How Students, Collaborating as Peer Mentors, Enabled an Audacious Group‐Based Project

Bernstein, Jeffrey L.; Abad, Andrew P.; Bower, Benjamin C.; Box, Sara E.; Huckestein, Hailey L.; Mikulic, Steven M.; Walsh, Brian F.

doi:10.1002/tl.20207

Cited by 2 publications

References 8 publications

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SOPHIE (Self-Exploration Through Ontological, Phenomenological, Humanistic, Ideological and Existential Expressions): A Mentoring Framework

Ali

Snowden

2018

Mentorship, Leadership, and Research

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The Springer series International Perspectives on Social Policy, Administration and Practice puts the spotlight on international and comparative studies of social policy, administration, and practice with an up-to-date assessment of their character and development. In particular, the series seeks to examine the underlying assumptions of the practice of helping professions, nonprofit organization and management, and public policy and how processes of both nation-state and globalization are affecting them. The series also includes specific country case studies, with valuable comparative analysis across Asian, African, Latin American, and Western welfare states. The series International Perspectives on Social Policy, Administration and Practice commissions approximately six books per year, focusing on international perspectives on social policy, administration, and practice, especially an East-West connection. It assembles an impressive set of researchers from diverse countries illuminating a rich, deep, and broad understanding of the implications of comparative

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SOPHIE (Self-Exploration Through Ontological, Phenomenological, Humanistic, Ideological and Existential Expressions): A Mentoring Framework

Ali

Snowden

2018

Mentorship, Leadership, and Research

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Development of a toolkit for a mentoring program

Tinoco-Giraldo

Sánchez

García-Peñalvo

2019

Proceedings of the Seventh International Conference on Technological Ecosystems for Enhancing Multiculturality

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The mentoring kit for a mentoring program provides the mentors with the necessary resources and tools to help to mentees and teams to understand, apply and integrate their strengths in their respective roles. The tools of the kit offer a working model with the mentee to develop an effective strategy that improves his/her performance through development based on strengths. One of the most effective methods for managing and developing talent within students are mentoring programs. These programs provide a vehicle in which knowledge and wisdom is shared while creating an environment for learning and growth. Novice mentors could benefit from a toolkit to help structure effective mentoring programs. This article describes such a toolkit to provide mentors with the necessary resources and tools to help mentees and teams to understand, apply and integrate their strengths in their respective roles. The objectives of this toolkit are: 1. Deliver models and structures so that the mentee has the ability to: -Develop transformational, theoretical and experiential learning processes. -Develop, evaluate and optimize your resources to function with greater creativity, prominence, leadership and proactivity. 2. Stimulate the development of skills that provide innovative perspectives. 3. Learn to apply the tools and skills acquired in the educational field to: -Understand and diagnose situations in context. -Develop intervention plans with his/her mentor adjusted to the needs and expectations of themselves. -Generate spaces for the identification of barriers and conflicts in his/her processes. -Stimulate actions to overcome challenges or opportunities. -Effective accompaniment of the mentees to reach their goals. Additionally, the tools included in the kit offer a working model for the mentee to develop an effective strategy that improves his/her performance through development based on strengths. This article presents the importance of the use of mentoring tools, under the guidelines of the mentoring toolkit design. This article presents the importance of the use of mentoring tools, under the guidelines of the mentoring toolkit design. This paper reflects simple tools that can be used in a systematic way so that in the mentoring process the participant can perform the most difficult task of all, that of investigating themselves and at the same time the mentor can count on valuable data to be able to facilitate the work. Future research will focus on the evaluation of the toolkit. KEYWORDSMentoring, toolkit, professional and academic capability, academic development.

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How Students, Collaborating as Peer Mentors, Enabled an Audacious Group‐Based Project

Abstract: We discuss how a professor worked with six students to design and implement a complex teaching strategy for a course, and used the students’ assistance to create a sustainable model for future iterations of the course.

Cited by 2 publications

References 8 publications

SOPHIE (Self-Exploration Through Ontological, Phenomenological, Humanistic, Ideological and Existential Expressions): A Mentoring Framework

SOPHIE (Self-Exploration Through Ontological, Phenomenological, Humanistic, Ideological and Existential Expressions): A Mentoring Framework

Development of a toolkit for a mentoring program

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