Pub Date : 2023-06-15DOI: 10.1080/13611267.2023.2225394
Françoise Moreau-Johnson, J. Quirion, A. Giles
ABSTRACT Through a quantitative analysis using a cross-sectional survey design, we compared two faculty mentoring programmes (individual and group) that have run for more than 10 years at the Centre for Academic Leadership at the University of Ottawa. We did so to share the lessons with other higher education institutions that are looking at initiating or improving support for faculty members. The impact of mentoring, gathered through programme evaluation questionnaires was found to be largely positive: 93% of the 170 respondents were satisfied with their mentoring experience, and 97% agreed that they would recommend mentoring to their colleagues. Our analysis showed that group mentoring was more effective than one-on-one mentoring, and that women faculty members were not as satisfied with mentoring as their male colleagues.
{"title":"Mentoring faculty: impact, dyads vs. groups, and gender","authors":"Françoise Moreau-Johnson, J. Quirion, A. Giles","doi":"10.1080/13611267.2023.2225394","DOIUrl":"https://doi.org/10.1080/13611267.2023.2225394","url":null,"abstract":"ABSTRACT Through a quantitative analysis using a cross-sectional survey design, we compared two faculty mentoring programmes (individual and group) that have run for more than 10 years at the Centre for Academic Leadership at the University of Ottawa. We did so to share the lessons with other higher education institutions that are looking at initiating or improving support for faculty members. The impact of mentoring, gathered through programme evaluation questionnaires was found to be largely positive: 93% of the 170 respondents were satisfied with their mentoring experience, and 97% agreed that they would recommend mentoring to their colleagues. Our analysis showed that group mentoring was more effective than one-on-one mentoring, and that women faculty members were not as satisfied with mentoring as their male colleagues.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89444324","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-27DOI: 10.1080/13611267.2018.1511951
John J. Elshaw, David Fass, Maj Brian Mauntel
ABSTRACT Researchers have examined the role of cognitive apprenticeship in relation to individual performance in the classroom, but there has been limited quantitative research directly linking cognitive behaviors to mentoring relationships and workplace performance. This study investigates the characteristics of mentoring behavior that influence group performance using data from 52 different organizations. A mediation model was tested and the results indicate that the group-level construct protégé cognitive behavior plays a central role in the mentor-protégé-performance relationship. The findings indicate that the protégés collective articulation of problem solving processes fully mediate unit performance, while exploration partially mediates the relationship. The theoretical and practical implications of the findings are discussed.
{"title":"Cognitive mentorship: Protégé behavior as a mediator to performance","authors":"John J. Elshaw, David Fass, Maj Brian Mauntel","doi":"10.1080/13611267.2018.1511951","DOIUrl":"https://doi.org/10.1080/13611267.2018.1511951","url":null,"abstract":"ABSTRACT Researchers have examined the role of cognitive apprenticeship in relation to individual performance in the classroom, but there has been limited quantitative research directly linking cognitive behaviors to mentoring relationships and workplace performance. This study investigates the characteristics of mentoring behavior that influence group performance using data from 52 different organizations. A mediation model was tested and the results indicate that the group-level construct protégé cognitive behavior plays a central role in the mentor-protégé-performance relationship. The findings indicate that the protégés collective articulation of problem solving processes fully mediate unit performance, while exploration partially mediates the relationship. The theoretical and practical implications of the findings are discussed.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82046732","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-26DOI: 10.1080/13611267.2023.2203981
N. Templeton, Nahed Abdelrahman, Jordan Donop
This issue of Mentoring and Tutoring: Partnership in Learning Journal includes research on mentoring to support professional space across various disciplines and service settings. The authors represent scholars from Spain, Turkey, Canada, and the midwestern and southeastern parts of the United States. Reported findings from the collective studies support the value of mentoring as a process for enabling growth in self and others. Often, personal growth has a targeted period or timeframe for specific growth measures to be realized. One such example surfaces in educational circles; specifically, in the tenure processes of the professorate, educator preservice development, and transdisciplinary adult education programs. Andragogy, or the method and practice of teaching adult learners has become a topic of great interest in recent years, especially as more professionals migrate between second and third careers. Contrastingly, the teaching of young adults has