1. careers
2. career planning

March 2015
connect
the Mentoring, Networking, and Technology Edition
Inside:
2I
5I
6I
Integrating Technology Through a
Mentoring Network
Webinar: How To Evaluate
Mentoring
Book Review: Faculty Mentoring:
The Power of Students in
Developing Technology Expertise
7I
10
12
Is e-Mentoring Really
Mentoring?
The IMA Hope Richardson
Dissertation Award
Equipping and Enabling Next
Generation Leaders for the
Global Workplace
15
17
Webinar: Effective Mentoring –
Building Tomorrow’s Leaders
20
21
Join the IMA
today!
Mentoring STEM Students
through Social Media with
SAGANet.org
References
References
From the President
“One machine can do the work of fifty ordinary men. No machine can do the work
of one extraordinary man.”
- Elbert Hubbard, American Author and Philosopher
This edition of Connect is dedicated to Mentoring, Networking, and Technology.
We live in a very exciting time where people aren’t isolated by their geographical
location and are free to look for guidance from all over the world. New and developing
technologies facilitate the mentoring process, making it easier than ever to share
knowledge.
This is especially evident in the articles printed in this edition. Mentoring program
facilitators are thinking outside of the box to better their programs and further assist
their mentees. Our world isn’t as large as it once was, and what had previously been
unattainable is now well within our grasp. We must come together as mentoring
professionals and create a global community of shared interests to further explore the
possibilities of mentoring through technologies.
It's easy to forget that accessibility to technology is recent, and not every generation
is comfortable with implementing it into their programs. Those who aren’t comfortable
utilizing technology should consider it as an opportunity for co-learning. Technology
natives can assist the previous generations with implementation, and the previous
generations can share knowledge and wisdom to the technology natives. The book review
on page 6 introduces an older publication that explores this topic in depth.
In keeping with the technology theme, the IMA is pleased to announce that we will
now be offering monthly webinars hosted by professionals in the field. This month’s
webinar, lead by Ann Rolfe, will focus on evaluating mentoring programs. The webinar
in April, lead by Doug Lawrence, will introduce participants to mentoring tomorrow’s
leaders. Previous webinars have been well attended by people representing countries
from across the globe, and they fill up fast so be sure to secure your place early. The live
webinar will be made available to anyone interested in attending, however the recording
will be saved for IMA members only.
The IMA’s yearly conference is right around the corner. If you have not yet done
so and wish to attend, please register right away. Be aware that hotel
rooms are filling up quickly. If you have already registered, we look
forward to meeting you!
Nora Dominguez
President
International Mentoring Association
1
Integrating Technology Through a Mentoring
Network
Norb Thomes
In an effort to add mobile computing to the classroom, Winona State University used a mentoring network to
spread the word. Since there were only four people in the department charged with disseminating tablets in a
1:1 initiative across a campus of over 8,000 students, it was decided to introduce tablets to the university in a
controlled manner, beginning small, documenting the process, and using the newly experienced faculty to assist in
the mentoring process.
Background
First Steps
Winona State University (WSU) in Winona, Minnesota
has been a one-to-one laptop school for over ten years.
When smartphones became mainstream, this second
device in the technology mix changed the way students
worked; students brought them to class and used them
to communicate, collaborate, research and access the
Internet, expanding the world of knowledge and the
learning environment.
Winona State University includes an organization known
as Teaching, Learning and Technology (TLT). TLT’s
mission includes exploring new technologies as well
as mentoring and training faculty and staff across the
university. This mentoring and training is accomplished
through workshops, seminars, one-on-one exchanges,
online resources and several other methods. Given its
mission, it only seemed appropriate that TLT be the
mentoring organization for all tablet integration.
The landscape changed again with the introduction
of the tablet. Tablets are more portable than a laptop,
loaded with highly-functional applications, and larger
displays allowing for high-end visuals not possible on
the smartphone. But does this third device have a place
in higher education? Winona State University decided
to run some tablet-based pilot programs to determine
the educational value of tablet computers in a university
environment.
