Other versions by this Author
The mentoring curriculum presented in this manual is built upon the original Entering Mentoring facilitation guide published in 2005 by Jo Handelsman, Christine Pfund, Sarah Miller, and Christine Maidl Pribbenow. This revised edition is designed for those who wish to implement mentorship development programs for academic research mentors across science, technology, engineering and mathematics (STEM) and includes materials from the Entering Research companion curriculum, published in 2010 by Janet Branchaw, Christine Pfund and Raelyn Rediske. This revised edition of Entering Mentoring is tailored for the primary mentors of undergraduate researchers in any STEM discipline and provides research mentor training to meet the needs of diverse mentors and mentees in various settings.
Entering Mentoring
by Pfund, Christine; Branchaw, Janet L.; Handelsman, JoEdition: Revised
Format: Paperback
Pub. Date: 2015-01-31
Publisher(s): W. H. Freeman
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Summary
Author Biography
Christine Pfund, Ph.D. is a researcher at the Wisconsin Center for Education Research at the University of Wisconsin-Madison (UW). She currently works for several programs across the UW campus including the Institute for Clinical and Translational Research, the Center for Women’s Health Research and the Delta Program in Research, Teaching, and Learning. Chris’ work has focused on preparing current and future faculty to be effective teachers and research mentors. Over the past nine years, Chris has been integrally involved in developing, implementing, documenting, and evaluating a training seminar for research mentors. She has co-authored a manual for facilitators of this seminar, Entering Mentoring, and co-authored a paper documenting the effectiveness of this approach. Chris has led a project to adapt and enhance Entering Mentoring for use across science, technology, engineering and math (STEM) disciplines. Most recently, Chris has led the effort to adapt the research mentor training curriculum for use with mentors engaged in clinical and translational science. Dr. Pfund is currently involved in a randomized research study to test the impact of research mentor training on both mentors and mentees and a study to develop a better understanding of specific factors in mentoring relationships that account for positive student outcomes.
Janet Branchaw is a Faculty Associate at the University of Wisconsin--Madison's Center for Biology Education. She earned her B.S. in Zoology from Iowa State University and her Ph.D. in Physiology from the University of Wisconsin--Madison. After completing postdoctoral training and a lectureship in undergraduate and medical physiology at the University of Wisconsin--Madison's School of Medicine and Public Health, Janet joined the University's Center for Biology Education. Her work at the Center focuses on developing and supporting undergraduate students for graduate school. She developed and directs two National Science Foundation--funded undergraduate research programs; a 10-week summer Research Experiences for Undergraduates program that hosts students from around the country, and a three-year Undergraduate Research and Mentoring program that prepares students in science, technology, engineering, and math disciplines for interdisciplinary graduate training across the biological sciences. In connection with this work she collaborates with the Delta Program for Research, Teaching and Learning and the Wisconsin Program for Scientific Teaching to train pre-faculty and faculty mentors of undergraduate researchers. In addition to her work in undergraduate research, Janet also teaches introductory biology.
Table of Contents
Contents
Foreword ix
Preface xi
Acknowledgments xiii
Curriculum Overview 1
Content 2
Format 3
Implementation: Facilitating Research Mentor Training 4
Learning Objectives 6
1 Introduction to Mentor Training 9
Introduction 9
Learning Objectives 9
Facilitation Guide 10
Introductory Activities: Ways to Help Participants Get to Know One Another 13
Constructive and Destructive Group Behaviors 15
Questions to Consider When Writing a Mentoring Philosophy 16
Reading: Mentoring: Learned Not Taught 17
2 Aligning Objectives 27
Introduction 27
Learning Objectives 27
Facilitation Guide 28
Case Study: The Sulky Undergraduate 31
Examples of Mentor-Mentee Compacts 32
Mentoring Tool: Research Experience Expectations 41
Mentoring Tool: Research Experience Reflections 42
Mentoring Tool: Letter of Recommendation 43
Mentoring Tool: Roles for Your Research Matter 44
3 Promoting Professional Development 45
Introduction 45
Learning Objectives 45
Facilitation Guide 46
Examples of Individual Development Plans (IDPs) for Discussing Development and Career Plans 49
Case Study: To Be or Not to Be a PhD 54
Mentoring Tool: The Next Step in Your Career: Factors to Consider 55
4 Maintaining Effective Communication 57
Introduction 57
Learning Objectives 57
Facilitation Guide 58
Case Study: The Slob 61
Mentoring Tool: Reflecting on Your Mentoring Relationship 62
5 Addressing Equity and Inclusion 63
Introduction 63
Learning Objectives 63
Facilitation Guide 64
Diversity Study Results 68
Case Study: Is It OK to Ask? 70
Reading: Benefits and Challenges of Diversity 71
6 Assessing Understanding 83
Introduction 83
Learning Objectives 83
Facilitation Guide 84
“Assessing Understanding” Scenarios 87
Mentoring Tool: Your Research Group’s Focus 88
Mentoring Tool: Scientific Article Worksheet 89
Mentoring Tool: Research Project Outline & Science Abstract 91
7 Fostering Independence 93
Introduction 93
Learning Objectives 93
Facilitation Guide 94
Case Study: Ready Mentee 97
Case Study: The Slow Writer 97
Reading: Mentoring Research Writers 98
8 Cultivating Ethical Behavior 105
Introduction 105
Learning Objectives 105
Facilitation Guide 106
Case Study: Tweaking the Data 108
Case Study: Plagiarism? 108
Case Study: A Big, Strong Guy 109
Case Study: A Drive in the Country 109
9 Articulating Your Mentoring Philosophy and Plan 111
Introduction 111
Learning Objectives 111
Facilitation Guide 112
Mentoring Reflection Worksheet 115
Appendix: Introduction to Facilitation 117
Role of Facilitators 117
General Notes on Facilitating a Group 118
Group Dynamics: Suggestions for Handling Challenges 119
About the Authors 121
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