become increasingly more problematic as the stressors created by the immediacy of technology often create spaces of isolationism (Templeton, 2021). Within this context, understanding mentoring as the acquisition of clarity necessary to develop and hone specific skillsets is a phenomena worthy of continued empirical consideration. In the purest interpretation of empirical, the term experience is likely a less popular representation, although a necessary connotation for the intentional learner. Hence, experience becomes less about what is known and more about ‘how’ the transfer of knowledge is to occur. To better understand the extent to which knowledge is distributed requires the creation of new understandings based on shared learning spaces. It is within this space where changes in mindset occur and clarity becomes apparent. Hence, clarity brings meaning to how we interact in professional space, thus merging experience with knowledge to enact a new paradigm of self development. It is this self development that undergirds intentional mentoring. Mentoring, as a process, involves the deeper development of the individual (Irby, 2012). When this development occurs in professional space, the benefits are not mutually exclusive, as mentor, mentee, and the organization establish a symbiotic relationship rooted in shared values (Templeton, 2021). While not
{"title":"Editorial overview: mentoring to support professional space","authors":"N. Templeton, Nahed Abdelrahman, Jordan Donop","doi":"10.1080/13611267.2023.2203981","DOIUrl":"https://doi.org/10.1080/13611267.2023.2203981","url":null,"abstract":"This issue of Mentoring and Tutoring: Partnership in Learning Journal includes research on mentoring to support professional space across various disciplines and service settings. The authors represent scholars from Spain, Turkey, Canada, and the midwestern and southeastern parts of the United States. Reported findings from the collective studies support the value of mentoring as a process for enabling growth in self and others. Often, personal growth has a targeted period or timeframe for specific growth measures to be realized. One such example surfaces in educational circles; specifically, in the tenure processes of the professorate, educator preservice development, and transdisciplinary adult education programs. Andragogy, or the method and practice of teaching adult learners has become a topic of great interest in recent years, especially as more professionals migrate between second and third careers. Contrastingly, the teaching of young adults has become increasingly more problematic as the stressors created by the immediacy of technology often create spaces of isolationism (Templeton, 2021). Within this context, understanding mentoring as the acquisition of clarity necessary to develop and hone specific skillsets is a phenomena worthy of continued empirical consideration. In the purest interpretation of empirical, the term experience is likely a less popular representation, although a necessary connotation for the intentional learner. Hence, experience becomes less about what is known and more about ‘how’ the transfer of knowledge is to occur. To better understand the extent to which knowledge is distributed requires the creation of new understandings based on shared learning spaces. It is within this space where changes in mindset occur and clarity becomes apparent. Hence, clarity brings meaning to how we interact in professional space, thus merging experience with knowledge to enact a new paradigm of self development. It is this self development that undergirds intentional mentoring. Mentoring, as a process, involves the deeper development of the individual (Irby, 2012). When this development occurs in professional space, the benefits are not mutually exclusive, as mentor, mentee, and the organization establish a symbiotic relationship rooted in shared values (Templeton, 2021). While not","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80980973","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-19DOI: 10.1080/13611267.2023.2202474
A. Marabesi, K. Kelsey, D. Ajayi
ABSTRACT We conducted a case study on the implementation of an adult mentoring program designed to connect land-grant university graduate students who participated in a transdisciplinary and multi-institutional research project withindustry professionals for the purpose of exposing students to industry practices. Seven mentees and six mentors participated in the study. We employed the theory of planned behavior to inform findings regarding participants’ behavioral, normative, and control beliefs surrounding professional performance and goal attainment. Program outcomes were positive for student career development, for example expanding graduate students’ professional networks and sharing research findings with industry professionals. However, the COVID-19 pandemic hindered the mentoring program’s success by adding stress and travel restrictions that prevented full engagement in the program by all parties. Recommendations for improving the program’s success include providing participants with better support mechanisms for initiatingmentoring relationships and encouraging mentees to develop coping mechanisms when faced with cognitive overload and communication apprehension.
