This paper presents an explanation of mentoring case narratives, excerpts of case narratives, use of a structured protocol, and critical aspects of mentoring. Mentoring is contextually bound, with a variety of participants, settings, issues, needs, and time constraints, etc.  An effective tool in capturing mentoring contexts is the case narrative. Case narratives are defined as stories in which dilemmas are described that characterize a mentoring context grounded in actual experiences or events. We recommend the construction of case narratives as a reflective strategy across the disciplines for use in mentoring. Mentoring is complex, often ambiguous, and yet, directly affects each of us. While there are numerous definitions of mentoring, it is defined in this paper as "having two or more individuals willingly form a mutually respectful, trusting relationship focused on goals that foster the potential of the mentee, while considering the needs of the mentor and the context in which they must function” (Kochan, 2002). This paper was written by five doctoral students and their professor in a graduate level course focused on mentoring. In the course, we purposively chose to engage in individual and collective inquiry about the practice of mentoring. Using an interdisciplinary perspective, we reviewed the literature, discussed personal mentoring experiences, wrote mentoring case narratives, and engaged in critical discussion. This paper presents an explanation of mentoring case narratives, excerpts of case narratives, use of a structured protocol, and concludes with what we collectively learned about mentoring.

The purpose of this study was to determine the most valuable and most challenging aspects of an induction and mentoring program in four West Tennessee rural counties. A total of 165 teachers, mentors and principals responded to an online induction survey conducted by the New Teacher Center, Santa Cruz, that was designed to capture the extent to which respondents agreed with statements about their experiences and the degree to which the New Teacher Center program contributed to various aspects of their teacher growth and development. Across the four districts, in terms of demographics, teachers, mentors, and site administrators who responded to the surveys were mostly female and Caucasian. The analyses included a summary of respondent demographics, and an evaluation of responses to the open-ended survey questions for each available respondent group. All three respondent groups agreed that collaboration, communication, and support were the most valuable or effective aspects of the program. Teachers also noted the challenging teaching and learning conditions present in their school buildings that made it difficult to meet the achievement needs of their students.

Key words: Induction, collaboration, mentoring, support, mentors, teachers

Faculty members are increasingly challenged by the lack of dispositional strengths among their college students. This challenge is complicated by faculty members who question should they work to influence students’ dispositions, and how might they help students develop dispositions. Based on Mezirow’s (1991) transformative learning theory, and Krathwohl, Bloom and Masia’s (1964) Affective Hierarchy, this article addresses those questions by encouraging faculty members to engage in the Faculty Transformation Process. The Faculty Transformative Process is comprised of five steps—acknowledge, assess, analyze, assimilate and action. Together these steps support faculty members in first acknowledging a dilemma exists, and then, working on an action plan to build sustainable and affirming relationships with college students through mentoring and professional development.  The goal is to influence students’ thinking about, and valuing of, dispositions that will impact their lives beyond the college classroom.

Key Words: disposition development, faculty development, college students

There are several books and programs that assist you through various levels of Graduate education.  At times, you may need to speak with someone who is not opinionated and critical. Even though self-actualization may be an avoided action in a mentoring relationship; there are certain aspects that provide accountability and are necessary for your improved performance.

Are you honest with yourself? Do you have an accountability partner?  An Educational mentor may be that accountability individual. This session will provide some thought provoking questions and relevant answers (only you can provide) that will assist you through the process of making some life-changing decisions.

A cognitive behavior analysis approach to facilitating success in the areas of social skills acquisition and improvement on academic tasks is described.  Specifically a model of consciousness was developed to facilitate self-management of behavior. The NZC (Neutral Zone of Consciousness) will be contrasted with the AZC (Analysis Zone of Consciousness) for purposes of facilitating developmental relationships via teaching the appropriateness of control and surrender in consciousness.  Stand Back Awareness (SBA) as applied in self-management projects based on an applied cognitive behavior analysis methodology is used to illustrate the nature of the NZC.  The content-focused Analysis Zone of Consciousness (AZC) is examined in detail from an applied behavior analysis perspective.  A methodological framework of operational definitions, target behaviors, functional analysis, and metacognitive analysis of attention, thinking, and beliefs are exemplified as correlates of the AZC and are contrasted with the correlates of the NZC.  Likewise, examples of activities correlated with the observer-focused NZC are examined including: mediation, meditation, the fake-it-till-you-make-it technique and the Quaker concept of transforming power as applied in violence reduction/prevention role plays and other experiential activities.  NZC correlates of mystical experience are also examined with emphasis on the reciprocal roles of practical metaphysical activities and mystical insight (inspiration and motivation). Stand Back Awareness (SBA) is illustrated as applying both the content-focused AZC and observer-focused NZC facilitating decreases in nonproductive anxiety and anger and increases in attending and concentration behaviors, memory, and academic tasks.  General suggestions for facilitating the acquisition of self-management tools in developmental relationships will be summarized.