While the smartphone made its way into the classroom
without university help, they were never considered a
mainstream piece of the curriculum. Tablets, because
they were being issued to the students by the university,
would be treated as an essential part of the technology
landscape, meaning faculty and students alike needed
to be trained on how to incorporate them into their
2
daily educational work. Survey data and conversations
between TLT, faculty and students around campus
revealed that most understood the value of the tablet as
an entertainment device but many struggled defining the
educational value of the tool. This is where the training
needed to be focused.
Let the Mentoring Begin
Six members of faculty were identified that were
interested in piloting tablets as a means to transform
teaching and learning. Faculty were identified as potential
leaders of tablet pilots if they were well established
at the university, known to be early adopters of new
technology, and taught classes where technology could
potentially transform learning. The faculty selected the
sections to be used as tablet pilots and the university
supplied 150 iPad 2’s for the faculty and students in the
sections.
A person in TLT was assigned the responsibility of
working with the pilot faculty. Because communication
is important to good mentoring, regular meetings were
scheduled between the TLT representative and the pilot
faculty to discuss using tablets in the curriculum, setting
objectives, finding appropriate applications, attaining
the desired outcomes and assessing success. In these
meetings, the TLT representative served as a mentor to
the professor, answering questions and guiding the flow
of the pilot.
Each pilot was documented in the WSU Knowledge
Base wiki as a resource for future pilots. (All of the
documented pilots can be seen here.)
The following list recaps some of the activities conducted
within the mentoring network:
•
A learning community comprised of faculty
and staff that had an interest in using tablets
in a higher-education environment.
•
•
Large-group discussion of tablet-related topics
that are of general interest around the campus.
•
Exercises on how tired, old projects can be
redesigned using tablets and what applications
work best to support the learning.
•
•
Training in virtual classrooms faculty could
attend from their offices or at home.
Pilot faculty brought into a room full of faculty
that had not used tablets in the classroom to
discuss their experiences and answer questions.
One-on-one meetings to mentor faculty
interested in trying tablets.
These additions to the mentoring network helped to
efficiently get the word to other interested parties.
However, spreading knowledge was limited to faculty
members that came to events or discussed their questions
with experienced pilots in their area of study. The
network still needed to be expanded to include faculty
that were not able or willing to attend the events or
approach their colleagues.
Spreading the Knowledge Even Further
The first iPad pilot group included six faculty members
with experience integrating tablets into the curriculum.
However, since WSU has a full-time and adjunct faculty
headcount of about 450, there was still much work to
be done. Knowing that major growth was necessary to
be successful, it was here that the mentoring network
saw its first major expansion.
The WSU Knowledge Base wiki is the home for
information on many subjects within WSU, including
technology, policy, organizations, university buildings
and much more. As faculty, staff and students were
accustomed to this wiki as a resource, it was the natural
place to document the completed pilots. Accounting for
differences in learning styles, videos were produced for
selected pilots. These videos recapped the pilot, showed
the students and faculty in action, listed some of the
applications used and discussed the final outcomes.
In the spring of 2013, a new, larger set of pilots was
initiated. In this group consisting of 21 members, TLT
did not supply all of the mentoring; instead, faculty who
successfully piloted tablets in the previous term assisted
new pilots in their own colleges. This set included several
non-classroom pilots such as the Student Senate and the
Winona Seniors United in Exercise (WSUE) Cardiac
Rehabilitation laboratory.
By this time, the group of tablet champions had grown
well beyond the first six professors. Most were selfidentifying, coming to TLT with questions, ideas and
enthusiasm. Working with these champions on a regular
basis had multiple benefits, not the least of which is
they became the mentors in their areas of the university.
Besides the obvious advantage of more mentors in the
network, these professors carried a deep knowledge of
Building Interest Through the Expanding
Mentoring Network
3
their program area and how teaching and learning could be transformed. In the beginning, these champions needed
time and nurturing to develop as tablet experts but as time went on, they became independent and led the way in
their departments.
Currently, there is quality mentoring across campus. There are champions in every academic area. There are
discussions around mobile technology and how it can be used. There are professors transforming teaching and
learning. But the work is not done. TLT continues to add champions and focus the effort, repeating what has
worked, in an effort to further grow the mentoring network.