{"title":"Case study of a pilot mentoring program in transdisciplinary sciences","authors":"A. Marabesi, K. Kelsey, D. Ajayi","doi":"10.1080/13611267.2023.2202474","DOIUrl":"https://doi.org/10.1080/13611267.2023.2202474","url":null,"abstract":"ABSTRACT We conducted a case study on the implementation of an adult mentoring program designed to connect land-grant university graduate students who participated in a transdisciplinary and multi-institutional research project withindustry professionals for the purpose of exposing students to industry practices. Seven mentees and six mentors participated in the study. We employed the theory of planned behavior to inform findings regarding participants’ behavioral, normative, and control beliefs surrounding professional performance and goal attainment. Program outcomes were positive for student career development, for example expanding graduate students’ professional networks and sharing research findings with industry professionals. However, the COVID-19 pandemic hindered the mentoring program’s success by adding stress and travel restrictions that prevented full engagement in the program by all parties. Recommendations for improving the program’s success include providing participants with better support mechanisms for initiatingmentoring relationships and encouraging mentees to develop coping mechanisms when faced with cognitive overload and communication apprehension.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80617852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-18DOI: 10.1080/13611267.2023.2202477
Catherine Susin, T. Gallagher
ABSTRACT This survey-design study examined how 228 middle school preservice teachers perceived the implementation of digital and digital multimodal texts during course-required, mentored, tutoring sessions delivered in face-to-face and online settings prior to, during and toward the end of the COVID-19 pandemic. Tutors were able to recognize that texts could be used to elicit affective responses from their students, and had the potential to differentiate their lessons in accordance with learners’ needs, but the technology challenges they faced seemed insurmountable to some. Given their lack of teaching experience, tutors struggled to determine the appropriateness of the resources and they held distinct perceptions of the accomplishments and challenges related to their tutoring sessions. Mentor responsiveness exhibited by honouring tutors’ adaptive expertise can be seen as an important aspect of fostering tutors’ confidence. Focusing on the role of the mentor in preservice teachers’ tutoring field placements is a suggested area for future research.
{"title":"Tutoring during the pandemic: mentoring tutors’ formative experiences using digital and digital multimodal texts","authors":"Catherine Susin, T. Gallagher","doi":"10.1080/13611267.2023.2202477","DOIUrl":"https://doi.org/10.1080/13611267.2023.2202477","url":null,"abstract":"ABSTRACT This survey-design study examined how 228 middle school preservice teachers perceived the implementation of digital and digital multimodal texts during course-required, mentored, tutoring sessions delivered in face-to-face and online settings prior to, during and toward the end of the COVID-19 pandemic. Tutors were able to recognize that texts could be used to elicit affective responses from their students, and had the potential to differentiate their lessons in accordance with learners’ needs, but the technology challenges they faced seemed insurmountable to some. Given their lack of teaching experience, tutors struggled to determine the appropriateness of the resources and they held distinct perceptions of the accomplishments and challenges related to their tutoring sessions. Mentor responsiveness exhibited by honouring tutors’ adaptive expertise can be seen as an important aspect of fostering tutors’ confidence. Focusing on the role of the mentor in preservice teachers’ tutoring field placements is a suggested area for future research.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83676634","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-18DOI: 10.1080/13611267.2023.2202476
Consuelo García, Antoni Badia
ABSTRACT Teachers as mentors have a great impact on shaping the identity of future teachers and how they will behave in the classroom. However, mentoring roles in many countries receive little, if any, training and guidance. The dialogical self theory offers a comprehensive theoretical framework for studying student teachers’ mentor’s identity. The main objective of this research is to study the identities of untrained Spanish teachers in their mentoring roles when advising student teachers. A combination of qualitative and quantitative analysis reveals three clusters in the sample of 35 mentors analysed: mentors oriented towards the planning of classes and development of teaching skills; mentors oriented towards the socialization of the student in practice; and mentors oriented towards pre-service teachers’ professional growth. Interrater agreement was excellent, reaching a Cohen’s kappa value of 0.80. The implications of the findings are discussed along with possible considerations for future mentors’ training and development.
