“Moving the Science Forward”: Faculty Perceptions of Culturally Diverse Mentor Training Benefits, Challenges, and Support

Abstract

This study applied social exchange theory to examine 74 faculty members’ perceptions of culturally diverse mentor training activities at 10 undergraduate institutions in the early stages of implementing grant-funded interventions focused on determining the most effective ways to engage and retain racially diverse students in biomedical research.

Coaching and teaching performance in higher education: a literature review

“…Coaches in higher education are senior faculty who may be within the same department and have experience in university policies, handling classroom situations, managing conflict, observing teaching practices, and providing constructive feedback (Kiel, 2018). The third topic of mentoring and coaching outcomes included faculty awareness (White-Lewis et al, 2022) Quality of feedback as characterized by timing and type. Feedback in performance reviews does not provide adequate direction to improve teaching behaviors.…”

“…In qualitative interviews with 74 higher education faculty across 10 different institutions, researchers investigated the relationship between faculty mentor training and supporting graduate students experiencing challenges within their programs. The educational institutions expected faculty to adopt culturally sustaining practices to mentor and support their graduate students while balancing other obligations at their respective departments and universities (White-Lewis et al. , 2022).…”

“…As a result, students may not receive the best classroom learning experiences possible. University administrators who review student evaluations of faculty who receive low ratings compared to other professors may take this opportunity to provide faculty with specific coaching and professional development to improve those deficiencies (Eastman, 2019;Hakro and Mathew, 2020;White-Lewis et al, 2022;Wernick et al, 2021). Proactive voluntary peer coaching programs could be implemented to support faculty development further.…”

“I am working 24/7, but I can't translate that to you”: The barriers, strategies, and needed supports reported by chemistry trainees from English-as-additional language backgrounds

“…These characteristics are especially important in cultivating cross-cultural mentor-mentee relationships that foster and retain diverse trainees. [68][69][70] • Proactively offer resources and supports to Eng+ trainees to support their development, including writing/presentation resources and templates, providing consistent and constructive feedback on writing/presentations, encouraging trainees to pursue extracurricular opportunities (e.g., English courses), directing trainees to mental health supports, connecting them with diverse mentors, etc. Such resources might be included on a group website, on-boarding guide for new trainees, etc.…”

Implementing case study design to evaluate diverse institutions and STEM education contexts: Lessons and key areas for systematic study

“…Members of the team conducted cross-case analysis-an in-depth exploration of similarities and differences within and across BUILD sites-in order to test assertions using matrices (Miles, Huberman, & Saldaña, 2014). For example, a cross-case analysis can be conducted to examine experiences of faculty in culturally aware mentorship training within and across sites to understand the efficacy of the intervention and how faculty experience challenges or support for intentions to encourage students to pursue biomedical careers (White-Lewis, Romero, Gutzwa, & Hurtado, 2022).…”