Summary
Winona State University needed a way for a small number to mentor a much larger group of faculty. To make this
possible, TLT employed an informal mentoring network. The keys to this network were:
¢ Start small, making conscious decisions about where to expend the limited resources.
¢ Enlist early adopters. They have built in enthusiasm and interest.
¢ Build champions. Nurture your early adopters and they will help you mentor the larger group.
¢ Find as many ways to mentor as resources will allow. Focus on what was most successful.
¢ Vary the methods of mentoring. Cater to as many learning styles as possible.
¢ Mentor across all levels of employees. Mentoring must happen at all levels, from president to adjunct,
and each level needs unique care.
¢ Don’t give up. Keep pushing and keep mentoring.
The pilot process began in the fall of 2012 with a humble set of six faculty in six course sections. When tablets were
fully deployed to all faculty and students two years later, there were a over 200 faculty and 300 course sections
using tablets in or out of the classroom. That is nearly half of the entire faculty at Winona State University and
about one out of every six sections offered. TLT plans to continue working with faculty, nurturing success within
the faculty that have adopted tablets, encouraging them to move tablets into more of their sections and support
their colleagues in trying new technologies.
Norb Thomes, PhD, is a Learning Systems and Service coordinator at Winona State University, in
Winona, Minnesota, United States. He has been a member in this education and training community
for about 20 years, serving as an adjunct and full-time faculty member with Teaching, Learning, and
Technology Services. His responsibilities include assisting faculty with the learning management system,
but he is not called the tablet evangelist for no reason. Dr. Thomes spends much of his day promoting
the use of tablets in education, assisting in the design of expanded curriculum, and playing with the latest
applications. He holds a M.Ed. and Ph.D. in Educational Leadership, from Iowa State University, and a
B.S. in Computer Science from the University of Wisconsin, La Crosse. Before joining higher education, Dr.
Thomes spent time as a computer programmer, software trainer, web designer, marketing specialist, and
business owner.
4
Webinar: How To Evaluate Mentoring
by
Ann Rolfe
Wednesday, March 18, at 2:00 pm MST
(Thursday, March 19, at 7:00 am AEDT)
How effective is your mentoring program?
What people are gaining from mentoring?
Are there ways to improve participants’
experience and outcomes?
Ready to attend? Click
Here.
With ever-increasing demands on resources, it is critical
that mentoring is shown to have a positive impact on
the organization that invests in it, as well as the people
involved.
I’ve been helping organizations design and implement
mentoring programs since 1994. I have worked with
mentors and those who are mentored in Australia and
overseas. I have reviewed many mentoring programs and
seen what works and what doesn’t.
In this complimentary webinar you will discover the
answer to three key questions:
1. What return on investment can reasonably be
expected from mentoring?
2. Can you put “hard” measures on “soft” values?
3. What and how can you evaluate?
International Time
Zones
We’ve picked a time that
works for most IMA
members located in USA and Canada and we apologize
if this is not convenient for you. We broadcast live from
Sydney, Australia so check your local time.
Once you register for the webinar, you will receive
reminders 1 day and 1 hour before the start. These will
show Australian Eastern Daylight Time (AEDT) NOT
the time in your location. The reminders have an “add
to calendar” link. If you use a computer-based organiser,
this will add the webinar to your schedule at the correct
time in your location. Alternatively, check your local
time here.
Technology Requirements
You can participate on a computer that has speakers,
a smart phone or tablet with a high-speed internet
connection. If you don’t have speakers on your computer,
you can still watch online and listen by dialling in on
your phone. The number will be in your confirmation
and reminder emails.
If you have not been on a webinar using Citrix
GoToWebinar before, you may need to download the
software or an app to participate. Please do this ahead
of the scheduled time, so you don’t miss the start.
Interactive Participation
Mentoring is all about producing better outcomes for
individuals and organizations. So, if you want to ensure
that yours does, register for the webinar: How To
Evaluate Mentoring, Wednesday 18 March at 4pm EST
(7am Thursday 19th Sydney time, AEDT). Broadcasting
live from Sydney, Australia so check your local time.
IMPORTANT! If you haven’t been on one of our
webinars before, please continue reading the details that
will guide you.
Our webinars are designed for a high level of engagement.