{"title":"“I as a practicum mentor”: identities of mentors of student teachers","authors":"Consuelo García, Antoni Badia","doi":"10.1080/13611267.2023.2202476","DOIUrl":"https://doi.org/10.1080/13611267.2023.2202476","url":null,"abstract":"ABSTRACT Teachers as mentors have a great impact on shaping the identity of future teachers and how they will behave in the classroom. However, mentoring roles in many countries receive little, if any, training and guidance. The dialogical self theory offers a comprehensive theoretical framework for studying student teachers’ mentor’s identity. The main objective of this research is to study the identities of untrained Spanish teachers in their mentoring roles when advising student teachers. A combination of qualitative and quantitative analysis reveals three clusters in the sample of 35 mentors analysed: mentors oriented towards the planning of classes and development of teaching skills; mentors oriented towards the socialization of the student in practice; and mentors oriented towards pre-service teachers’ professional growth. Interrater agreement was excellent, reaching a Cohen’s kappa value of 0.80. The implications of the findings are discussed along with possible considerations for future mentors’ training and development.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74402008","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-18DOI: 10.1080/13611267.2023.2202473
Işıl Günseli Kaçar, Hasan Serif Baltaci
ABSTRACT In this qualitative study, we designed an online mentoring program to complement school-based mentoring to enrich the quality of existing mentoring experiences and explored the impact of this project on the professional development of 12 EFL pre-service teachers in an English-medium university in Turkey and six qualified English teachers. Pre-service teachers were assigned online co-mentors and asked to send them their lesson plans and teaching videos and several questions regarding their practicum, lesson plan preparation, delivery, assessment issues, as well as career-related concerns via e-mail to receive feedback. The data collected via semi-structured interviews before and after the project were analyzed through content analysis. The findings indicated a relatively high level of satisfaction among pre-service teachers regarding detailed feedback provision, the development of alternative viewpoints into teaching, enhanced teaching self-efficacy, reduced teaching anxiety, new insights into their career choices, and some challenges concerning the online nature of the study.
{"title":"Designing a complementary e-mentoring program for pre-service ELT teachers: online co-mentoring project","authors":"Işıl Günseli Kaçar, Hasan Serif Baltaci","doi":"10.1080/13611267.2023.2202473","DOIUrl":"https://doi.org/10.1080/13611267.2023.2202473","url":null,"abstract":"ABSTRACT In this qualitative study, we designed an online mentoring program to complement school-based mentoring to enrich the quality of existing mentoring experiences and explored the impact of this project on the professional development of 12 EFL pre-service teachers in an English-medium university in Turkey and six qualified English teachers. Pre-service teachers were assigned online co-mentors and asked to send them their lesson plans and teaching videos and several questions regarding their practicum, lesson plan preparation, delivery, assessment issues, as well as career-related concerns via e-mail to receive feedback. The data collected via semi-structured interviews before and after the project were analyzed through content analysis. The findings indicated a relatively high level of satisfaction among pre-service teachers regarding detailed feedback provision, the development of alternative viewpoints into teaching, enhanced teaching self-efficacy, reduced teaching anxiety, new insights into their career choices, and some challenges concerning the online nature of the study.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84320291","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-18DOI: 10.1080/13611267.2023.2202475
Théophile Muhayimana
ABSTRACT Junior faculty members face pressure to excel in the threefold mission of their assignment (teaching, research, and service) because the tenure process is complex and requires one to balance many diverse and competing demands. This qualitative study analyzed the self-mentoring practices of a tenure-track faculty who strove to improve his instructional practices in online courses. The study used online surveys and collected data from 363 graduate students. The findings indicated that students appreciated the instructor’s instructional techniques for connecting with learners, creating classroom interaction, providing constructive feedback, and remaining approachable and caring. Given the stressful nature of untenured faculty’s challenges inherent to online graduate courses, this study suggests self-mentoring is an effective reflective practice for new faculty to enhance their instructional practices. The study further recommends the development of faculty social-emotional competencies, the promotion of faculty self-reflective practices, and the use of faculty self-designed mid-term evaluation for instructional improvement.
