I’m Only Human: A New E-road to Advancing Social Equity Through a Humanist Approach to Mentoring in Public Service

This research reviews how mentoring has manifested in public service and how it can evolve to be better positioned to address key diversity, equity, and inclusion objectives. This work inventories the current understanding of public sector mentoring, highlighting the contrast between the classical mentoring approach of functionalism with the emerging humanist approach. Barriers to implementing meaningful humanist mentoring are reviewed, and e-mentoring is presented as a modality well situated to overcome these obstacles. The humanist e-mentoring model provides a process and modality to advance social equity by removing existing barriers to opportunities. Finally, best practices and outcomes for successfully implementing e-mentoring humanist and relationships in public service are presented and an updated model of critical outcomes is advanced. A brief agenda for future scholarship on this topic is presented.

Penerapan Metode Tutor Sebaya dengan Model Pendampingan untuk Meningkatkan Perolehan NEM 10 Besar Kota Mataram

The purpose of this study is to apply the peer tutoring method with a mentoring model to increase the acquisition of the Top 10 NEM in Mataram City. This research method uses a descriptive method with a best practice approach. The subjects of this study were students of SMPN 2 Mataram. The instrument used is observation and material assistance. The data obtained from this study were analyzed descriptively. The results of this study indicate that the application of the peer tutoring method with the mentoring model is proven to be able to improve the results of the National Examination, it is known based on the results of the National Examination with the acquisition of the top 10 cities of Mataram. With the success of this research, teachers can use the peer tutoring method as an alternative to solving problems related to the acquisition of students' UN scores that have not been optimal.

The Challenges Behind the Development of an E-Mentoring Model for Online Distance Education

Different higher education institutions (HEI) have broadly adopted peer mentoring as a strategy to provide initial and continuous support for new students, to promote their academic inclusion. In Distance Education HEI, peer e-mentoring assumes a crucial role in the promotion and maintenance of social and cognitive presence and in the creation of a sense of belonging to the academic community. Thus, it is assumed as a crucial support for the overcoming of online students' specific difficulties and as a factor for his success. After a theoretical framework, this chapter presents the case of a pilot e-mentoring project implemented in a European open university based on the paradigms of virtual learning communities and the model of the community of inquiry (CoI). To conclude, it presents a set of assumptions for the construction of an e-mentoring model adapted to online DE and further research to be conducted.

Constellations of Support: A Community Development Model

This article describes the rationale, development process, and initial artifacts and outcomes of a faculty support (a.k.a. mentoring) model developed for a specific academic context: a College of Education at a Southeastern comprehensive public university. The purposes of this article are to (1) describe the research and theoretical models that guided the development of the program; (2) provide a research-based rationale for a context-based community development model of faculty support; (3) propose a set of principles for a context-based developmental community model of faculty support; (4) describe the process for developing a community development mentoring model for faculty at all career levels; and (5) offer artifacts, tools, and activities that faculty developers and institutions may use or adapt for their own context-based communities of support.

A Book Review of The Humanbecoming Paradigm: An Everchanging Horizon by Rosemarie Rizzo Parse (2021). Discovery International Publications

Reviewing The Humanbecoming Paradigm: An Everchanging Horizon was a living quality experience and reminded this reviewer of the power of Parse’s passion and devotion in developing the humanbecoming paradigm for nursing. The presentation of humanbecoming is compelling and exquisitely detailed. It is highly recommended that this book be required for graduate students and faculty for a deep intense understanding of humanbecoming. There are dense chapters in relation to history, principles, and concepts; sciencing; living the art of humanbecoming; family and community models; leading-following model; mentoring model; teaching-learning model; and a chapter on developing a program for PhD education, complete with suggested courses, philosophy, and methodologies.

Foreign experience of mentoring teachers working with children with disabilities

В статье рассмотрен зарубежный опыт наставничества педагогов, работающих с детьми с ОВЗ. Цель статьи заключается в том, чтобы проанализировать зарубежный опыт наставничества педагогов, работающих с детьми с ограниченными возможностями и рассмотреть потенциал его использования в рамках российской действительности. Используя методы анализа и синтеза зарубежных исследований США, Западной и Восточной Европы, авторы выделяют отличительные черты, которые характерны для модели наставничества той или иной страны. Наставничество рассматривается как форма общения между наставником и наставляемым, основанная на принципах доверия и принятия. Авторы раскрывают не только достоинства построения системы наставничества педагогов, работающих с детьми с ОВЗ, но и освещают проблемы, которые еще предстоит решить. The article considers the foreign experience of mentoring teachers working with children with disabilities. The purpose of the article is to analyze the foreign experience of mentoring teachers working with children with disabilities and to consider the potential of its use within the framework of Russian reality. Using the methods of analysis and synthesis of foreign studies of the USA, Western and Eastern Europe, the authors identify the distinctive features that are characteristic of the mentoring model of a particular country. Mentoring is considered as a form of communication between the mentor and the mentee, based on the principles of trust and acceptance. The authors reveal not only the advantages of building a mentoring system for teachers working with children with disabilities, but also highlight the problems that have yet to be solved.

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

<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>

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

<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>

A Comparative UG Near-peer Mentoring Model for Motivating School Students towards Innovations during E-STEM Education: A Case Study of Qatar

The importance of online education and online learning has gained colossal importance during the present era. Despite online education being the savior during the current pandemic, its implementation was/has been quite puzzling. This article describes a novel approach to the execution of an E-STEM (online- Science, technology, engineering, mathematics) course for school students by integrating the near-peer mentoring approach. Wherein, the undergraduate (UG) students were the near-peer mentors, who had mentored/guided the school students (middle school & high school). Even though the E-STEM course was developed & presented by the STEM professionals, it was the near peer-mentors who were responsible for the constant motivation & assessment of the school students. The paper displays several roles of the UG mentors, predominantly aiding the students’ motivation and also their assessment via a triangulation assessment approach: with the UG mentors being responsible for the indirect and embedded assessment of the students. The STEM course was efficaciously conducted for 56 students of high school and middle school students, involving 16 undergraduate near-peer mentors. Various E-tools and student-feedback mechanisms were used to implement the E-STEM course in a student-centered manner. Thereby, to reveal the success of the model, the student’s feedback, pre-post questionnaires, and text message transcripts were investigated. The constructive roles of undergraduate mentors, in aiding the school students towards their active engagement, and STEM innovations, during E-learning, have been validated. A clear comparison had been made between the behavioral aspect of the high school students and middle school students with the UG mentor. Therefore, unlike many studies that had shown the success of the near-peer mentoring model, our article addresses the underlying process, that contributes to the success with a distinct comparison between the two (prior mentioned aspect).