Mentoring in crisis does not need to put mentorship in crisis: Realigning expectations

Cameron, Kenzie A.; Daniels, Lauren; Traw, Emily; McGee, Richard

doi:10.1017/cts.2020.508

Cited by 13 publications

(12 citation statements)

References 8 publications

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“…Such work identifies “lessons-learned” and important considerations for providing effective and equitable mentorship and these guidelines will be implemented in this course moving forward. 30 , 44 , 45 …”

Section: Reflectionmentioning

confidence: 99%

“…Such work identifies ''lessonslearned'' and important considerations for providing effective and equitable mentorship and these guidelines will be implemented in this course moving forward. 30,44,45 During unpredictable times, it can also be even more critical to scaffold the learning experiences and create consistency. We felt that the module design allowed us to provide our students with an experience in which the activities were clearly laid out and through which we were able to model research skills.…”

Section: Reflectionmentioning

confidence: 99%

See 1 more Smart Citation

Creation of a Novel Biomedical Engineering Research Course for Incarcerated Students

Speer

Clapacs

2022

Biomed Eng Education

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Options for incarcerated individuals to participate in higher education in prison programs (HEPPs) have expanded in recent years to include courses in science, technology, engineering, and mathematics, however these students remain an underserved population in the United States. Thus, there are opportunities to expand the available offerings, increase the diversity of coursework available by introducing subjects such as biomedical engineering (BME), and include cocurricular and extracurricular activities widely considered critical components of undergraduate training including research experiences. As such, a year-long program was developed to introduce students pursuing a bachelor’s degree in an HEPP through an R1 institution to research principles in BME. This course introduced students to disciplines within BME, offered opportunities to gain research experience as knowledge-creators, and supported engagement with a scientific learning community. Using a student-centered approach, the course was designed to incorporate activities for reflection, goal setting, and dialogue among participants and sought to leverage students’ funds of knowledge and areas of personal scientific interest. This course represents a transferable model for offering BME courses and research-centered opportunities to students enrolled in other HEPPs and an opportunity to promote equity and access in higher education.

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Section: Reflectionmentioning

confidence: 99%

Section: Reflectionmentioning

confidence: 99%

Creation of a Novel Biomedical Engineering Research Course for Incarcerated Students

Speer

Clapacs

2022

Biomed Eng Education

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“…As such, the advice mentorship confers should be treated with the relevant biases that emerge from receiving advice from one person. Successful mentee–mentor relationships are mentee‐driven and mentor‐guided, with both sides willing to invest the time and energy to develop their interactions [10]. Trust, an open environment for discussions and confidentiality on what can or cannot be discussed outside the relationship are key elements of mentee–mentor interactions.…”

Section: Mentorship Versus Managementmentioning

confidence: 99%

“…As such, the advice mentorship confers should be treated with the relevant biases that emerge from receiving advice from one person. Successful mentee-mentor relationships are mentee-driven and mentor-guided, with both sides willing to invest the time and energy to develop their interactions [10].…”

Section: Mentorship Versus Managementmentioning

confidence: 99%

Building and sustaining mentor interactions as a mentee

et al. 2021

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Mentorship is experience and/or knowledge‐based guidance. Mentors support, sponsor and advocate for mentees. Having one or more mentors when you seek advice can significantly influence and improve your research endeavours, well‐being and career development. Positive mentee–mentor relationships are vital for maintaining work–life balance and success in careers. Early‐career researchers (ECRs), in particular, can benefit from mentorship to navigate challenges in academic and nonacademic life and careers. Yet, strategies for selecting mentors and maintaining interactions with them are often underdiscussed within research environments. In this Words of Advice, we provide recommendations for ECRs to seek and manage mentorship interactions. Our article draws from our experiences as ECRs and published work, to provide suggestions for mentees to proactively promote beneficial mentorship interactions. The recommended practices highlight the importance of identifying mentorship needs, planning and selecting multiple and diverse mentors, setting goals, and maintaining constructive, and mutually beneficial working relationships with mentors.

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“…Although experiences of stress and not daring to ask for advice or help are negative, there is potential in the present situation to increase individuals' understanding of each other and appreciation for the contributions of others (e.g., supervisors, peers and supervisees). Such recognition provides an opening for the compassion for self and others that Cameron et al (2021) see as a critical aspect of mentors and protégés moving forward together through the pandemic.…”

Section: Introductionmentioning

confidence: 99%

The impact of the COVID-19 pandemic on early career researcher activity, development, career, and well-being: the state of the art

Lokhtina

Castelló

Lambrechts

et al. 2022

SGPE

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Purpose This paper aims to identify the documented effects of the COVID-19 pandemic on early career researcher (ECR) activity, development, career prospects and well-being. Design/methodology/approach This is a systematic literature review of English language peer-reviewed studies published between 2020 and 2021, which provided empirical evidence of the impact of the pandemic on ECR activity and development. The search strategy involved online databases (Scopus, Web of Science and Overton); well-established higher education journals (based on Scopus classification) and references in the retained articles (snowballing). The final sample included 11 papers. Findings The evidence shows that ECRs have been affected in terms of research activity, researcher development, career prospects and well-being. Although many negative consequences were identified, some promising learning practices have arisen; however, these opportunities were not always fully realised. The results raise questions about differential effects across fields and possible long-term consequences where some fields and some scholars may be worse off due to priorities established as societies struggle to recover. Practical implications There is a need for revised institutional and national policies to ensure that sufficient measures are implemented to support ECRs’ research work in a situation where new duties and chores were added during the pandemic. Originality/value This paper provides insights into the impacts of the initial societal challenges of the pandemic on ECRs across disciplines that may have long-lasting effects on their academic development and well-being.

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Mentoring in crisis does not need to put mentorship in crisis: Realigning expectations

Cited by 13 publications

References 8 publications

Creation of a Novel Biomedical Engineering Research Course for Incarcerated Students

Creation of a Novel Biomedical Engineering Research Course for Incarcerated Students

Building and sustaining mentor interactions as a mentee

The impact of the COVID-19 pandemic on early career researcher activity, development, career, and well-being: the state of the art

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