The purpose of this study was to explore the development of instructional management behaviors of pre-student teachers, who have received pre-service preparation through a course in classroom and behavior management and who receive supervision and mentoring specifically in regard to classroom and behavior management.

Two junior level pre-student teachers served as key participants in this study. The intensive mentorship occurred over the course of five weeks with two observations per week. The data were collected and triangulated through interviews, observations, field notes, video recorded lessons, and artifacts such as lesson plans. Two distinct case studies were developed in this field study once the data was analyzed. Based on the findings of this study, it is evident that there was a favorable relationship between mentoring physical education pre- student teachers and observable teaching behaviors related to classroom and behavior management.

This paper explores the importance of planned and facilitated closure of the mentoring partnerships in programs serving children, youth and young adults. Addressed are the types of terminations that occur in mentoring relationships and the need for program policies and procedures for each type of closure. Concern regarding abrupt endings that can be detrimental to participants especially children and youth who are developing their sense of trust and self-esteem is also discussed. A listing of key areas related to closure of the mentoring match to be covered in mentoring program procedures is provided within the paper.

The US Department of Education has awarded UNM Valencia Campus a STEM grant to encourage students to major in STEM fields (science, technology, engineering and math) and assist students with transferring to UNM Main Campus or other four-year institutions into bachelor degree programs.  Our student population of largely Hispanic, low-income, first generation students is not prepared to transfer to a four-year institution and many find large universities intimidating and inaccessible.  How can we mentor and encourage our student to transfer into a bachelor degree program and succeed at a large university?  Our roundtable discussion will focus on our cooperative transfer program involving multi-campus departments that provide a successful support system for our transferring students.  Our discussion will focus on characteristics of non-traditional students, our mentoring methods that succeed, and draw discussions from the audience on successful strategies that support and motivate transferring students.

Mentoring Latina/o students at the University of New Mexico involves identifying and meeting the needs of students of color and families. Aspriational cultural wealth and resistant capital models that emphasize racial identity, awareness and self-empowerment will assist Latina/o students and families, as well as practicioners and programs, in being successful. In understanding how to put sociocultural, self-efficacy and bridging multiple world theories into practice, programs can better meet the needs of Latina/o students and their families. At the University of New Mexico, mentoring programs for Latina/o students put these models and theories into practice. These programs include College Enrichment and Outreach Program (CEOP), El Centro de la Raza, ENLACE New Mexico and Title V. This paper will review the models and theories and connect them to the practices of mentoring programs at the university.

A large body of research findings over the past 20 years has documented the need for institutional transformation of academe to bring about diversity at all levels of the U.S. science and engineering (STEM) workforce. This is despite significant gains in the pipeline in many STEM disciplines; therefore, the National Science Foundation implemented the ADVANCE-Institutional Transformation (IT) program in 2001 in order to help increase the number of female faculty within institutions nationwide. New Mexico State University (NMSU) has been a successful ADVANCE-IT institution, as the percentage of women hired into STEM faculty positions at NMSU during the ADVANCE award period has doubled from 15% to 34% since 2002.  However, despite the strides by this program in increasing female STEM faculty representation, New Mexico institutions, including NMSU, the University of New Mexico (UNM), New Mexico Tech (NMT), and Los Alamos National Laboratory (LANL) require further progress in recruiting and retaining under-represented faculty. The Universities, UNM, NMT and NMSU have 14.9, 11.6, and 19.3% female, respectively, and 5.1, 2.1, and 7.7% minority STEM faculty, respectively.  The Earth & Environmental Sciences Division of LANL has 19.4% females and 6.0% minorities in staff scientist positions. Given the initial success at NMSU and the evident need to improve the numbers, a proposal for a second grant entitled, Partnerships for Adaptation, Implementation, and Dissemination  (PAID) was awarded funding for 3 years.

This grant aims to extend the work of the NMSU-ADVANCE program by building upon the best practices of mentoring, promotion and tenure, department head training, as well as improving the transition to the professoriate for postdoctoral fellows. Like NMSU, each institution has developed its own Alliance for Faculty Diversity committee, which is made up of male and female STEM faculty and department heads or in the case of LANL, staff scientists, group leaders and post-docs. These committees are charged with coordinating diversity initiatives and working with administration to institutionalize successful strategies. Each institution is focusing on mentoring, P&T training, and pipeline improvement through local programming as well as shared events across the institutions.

The program also offers an annual, two-day Department Head retreat at a central location in the state where recruitment and retention initiatives are presented by outside speakers as well as home-grown talent, and approaches are shared by Department Heads from all the institutions through interactive sessions.  Each institution has established mentoring and P&T programming to fit their needs.  NMSU continues with its mentoring model to make mentoring normative by broadening social networks for new faculty, and bi- annual, campus-wide P&T workshops.  NMT and UNM have established one-on-one mentoring programs with earlier-career paired with established faculty.  UNM is looking at a mix of mentoring models to accommodate its individual departments and colleges.  LANL has chosen a team-mentoring model designed to focus on postdoctoral fellows who plan to transition to positions of staff scientists, the equivalent to faculty at Universities; permanent staff scientists will work as teams with multiple post-docs to explore four identified core issues.  Events are offered at each institution and across institutions through distance delivery to encourage social networking at each institution and across the state.

