by academic administrators, this research shows that mentoring programs could be sustainable. Mentoring improves the professional experience for librarians who are more satisfied and engaged with their careers, which in turn benefits the organization with less turnover. Practical information from this research will guide academic library practitioners in current mentoring relationships, and library leaders can extrapolate results to support planning and implementation of mentoring programs. Implications for LIS education are also discussed.

Benefits and Characteristics of Mentoring Students and Young Professionals

2008 ◽  
Vol 18 (2) ◽  
pp. 67-73 ◽  
Author(s):  
Kristal Mills
Keyword(s):  
Leadership Development ◽  
Clinical Supervision ◽  
Effective Means ◽  
Academic Research ◽  
Mentoring Programs ◽  
Teaching Skills ◽  
Online Mentoring ◽  
Young Professionals ◽  
Research And Teaching ◽  
Workplace Retention

Abstract Mentoring has long been believed to be an effective means of developing students' clinical, research, and teaching skills to become competent professionals. The American Speech-Language-Hearing Association (ASHA) has developed two online mentoring programs, Student to Empowered Professional (S.T.E.P. 1:1) and Mentoring Academic Research Careers (MARC), to aid in the development of students. This paper provides a review of the literature on mentoring and compares and contrasts mentoring/mentors with clinical supervision/preceptors. Characteristics of effective mentors and mentees are offered. Additionally, the benefits of clinical mentoring such as, teambuilding in the workplace, retention of new staff, leadership development, and improved job satisfaction are discussed.

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