Mentoring<i>with</i>: reimagining mentoring across the university

Goerisch, Denise; Basiliere, Jae; Rosener, Ashley; McKee, Kimberly D.; Hunt, Jodee; Parker, Tonya M.

doi:10.1080/0966369x.2019.1668752

Cited by 41 publications

(27 citation statements)

References 29 publications

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“…There is tremendous benefit to the Scientists' growth as AD researchers and colleagues through dialogue about development of research aims, data acquisition and analysis, dissemination, and resource availability, as well as the sharing of professional and career-related questions and issues that arise. This type of learning exchange and peer mentorship is a collaborative process involving a reciprocal relationship that provides opportunities for growth based on common interests ( 30 , 31 ). As opposed to a more traditional model in which the senior faculty member guides the junior faculty member, this peer or mutual mentorship approach offers bi-directional support for Scientists' professional and personal challenges ( 32 ).…”

Section: Discussion and Lessons Learnedmentioning

confidence: 99%

Responding to the Call: Building a Training Program to Diversify the Academy in Alzheimer's Disease Research

Ingram

Ford

Johnson

et al. 2021

Front. Public Health

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Alzheimer's disease and related dementias (ADRD) are at the forefront of the United States (US) public health agenda due to their tremendous human and financial burden. Further, disproportionately high ADRD rates among racial/ethnic minorities require incorporating the unique perspectives of racially and ethnically diverse scientists, which will necessitate diversifying the scientific workforce that investigates disparities in aging. The purpose of this paper is to describe the training and mentorship initiatives of the National Institute on Aging (NIA)-funded Carolina Center on Alzheimer's Disease and Minority Research, emphasizing lessons learned from our engagement with underrepresented minority and minoritized (URM) Scientists. We highlight three aims of the Center's training and mentorship component: (1) Fund pilot projects for URM Scientists conducting research on sociocultural, behavioral, and environmental factors that influence ADRD-related health disparities; (2) Provide mentorship to build the research capacity of Center Scientists; and (3) Offer research education in Health Disparities and Minority Aging Research to Center Scientists and interested researchers at all partner institutions. Our experience may be a practical resource for others developing interdisciplinary training programs to increase the pipeline of URM Scientists conducting ADRD research.

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Section: Discussion and Lessons Learnedmentioning

confidence: 99%

Responding to the Call: Building a Training Program to Diversify the Academy in Alzheimer's Disease Research

Ingram

Ford

Johnson

et al. 2021

Front. Public Health

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“…If failure creates important spaces for resistance ( Halberstam, 2011 ), how do we practice that resistance? Following Harrowell et al (2018) and Mcdowell (2004) , we argue that this involves creating spaces for failure in our work and cultivating an ethic of care in the university ( Goerisch et al, 2019 ; Batterbury, 2015 ). For some academics, this was exemplified in the 2018 UCU strike, in which new networks and connections were formed online and ‘teach-out’ meetings opened new discussions on what it meant to be an academic in the neoliberal academy ( Davies, 2019 ).…”

Section: Discussion: W Hat Does It Mean To Create mentioning

confidence: 99%

“…These literatures arise from the foundation that academia, like wider society, is relational ( Goerish et al, 2019 ; Batterbury, 2018 ; Askins and Blazek, 2017 , Jones and Whittle forthcoming). Consequently, their contributions are all about extending , making visible , and valorising those relationships in ways which recognise that “caring needs to come out of hiding” ( Mountz et al, 2015 , p.1247) and that having needs and being vulnerable are not failings ( Simard-Gagnon, 2016 ).…”