{"title":"How am I doing? Using self-mentoring practices to improve a tenure-track faculty’s online instructional strategies","authors":"Théophile Muhayimana","doi":"10.1080/13611267.2023.2202475","DOIUrl":"https://doi.org/10.1080/13611267.2023.2202475","url":null,"abstract":"ABSTRACT Junior faculty members face pressure to excel in the threefold mission of their assignment (teaching, research, and service) because the tenure process is complex and requires one to balance many diverse and competing demands. This qualitative study analyzed the self-mentoring practices of a tenure-track faculty who strove to improve his instructional practices in online courses. The study used online surveys and collected data from 363 graduate students. The findings indicated that students appreciated the instructor’s instructional techniques for connecting with learners, creating classroom interaction, providing constructive feedback, and remaining approachable and caring. Given the stressful nature of untenured faculty’s challenges inherent to online graduate courses, this study suggests self-mentoring is an effective reflective practice for new faculty to enhance their instructional practices. The study further recommends the development of faculty social-emotional competencies, the promotion of faculty self-reflective practices, and the use of faculty self-designed mid-term evaluation for instructional improvement.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91163965","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-15DOI: 10.1080/13611267.2023.2195341
N. Templeton, Nahed Abdelrahman, Jordan Donop
Mentoring &
指导&
{"title":"Editorial overview: mentoring as a partnership in learning","authors":"N. Templeton, Nahed Abdelrahman, Jordan Donop","doi":"10.1080/13611267.2023.2195341","DOIUrl":"https://doi.org/10.1080/13611267.2023.2195341","url":null,"abstract":"Mentoring &","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75384019","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-21DOI: 10.1080/13611267.2023.2178708
Padmashree Rida, Tiffany Karalis Noel, M. Miles
ABSTRACT Building on empirical research that examines the mentoring experiences of minoritized postdocs in science, technology, engineering, and mathematics (STEM) fields, the researchers conceptualized a framework to cultivate inclusive, supportive, and mutually beneficial mentoring relationships among faculty mentors or Principal Investigators (PIs) and postdocs. The paper begins with an introduction to the STEM postdoc landscape, reviews relevant literature, and leverages data from 31 STEM postdocs at a research-intensive university in the southeast United States to introduce a conceptual framework that sheds light on and expands our understanding of STEM faculty-postdoc mentoring. The paper concludes with practical implications for improving STEM postdoc mentoring in research and practice.
{"title":"STEM postdoc mentoring: a social exchange theory-based conceptual framework","authors":"Padmashree Rida, Tiffany Karalis Noel, M. Miles","doi":"10.1080/13611267.2023.2178708","DOIUrl":"https://doi.org/10.1080/13611267.2023.2178708","url":null,"abstract":"ABSTRACT Building on empirical research that examines the mentoring experiences of minoritized postdocs in science, technology, engineering, and mathematics (STEM) fields, the researchers conceptualized a framework to cultivate inclusive, supportive, and mutually beneficial mentoring relationships among faculty mentors or Principal Investigators (PIs) and postdocs. The paper begins with an introduction to the STEM postdoc landscape, reviews relevant literature, and leverages data from 31 STEM postdocs at a research-intensive university in the southeast United States to introduce a conceptual framework that sheds light on and expands our understanding of STEM faculty-postdoc mentoring. The paper concludes with practical implications for improving STEM postdoc mentoring in research and practice.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90883011","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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