Here’s how you can participate:
— You will be able to type in questions and
comments at anytime. Only the webinar
facilitator will see these. Ann responds to
these at intervals, during the webinar.
— There will be polls where a question with
multiple-choice responses will appear. You are
able to choose an answer with a click of your
5
mouse/touch on your screen on smart phone
or tablet. Results are collated and shared onscreen.
— If you have a microphone, when you arrive
at the webinar it will be muted automatically.
GoToWebinar will tell you “you are in listenonly mode”. If you “put your hand up” the
facilitator may unmute your microphone so
you can speak and everyone can hear you.
However, due to the large numbers we have
online for these webinars, we probably won’t
have time to do this.
— Of course, you are welcome to just sit back
and listen! We do recommend that you take
some notes during the webinar and especially
Faculty Mentoring:
The Power of Students in
Developing Technology Expertise
Book Review
by Holly Caulder
Faculty Mentoring: The Power of Students in Developing
Technology Expertise by Ismail Sahin, Hsueh-Hua
Chuang, and Ann Thompson is a nonfiction text focusing
on integrating technology into K-12 and higher education
environments. The authors use a historical background
of the faculty technology mentoring program, as well as
several theories and technology mentoring program trends
in the literature to drive their research. All of these aspects
combined enable them to create a mentoring program that
strives to integrate instructional technology into teaching.
The diffusion theory, change theory, and theory of goal-setting
are described in the work. Together these theories create
a collaborative learning environment for faculty members
and students, fostering a community. Participants from
previous semesters share their knowledge and experiences
while current mentors and mentees engage with others in
the program via large-group meetings and celebrations.
Establishing a community in this program helped faculty
realize their work was important to the Center for Technology
in Learning and Teaching (CTLT) mission. This way, faculty
members were provided with the opportunity to try new
instructional technologies and receive the proper support
they needed to integrate technology in the classroom.
that you identify your key takeaways and
actions at the end.
Joining The Webinar
The confirmation you receive when you register, as well
as the reminders you get one day and one hour before
the start time, have the link you click to join the webinar.
So save one of these to use. Make sure you have the
free Citrix software or app installed ahead of time. I
recommend you join 10 minutes before the start time,
just in case. Ann Rolfe will be online at this time and is
available to have a chat before the start.
- Ann Rolfe
IMA Board Member, author, and founder of Mentoring
Works
One of the interesting aspects of this program was that the
mentors were individuals who were more experienced with
technology and the mentees were those with less experience.
This highlights the fact that mentoring relationships do
not always have to be older individuals mentoring younger
individuals. Thompson’s research found that younger
generations were more experienced with technological
devices, creating a situation where it may be more beneficial
to have younger individuals being the mentors. This program
also increased instructors’ ability to assist future students,
and gave the chance for students to fully engage with their
instructors as they were able to recognize common difficulties
that teachers may experience.
The authors of this text were able to recognize that in the
age of increased teacher turnover, training and mentoring in
technology skills can prepare and create confident instructors
for the classroom. This is important as it has been found
that students are able to perform better when instructors use
relevant technology and constructivist-teaching methods.
Although this is an older publication, it is a must read for
teachers and professionals who struggle with technology
in the classroom. This book can be used as a case study
for educators to reference when implementing their own
programs.
This book is available to purchase online, or viewed as
an eBook through your local University library within the
United States. Product details include:
• Publisher: Information Age Publishing
(December 20, 2006)
• Language: English
• ISBN-10: 1593115717
• ISBN-13: 978-1593115715
6
Is e-Mentoring Really Mentoring?
Nancy Philippart
D
ecades of mentoring research
confirm
that
mentors
support
their
mentees
in three general ways – through
vocational assistance, psychosocial
support
and
role
modeling.
These types of support have been
found in traditional mentoring
relationships – those in which an
experienced executive guides a high
potential junior associate in how
to be successful within the same
organization. Today, this traditional
model is becoming less relevant as
globalization and technology change
the way people work and lead. A
new, more germane mentoring model
enabled by technology has emerged
to meet the needs of people who are
more mobile and geographically
dispersed.