A well-developed mentoring program can ensure an organization maintains its quality and effectiveness even with large numbers of employees retiring.  In organizations with a successful mentoring program, succession planning is achieved when one employee goes out the door, another qualified and capable employee steps through that door.  The United States Geological Survey (USGS) is faced with 2/3 of its workforce reaching retirement eligibility. As a result, succession planning became vitally important to the integrity of our organization. In response, the USGS developed a successful mentoring program. Subsequently, the USGS Mentoring Program is used as a model for many other agencies. The USGS Mentoring Program, in its beginning, focused on recruiting new employees, retaining new hires, and aiding in acculturation into the USGS. The USGS Mentoring Program, through time and in response to change, evolved not only to focus on those goals but also to emphasize the transfer of knowledge, especially with regard to succession planning. The evolution of the USGS Mentoring Program involved more than a change of focus.  It also included a change in methods, a new way of looking at mentoring and the introduction of new technology.  The USGS Mentoring program began with a bold vision and continued that vision as it started looking at mentoring outside of the box.

Nurse professionals who can ?walk? in both traditional Navajo and Western healthcare worlds are rare.  They are important community resources for creating a future with fewer health disparities for Navajo people.  However, Navajo people face distinct challenges bridging worldviews when pursuing a nursing career.  Like many rural Americans, the distances and isolation that go with rural living, inferior primary and secondary schools and economic disadvantage must be overcome to become a nurse. Balancing traditional and scientific views on knowledge, health and medicine involves additional challenges and cultural strains for a Navajo nurse.  Navajo nurses understand the demands of this journey and are uniquely suited to guide it.  This paper describes developing the Navajo Nurse Mentorship Pathway.  The model privileges indigenous Navajo knowledge and processes in design, Content and implementation. Senior nurses from the community partnered with University of New Mexico College of Nursing faculty and staff to create the culturally-based program.  The William Randolph Hearst Foundation funded the work.

In a broad sense, mentoring entails the development of a relationship whereby a more experienced person assists a less experienced or less knowledgeable person to develop in a specified capacity.  The mentor/ mentee relationship has been a long-standing (if informal) tradition in medicine. Research has demonstrated that resident (in-training) physician mentoring increases training satisfaction, personal and professional development, and encourages the resident‘s future participation in medical societies and in the legislative process. Several key roles have been identified for mentors in academic medicine including advisor, friend, teacher, manager, agent, and coach. Despite a steadily increasing understanding of the benefits and process of resident mentoring, there currently exists a deficiency in the number of faculty mentors participating in resident mentoring. Primary impediments to faculty involvement in the mentoring process include increases in clinical duties, environmental instability, and professional requirements. Beginning in the 2003 academic year, mandated resident work hour restrictions were implemented. These work hour limitations have created additional difficulties in establishing mentoring relationships for resident physicians. This paper seeks to delineate the unique challenges to resident physician mentoring in academic medicine with a particular attention as to how these have been altered by resident work hour restrictions. Furthermore, it will describe several means to increase both the quantity and quality of resident physician mentoring under the current training requirements.

Mentoring relationships have long been an integral part of post-graduate medical training. Research has demonstrated that in-training (resident) physician mentoring increases training satisfaction, research productivity, personal and professional development. Mentoring also aids residents in the making of career decisions and provides increased networking opportunities.  Faculty benefits from mentoring include enhanced job satisfaction, academic skill development, research productivity, retention, and promotion. Despite a steadily increasing understanding of the benefits and process of resident mentoring, there currently exists a deficiency in the number of faculty participating in resident mentoring. An increased need for faculty mentors presents a challenge to medical training programs which must reconcile ever-changing clinical demands with changes in resident educational requirements (e.g. duty hour restrictions). This study seeks to understand the mentoring practices at a single academic institution, the University Of New Mexico School Of Medicine (UNM SOM). Particular attention will be given to forces promoting and discouraging resident mentoring activities, attitudes of different generations in resident mentoring, and distinctive mentoring practices across medical specialties.  A survey assessing mentoring practices and attitudes was distributed to the clinical faculty at the UNM SOM. Although a full statistical analysis could not be performed due to the relatively small sample size, several distinct trends regarding mentoring were discovered.

This paper builds on mentoring practices by describing the strategies and results of cross-cultural group e-mentoring in an inquiry-based online course activity that supported Sri-Lankan faculty as online learners or protégés and higher-education students in their quest for knowledge and community. It focuses on the online e-mentoring experience of eight e-mentors in the United States (master's and doctoral students at the University of New Mexico) who engaged in a three-week-long, cross-cultural problem-solving learning activity using Moodle. The definition of mentoring developed by Daloz (1999) framed the basic role for the mentors. According to Daloz (1999), a mentor supports the development of a protégé, a newcomer, by helping the protégé gain the necessary skills and knowledge to function effectively in a particular environment. However, this study required refinements to Daloz’s definition as the mentoring/protégé relationship was facilitated through technology, on a group basis rather than on an individual basis, and involved mentors and protégés from two different cultures. E-mentor as defined by Single and Single (2005) more closely matches this research study in that mentors located in the USA and protégés located in Sri Lanka communicated through asynchronous technology. E-mentoring is “a relationship that is established between a more senior individual (mentor) and a lesser skilled or experienced individual (protégé), primarily using electronic communications, and that is intended to develop and grow the skills, knowledge, confidence, and cultural understanding of the protégé to help him or her succeed, while also assisting in the development of the mentor” (Single & Muller, 2001, 108). Chang’s (2007) and Bierema and Merriam’s (2002) research suggests that online mentors help protégés by encouraging more frequent interaction, facilitating effective communication by eroding some of the traditional power dynamics of mentoring relationships, and supporting safe places for collaboration to enhance online learning.