Insights Into Undertaking a Three-Article Dissertation

While still considered non-traditional, the popularity of the three-article dissertation is increasing. This variation on the conventional dissertation format consists of three publication-ready articles that cohesively address an overarching research problem. As much as the traditional format, it showcases students' research and writing skills while providing an opportunity to engage in multiple research projects. This chapter describes the differences between a conventional dissertation and a three-article dissertation format, delving into the different phases of the latter. Based on their experiences with the format, the authors offer insight for faculty mentors and doctoral students interested in pursuing a three-article dissertation, including its associated challenges and advantages.

Using social exchange theory to examine minoritized STEM postdocs’ experiences with faculty mentoring relationships

Purpose Mentoring postdocs is a shared responsibility and dynamic process that requires a mutual commitment between the faculty mentor and postdoc. The purpose of this study is to understand how minoritized science, technology, engineering, and mathematics (STEM) postdocs view and engage in mentoring exchanges with their faculty mentors. In the context of this study, minoritized postdocs include women, people of color, and individuals with international status; faculty mentors include postdocs’ Principal Investigators (PIs). Design/methodology/approach Three researchers and 31 data sources (i.e., interview transcripts) were used to construct the case. Researchers first deductively and independently coded the data sources using Molm’s (2006) social exchange framework to identify examples of direct, generalized, and productive mentoring exchanges. Researchers then used thematic analysis (Braun and Clarke, 2006) to identify emergent themes among coded examples of direct, generalized, and productive mentoring exchanges. Findings Data analyses revealed three emergent themes: (1.1) postdocs valued regular meetings and communication with mentors to clarify responsibilities and role expectations, (1.2) postdocs found more value in their interactions with junior faculty PIs who were flexible and open to innovative ideas, and (1.3) postdocs appreciated conversations about short- and long-term career goals and advice with mentors. Originality/value Findings offer implications for faculty and postdocs’ approaches to mentoring relationships, and for approaches to cultivating supportive scholarly communities in STEM higher education. Recommendations include flexibility in research assignments, increased awareness of non-academic careers, and opportunities for informal interactions and intra/interdepartmental community building.

Mentorship, Sponsorship, and Professional Networking

Creating an ecosystem of mentorship and sponsorship requires institutional commitment and the collaboration of faculty and administrators from diverse backgrounds. From 2012 to 2018, the UC Davis ADVANCE Mentorship and Networking Initiative (MNI) partnered with the campus leadership to implement several programs and activities to support mentorship, sponsorship, and professional networking for STEM women faculty across career levels. During this award period, pilot programs aimed to provide strong mentorship for newly recruited faculty, including scholars affiliated with the Center for Multicultural Perspectives on Science (CAMPOS) as well as mid-career faculty, with the intention of scaling efforts across campus units. MNI committee projects included piloting “Launch Mentoring Committees” for 43 new faculty, support for faculty-led “New Faculty Network” monthly networking mixers, implementation of the Associate Professor Network listserv, annual co-hosting of the Fall Welcome for Women Faculty, and development of the ADVANCE Scholar Award Distinguished Lecture and Networking Reception. Though all MNI programs and activities were well-received, both faculty mentors and mentees evaluated the Launch Mentoring Committees especially positively. This program emerged as a recommended best practice for engaging new faculty and building a sense of community that crosses disciplinary and intersectional boundaries.

Activating Social Capital: How Peer and Socio-Emotional Mentoring Facilitate Resilience and Success for Community College Students

This article details the impact of the intensive mentoring model, through faculty-to-student and peer-to-peer mentoring, utilized in WAESO-LSAMP community colleges. We pay particular attention to the practice of socio-emotional mentoring, the development of a “mentoring chain,” and the impact of communities of support on student and faculty participants. Specifically, we discuss how these separate modes of mentoring impact students from underrepresented students in developing and activating social capital, developing collaborative support systems, fostering confidence and self-efficacy, combatting impostor syndrome and stereotype threat, and embracing the importance of failure in the scientific process. Methods and data include qualitative analysis of forty-six in-depth interviews with program participants, including faculty mentors and community college students, at three community college sites within the WAESO-LSAMP alliance. We address specific implications for faculty working with underrepresented STEM community college students and provide evidence of best practices for setting up a community of support that leads to academic and personal success.

Ways of Knowing Nursing: A Discussion Forum Rubric for Distance Education

Distance education by its very nature implies physical separation and lack of connectedness among participants. Presented is a Discussion Forum Rubric that captures the multidimensionality of the study of nursing knowledge through participation expectations. This discussion rubric is designed to guide the dialogue of learners with faculty mentors to interpret nursing as an art and science with a theory-based foundation of: disciplinary knowing through critical inquiry; intentional knowing with genuine presence and attentiveness; dialogical knowing focusing on contextual learning within nursing situations; professional knowing through introspection and past experiences; and expressive knowing with articulation of ideas, thoughts, positions, and standards.

Knowledge and Practice changes following a student data focused data management education program.