Referred to as
e-mentoring, this mentoring involves
little to no face-to-face interactions,
with partners using various modes
of technology to communicate and
engage in the mentorship. Although
e-mentoring has several advantages
over traditional mentoring, the
absence of regular face-to-face
interactions
requires
different
strategies to develop an effective
mentoring relationship.
The virtual nature of the relationship means that mentors and mentees must
not only determine the appropriate technologies for communication, but
how to leverage these technologies to understand and make each other’s
business and work contexts explicit. Partners must learn to virtually
work across geographical boundaries and often functional, organizational
and cultural ones as well. If the mentorship is global, national culture
and gender differences in the business context introduce additional
complexities. Mentors must find virtual ways to ‘observe’ the mentee in
action without being physically present. Overcoming these challenges is
not insignificant and begs the question of whether e-mentoring is really
mentoring. Given the qualitative differences between virtual and face-toface mentoring, can e-mentors really provide the same types of mentoring
support as mentors in traditional mentorships? Little research is available
on how e-mentors support their mentees, although some practitioners
argue that vocational and psychosocial support as well as role modeling
can occur in e-mentorships. Understanding these mentoring functions and
the underlying strategies of how e-mentors apply them in their mentoring
relationships is an important focus of my work.
Data to address this question was collected as part of a larger global
e-mentoring study that investigated the impact of virtual distance on
e-mentorship effectiveness. The research sample consisted of mentors
and mentees in global mentorships facilitated by Menttium, a mentoring
service and support organization. Menttium matches high potential
female mentees, sponsored by their organizations, with male or female
executives in other organizations who volunteer as mentors to support the
development of emerging female talent. Formal programs are in place for
one year. A global mentorship is one in which the mentor and mentee have
different national origins and work in different countries, meaning that
partners are geographically distant, culturally diverse and embedded in
different national and organizational contexts. Most mentees and mentors
in global relationships are not able to meet face-to-face so conduct their
year-long mentorships virtually, thus providing an excellent opportunity to
explore the types of mentoring that occur in an exclusively virtual context.
7
Mentors and mentees were questioned (quantitatively
and qualitatively) about the types of mentoring occurring
within their relationships.
Mentoring functions
typically include the five vocational assistance roles of
coach, challenge, sponsor, expose and protect, the three
psychosocial support roles of counsel, accept and befriend
and that of role model. Since mentors and mentees in
this study were from different organizations, four of the
five vocational support roles were not applicable. An
e-mentor may coach a mentee on how to enlist others to
sponsor, challenge, protect or expose, but cannot directly
provide these functions from outside the organization; for
this reason, coaching was the only vocational assistance
function measured. The other functions were excluded,
not because of the virtual nature of the mentorship but
because of the organizational distance between partners.
The three psychosocial support functions of counseling,
acceptance and friendship and the role model function
were independent of organizational affiliation and
included in the survey.
Survey results clearly showed that vocational assistance,
psychosocial support and role modeling occurred
in virtual mentorships. Of greater interest is how
e-mentors provided these types of support. Follow-up
interviews with a subset of e-mentors offered rich insight
on the various ways that they virtually provided these
mentoring functions to their mentees.
Coaching was defined as a mentor’s ability to help the
mentee learn other areas of business, develop strategies to
achieve her career aspirations, prepare for advancement,
provide feedback on her job performance and give
advice on how to attain recognition in her organization.
Given that mentors and mentees worked in different
countries, different organizations and often different
industries and functions, e-mentors recognized that to
effectively coach means finding ways to understand
their mentees’ business and work contexts. There
were many ways they did this. A common technique
was to ask for descriptions of “a typical day”, mentee’s
role in organization, decision making authority,
responsibilities, relationships with boss and co-workers,
biggest challenges. Asking questions and active listening
allowed e-mentors to develop a mental picture of the
mentee’s work context. Mentors frequently augmented
this self-reported data with organization charts,
organizational mission statements and goals, process
flows, etc. provided by the mentee.