Section: Power Politics and Failure At Universitymentioning

confidence: 99%

“…We argue that students are experiencing mounting pressure from these same neoliberal processes and that understanding their lived experiences of failure can help us understand how we might practically support them whilst pushing back at neoliberalism through our teaching and pastoral work. Recent literatures on slow scholarship ( Mountz et al, 2015 ), ‘doing geography’ and feminist contributions on cultivating an ethic of care within the academy ( Mcdowell, 2004 , Askins and Blazek, 2017 ; Conradson, 2016 ; Batterbury, 2018 ; Parizeau et al, 2016 ; Goerish et al, 2019 ) have highlighted how we can engage with this challenge through our research and interactions with colleagues. Building on the insights of our research, this article begins to identify the skills and spaces that may be helpful in fostering an ethic of care through our teaching practices too.…”

Section: Introductionmentioning

confidence: 99%

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The ‘present-tense’ experience of failure in the university: Reflections from an action research project

Whittle¹,

Brewster²,

Medd³

et al. 2020

Emotion, Space and Society

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This article reflects on insights from an action research project where we worked with students whose university experience was inhibited by the fear of failure. In contrast to the popular concept of ‘learning from failure’, which involves intellectualizing the experience and distancing ourselves from it, our findings demonstrate the importance of a ‘present tense’ focus on emotions and affects in order to understand the experience of failure for students. Doing so brings us face-to-face with the often painful experience of failure in the present moment which, we argue, is an important and valid part of the university experience. We conclude by reflecting on the kinds of spaces and skills that may be needed to work with this new understanding of failure and show that developing these is a crucial part of resisting neoliberalism and creating a more ‘care-full’ (Mountz et al., 2015) academy.

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“…Mentoring was first developed in the United States of America in the 1970s within large corporations to support junior staff [1] but has now extended to other contexts, including the university-based education platforms of health professionals [2][3][4][5][6][7][8][9][10][11][12][13]. Over the years, the reforms in the education of health professionals have contributed to the doubling of life expectancy during the 20th century [4].…”

Section: Introductionmentioning

confidence: 99%

Career Development of Academic Staff in Faculties of Dentistry by Means of Mentorship Programs: Protocol for a Scoping Review

Amosun¹,

Kimmie-Dhansay²,

Geerts³

et al. 2021

JMIR Res Protoc

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Background Globally, the demands on dental educators continue to diversify and expand. Due to their importance and value, mentoring programs have been acknowledged as a means of recruiting, developing, and retaining academics in dental education. Objective This protocol is for a scoping review that aims to identify the goals of mentoring programs for academic staff in dental faculties and determine how these programs were structured, delivered, and evaluated. Methods The review will be performed in accordance with the Joanna Briggs Institute’s methodology for scoping reviews, which covers both qualitative and quantitative scientific literature as well as grey literature written in English and published between 2000 and 2020. The databases will include PubMed, Ovid, the Educational Resources Information Center database, Science Direct, Scopus, Google Scholar, Trove, Web of Science, Openthesis.org, and the website of the American Dental Education Association. A manual search will also be conducted by using the reference lists of included studies to identify additional articles. Working independently, the authors will participate iteratively in literature screening, paper selection, and data extraction. Disagreements between the reviewers will be resolved by discussion until a consensus is reached or after consultation with the research team. Key information that is relevant to the review questions will be extracted from the selected articles and imported into a Microsoft Excel file. The PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews) will be used to guide the reporting of this protocol. Results The search for appropriate literature has commenced, and we aim to present the results before the end of the 2021 academic year. Conclusions The development of formal mentorship programs for academics in dental education will enhance the retention of academic staff. International Registered Report Identifier (IRRID) PRR1-10.2196/27239

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Mentoringwith: reimagining mentoring across the university

Cited by 41 publications

References 29 publications

Responding to the Call: Building a Training Program to Diversify the Academy in Alzheimer's Disease Research

Responding to the Call: Building a Training Program to Diversify the Academy in Alzheimer's Disease Research

The ‘present-tense’ experience of failure in the university: Reflections from an action research project

Career Development of Academic Staff in Faculties of Dentistry by Means of Mentorship Programs: Protocol for a Scoping Review

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