Introduction It is known that graduate students work with research data more intimately than their faculty mentors. Because of this, much data management education is geared toward this population. However, student learning has predominantly been assessed through measures of satisfaction and attendance rather than through evaluating knowledge and skills acquired. This study attempts to advance assessment efforts by asking students to report their knowledge and practice changes before, immediately after, and six months following education. Methods Graduate students in STEM and Health sciences disciplines self-enrolled in an eight-week data management program that used their research projects as the focus for learning. Three surveys were administered (pre, post, and six months following) to determine changes in students’ knowledge and practices regarding data management skills. The survey consisted of approximately 115 Likert-style questions and covered major aspects of the data life cycle. Results & discussion Overall students increased their data management knowledge and improved their skills in all areas of the data life cycle. Students readily adopted practices for straightforward tasks like determining storage and improving file naming. Students improved but struggled with tasks that were more involved like sharing data and documenting code. For most of these practices, students consistently implemented them through the six month follow up period. Conclusion Impact of data management education lasts significantly beyond immediate instruction. In depth assessment of student knowledge and practices indicates where this education is effective and where it needs further support. It is likely that this effect is due to the program length and focus on implementation.

Exploring online learning interactions among medical students during a self-initiated enrichment year

Introduction: A novel initiative allowed third year medical students to pursue experiential learning during a year-long Enrichment Year programme as part of the core curriculum. ‘connect*ed’, an online virtual community of learning was developed to provide learning and social support to students and to help them link their diverse experiences with the common goal of being a doctor. This study examined the nature, pattern, and content of online interactions among medical students within this community of learning to identify features that support learning and personal growth. Methods: This was a quantitative-qualitative study using platform data analytics, social network analysis, thematic content analysis to analyse the nature and pattern of online interactions. Focus group interviews with the faculty mentors and medical students were used to triangulate the results. Results: Students favoured online interactions focused on sharing and learning from each other rather than structured tasks. Multimedia content, especially images, attracted more attention and stimulated more constructive discussion. We identified five patterns of interaction. The degree centrality and reciprocity did not affect the team interactivity but mutual encouragement by team members and mentors can promote a positive team dynamic. Conclusion: Online interactions that are less structured, relate to personal interests, and use of multimedia appear to generate the most meaningful content and teams do not necessarily need to have a leader to be effective. A structured online network that adopts these features can better support learners who are geographically separated and engaged in different learning experiences.

Enhanced Mentored Undergraduate Research Experiences: Successful Strategies Used in Two Laboratories at Auburn University

Purpose There is a growing trend toward the provision of undergraduate research experiences as a high impact educational practice that promotes the development of critical thinking and problem-solving skills. This tutorial aims to provide mentoring pathways and resources to faculty mentors who may be unaware of the benefits of undergraduate student participation in research or faculty researchers who are interested in developing meaningful mentored undergraduate research experiences (MUREs). Faculty and student perspectives shared from two research labs at Auburn University illustrate an applied framework for implementation of MUREs. The observed benefits and potential barriers related to the development of MUREs in these laboratories as well as specific recommendations for a structured mentoring approach to optimize student training and research deliverables are described. Conclusions Key elements for developing successful MUREs include relationship building between the mentor and the student, identifying the benefits for both the students and mentor, and persevering beyond barriers to implementation. The utilization of practical guides, theoretical approaches, and collaborative efforts yielded benefits for both students and mentoring faculty in two research labs at Auburn University. Practical guides for obtaining funding for MUREs and accompanying supplemental materials (a lab manual template and manuscript-writing guide) that have supported success in our labs are provided. Supplemental Material https://doi.org/10.23641/asha.14044067

Supporting Undergraduate STEMM Education: Perspectives from Faculty Mentors and Learning Assistants in Calculus II

In higher education, Learning Assistants (LAs)—a relatively recent evolution grounded in peer mentorship models—are gaining popularity in classrooms as universities strive to meet the needs of undergraduate learners. Unlike Teaching Assistants, LAs are undergraduate students who receive continuous training from faculty mentors in content-area coaching and pedagogical skills. As near-peers, they assist assigned groups of undergraduates (students) during class. Research on LAs suggests that they are significant in mitigating high Drop-Fail-Withdrawal rates of large enrollment undergraduate science, technology, engineering, mathematics, and medical (STEMM) courses. However, there is a dearth of description regarding the learning between LAs and STEMM faculty mentors. This paper reports on perspectives of faculty mentors and their cooperating LAs in regard to their learning relationships during a Calculus II at a research-oriented university during Spring of 2020. Using an exploratory-descriptive qualitative design, faculty (oral responses) and LAs (written responses) reflected on their relationship. Content analysis (coding) resulted in four salient categories (by faculty and LA percentages, respectively) in: Showing Care and Fostering Relationships (47%, 23%); Honing Pedagogical Skills (27%, 36%); Being Prepared for Class and Students (23%, 28%); and Developing Content Knowledge in Calculus (3%, 13%). Benefits of LAs to faculty and ways to commence LA programs at institutions are also discussed.