Other ways to better understand context included
researching the mentee’s company’s business performance
and challenges prior to first meeting, requesting the
mentee do a Skype tour of her work environment or
initiating a short call with the mentee’s supervisor. These
techniques enhanced the mentor’s ability to coach across
geographical, organizational and even industrial and
functional boundaries. e-Mentors helped their mentees
learn about other areas of business by sharing their own
experiences, networking them with colleagues in other
functions and providing resource materials. Mentees
frequently provided leadership assessment data from 360
degree feedback, DiSC and performance reviews to help
their mentors understand their competencies, strengths
and areas for development. This gave the e-mentor
other sources of data to understand the mentee’s current
state and strategize with her on future career directions,
how to attain recognition and what might be required
for future advancement.
“My mentee has become
a respected colleague”
One of the greatest challenges for e-mentors, given
that they were external to the mentee’s organization,
was how to “observe her in action to provide
performance feedback. Here, e- mentors were creative
in the approaches they used. Mentors virtually observed
mentees leading staff meetings or conducting operations
management meetings.
Other mentors reviewed
samples of their mentees’ work – presentations, reports,
agendas. One mentor watched her mentee practice an
important management presentation via Skype to give
feedback. Sometimes a ‘quasi-role play’ technique was
used whereby a mentor listened to the mentee describe
how she might handle a situation and then both reflected
on outcomes that might be achieved with this approach.
Friendship functions provided by the mentor included
being someone the mentee could trust and confide in,
providing support and encouragement and interacting
socially, not just professionally. e-Mentors stressed the
importance of getting to know their mentees personally
at the beginning of the relationship. Mentors reviewed
the mentee profile information and used the structured
‘getting to know each other’ process outlined in
Menttium’s orientation materials. Partners discussed
their personal lives and shared pictures of families,
friends and pets. Mentoring sessions often began with
“catch up” time during which each partner shared
personal and professional updates since the last session.
8
The best testimony to the presence of friendship in
these mentorships was the high rate of maintaining
contact that occurred after the conclusion of the formal
program. Statements like “my mentee has become a
respected colleague” and “we still keep in touch after 5
years” demonstrate the presence of friendship.
e-Mentors described themselves as “sounding boards”
in helping their mentees reason through solutions to
challenges. Again, the technique of question and listen
was regularly employed. Mentors also cited the sharing
of their own experiences as a means of providing another
perspective.
Acceptance was defined as the mentor’s ability to see his
or her mentee as competent and professional. e-Mentors
provided acceptance by learning about the mentee’s
capabilities, education, background and experiences;
they gathered this knowledge through questioning
and listening and through information provided in
the mentee profile, resume, shared assessments and
performance reviews. Mentors gained valuable insight
from their mentees by the way they organized and led
each mentoring session. Finally, e-mentors’ comments
on how much they learned during the mentorship
demonstrate acceptance and acknowledgement of their
mentees as a competent professional.
Role modeling, the ability for a mentor to model
executive behavior and provide a useful guide for the
mentee to identify with and/or aspire to is arguably the
most difficult mentoring function to provide virtually.
Yet e-mentors still found creative ways to do this.
Mentors shared stories of their experiences, challenges
and opportunities. One mentor provided the same
leadership assessment results (360 degree, DiSC, etc.)
that he asked of his mentee and together they discussed
what this meant for each of them. In another case, a
mentee observed her mentor conduct a virtual meeting
with her international staff. This provided a real-time
demonstration of how to effectively lead a culturally
diverse staff, virtually.
Counseling was defined as the guidance a mentor provided
the mentee for professional and personal development,
being someone that a mentee could share or explore
ideas with and in turn, share his or her own experiences.
Most issues and challenges discussed between mentors
and mentees were professional in nature although worklife balance and stress management were two topics
that overlapped the realm of personal development.
“Is e-mentoring really mentoring?” The answer is a
definitive yes. e-Mentors have found creative and
effective strategies to virtually provide their mentees
with coaching, friendship, acceptance, counseling, and
even role modeling and have shown that e-mentoring is
a viable approach to global talent development.
Nancy Philippart received her PhD in Industrial & Systems Engineering from Wayne
State University’s Global Executive Track program in May, 2014 after 30 years as an engineer
and global business executive in the automobile industry. She has extensive experience in
international management and operations, product development, strategic planning and new
venture start-ups. Her operational experience includes starting and leading a $1 billion revenue
international business unit as well as managing global vehicle programs. No longer with the
auto industry, Nancy co-founded Belle Michigan, an early stage investment fund that provides
capital, resource and expertise to women owned and led start-ups. She is a consultant to new
business ventures and is currently on the boards of several start-up companies. Nancy also
teaches in the Engineering Masters Management and MBA programs at Wayne State University.