The advertising program at the Boston University College of Communication is a professionally oriented major with advertising classes in account management, creative development, digital media and consumer insight. Despite the recession, graduates of the program have succeeded in entering the job market at advertising, social media and digital agencies. This is a direct result of strong mentoring, networking and the building of long lasting relationships between the faculty and alumni. The model for success is combining coursework, networking and events to facilitate securing of entry-level jobs for new graduates. AdLab is the student operated ad agency at Boston University. It is a real agency servicing 25 clients each semester. A student Executive Board leads the other students registered in the course who work as account teams at the agency. The experience in AdLab, combined with internships, prepares students for careers in advertising.  Every year 12 students are selected to visit New York advertising agencies and meet Boston University alumni. Many of the alumni served on the AdLab EBoard and went on the NY trip. This reinforces the connection between current and past students in the ad program. The college also sponsors Adstravaganza, a large event attended by the ad faculty held every spring in NY for the alumni. Mentoring relationships are reinforced on a regular basis.The connection between AdLab and the NY events creates a strong bond linking alumni, students and faculty. This generates ongoing relationships benefiting students in the advertising program and opening the way for entry-level jobs.

The Words Remain Inside: Bullying Stops Here! will address critical and recent tragic incidents that have occurred between students and teachers or among children within a classroom setting and beyond. The presentation will educate teachers on how to distinguish what is teasing and bullying and knowing the signs that could prevent further untimely deaths. The presentation will have concept-based learning approaches coupled with project based learning. Each participant will create a puppet that will concretely represent what words can do: hurt, cause conflict and unfortunately marinate inside. Hence, this project- based learning can easily be replicated in each teacher’s classroom and address different kind of conflicts in the classroom, school, or home. According to Smith, Cowie and Blades (2011); “Conflict can be unpleasant in short term and if repeated patterns of pervasive behavior, may be detrimental” (p. 164). Some critical incidents that are encountered between children in the classrooms or school could be avoided or thwarted if the proper professional development is implemented and educators become aware of what detriment persistent taunting does. Educators should make it their aim to redirect student’s anteceding triggers or taunts before the students become despondent and withdrawn. 

Modeling a co-teaching relationship in a teacher education master’s level STEM program, two faculty members co-taught two semester courses to a cohort of teacher candidates in a one-year, field-intensive teacher preparation program. The two university classes were co-taught by a general and special education faculty member.  Managing and Monitoring Student Learning: Designed to help general education teacher candidates (grades 7-12) become more proficient at managing classroom procedures and student behavior. In addition this class will give teacher candidates the skills needed to use classroom assessment data more efficiently and effectively through analysis and application, promoting data-driven decision making and problem solving.  Differentiated Instructional Adaptations: Designed to develop skills needed by licensed general education teachers to work with learners with exceptionalities and diverse needs in inclusive classrooms. Content includes collaboration strategies, curriculum modifications, instruction and management adaptations, principles and skills for differentiating instruction in an inclusive classroom.  Pre-, post-, and delayed-post surveys tracked the development of candidates’ understandings of co-teaching and the developmental relationships central to co-teaching. Candidates were required to co-teach two lessons with their cooperating teachers using a co-teaching model (one teach, one assist was not an option) and reflect on the experience. Finally, candidates completed weekly online reflections based on observations of co-teaching in the university classroom and co-teaching experiences in their grade 7-12 classrooms. Data from reflections and surveys reveal challenges and progress made in navigating and establishing developmental relationships with their cooperating teachers in the areas of co-planning, co-assessing, classroom management, contrasting teaching styles, and expectations.

Developmental relationships are essential to the healthy transition of all individuals. This is especially true as students transition from high school, to and through college, and as they move on to their professional life beyond college. At Indiana University, we have over 800 high-achieving underrepresented students who make up the Hudson and Holland Scholars Program (HHSP) and have found success in providing a variety of programs and services to assist these transitioning students utilizing a holistic framework based on student success. The Holistic Philosophy of Scholar Success (HoPSS) program is built as part of a partnership with the IU School of Public Health-Bloomington. It engages students individually and in groups through a variety of educational programs based on the six dimensions of wellness. Proposed by Hettler (1976), these six include the: physical, emotional, intellectual, social, occupational and spiritual dimensions. The program acknowledges the scholar as a whole person with dynamic relationships who possesses the characteristics of successful students (Downing, 2011) and delivers programs utilizing a public health lens. This paper provides specific components of the HoPSS model, evaluation tools and results. The hope is to share our model, allow for discussion at the Mentoring Conference 2013, and initiate ongoing conversation about how to support relationship development among high achieving underrepresented students.

The presentation will focus on rescuing and restoring resilient learners in K-12 education with the primary focus being on K-5 early intervention. Among the areas discussed will be how mentoring assists students to overcome negative socio-economic factors and other distractions as long as the mentoring environment allows them to feel cared about, supported, and that their needs are being met. Research will be shared that demonstrates how effective structured mentoring and positive support can lead to positive interactions conducive to learning. The focus of this research is based on a mentoring strategy called Mentoring-Success and will demonstrate to participants how the concepts can be used in their own mentoring efforts.