Nancy is passionate about education and female leadership development. She is an elected
official in her community and serves as the President of its Board of Education as well as the
Board Chair of the Girl Scouts of Southeastern Michigan, a council that supports leadership
development of 30,000 K-12 girls. She also holds leadership roles in the Women Official’s
Network and International Women’s Forum. Nancy has mentored professional women through
Menttium for over 20 years with much of her mentoring occurring virtual and outside the
U.S. Her experience both as a global e-leader and e-mentor and interest in female leadership
prompted her interest in e-mentoring research.
9
The IMA Hope Richardson Dissertation Award
The IMA Hope Richardson Dissertation Award is given
to foster and disseminate research in the practice of
workplace learning and performance. It is presented
to the person who has submitted the best doctoral
dissertation for which a degree has been granted. The
committee reserves the right to not issue the award
should none of the submissions be deemed worthy.
Criteria
1.
The dissertation must report a study for which a
doctoral degree was granted in the previous two
years of the IMA Conference between January
1 and December 31 in even numbered years. I.e.
2014, 2016, 2018.
2.
The study must focus on some issue of relevance
to the practice of mentoring, its application or
evaluation to include higher education, business
and industry, government, or youth based
mentoring program.
3.
All research methodologies will be considered
on an equal basis, including, for example, field-,
laboratory-, quantitative-, and qualitativeinvestigations.
4.
The candidate must be recommended and
sponsored by his or her committee chair. A
committee chair may nominate more than one
candidate who meets the criteria.
5.
All materials must be in English, in PDF or Word
format and submitted by email attachments.
Submissions must adhere to the format prescribed
below.
6.
Current IMA Board of Directors are ineligible to
submit.
Submission Requirements
Incomplete applications will not be processed or
eligible for consideration.
The application must be in PDF or Word format, and be
sent via email attachment identified by your first initial
and last name followed by imadissawrd. Example:
jsmith.imadissawrd.
Letter of application from candidate which includes a
description of the dissertation not to exceed 120 words.
The candidate is to include a separate cover sheet that
contains the candidate’s contact information, including
work and home address, telephone numbers, and email
address.
A recommendation from applicant’s committee chair
sent in email form from email address of the academic
institution as an attachment and also by US mail on
institution letterhead with the dissertation completion
date noted in the letter to the IMA’s Hope Richardson
Dissertation Award to Nancy Phenis-Bourke,
Hope Richardson Chairperson: 6471 S. Fox Chase,
Pendleton, IN 46064.
Abstraction of the dissertation The abstraction must
not exceed ten (10) single-spaced pages including
abstraction, figures, tables, and references. Using 1-inch
margins; 10-point font, pages numbered, APA, and no
author identification in the document body, header, or
footer of manuscript. Submissions that exceed the page
limitations or do not adhere to the required format will
not be considered.
The abstraction should include:
1. Introduction
1) Summary of the problem
2) Purpose of the study and rationale (why is it
important?)
3) Critique of relevant literature
2. Research Design and/or Methodology
1) Sample selection
2) Instrumentation and/or interview protocol
3) Data collection and analysis procedures
10
3. Results and Findings
1) For quantitative studies, provide sufficient
statistics, including power, significance, effect
size, and strength of relationship.
2) For qualitative studies, provide a
concise analysis resulting from sufficient
methodological rigor.
4. Discussion
1) Strengths of the research
2) Limitations of the research.
• Strengths and limitations may address the
following topics:
1. Why was the overall design chosen
a “good” (i.e., methodologically
rigorous and appropriate) design?
2. What measurement and analysis
problems did you encounter, and
how did you resolve them?
3. Threats to validity.
5. Implications for Practice and Research
Particular attention will be given to those studies that
thoroughly discuss the significance of the findings to the
practice of workplace learning and performance.
The award winner will receive
• Commemorative plaque presented at the awards
ceremony during the IMA Conference.
• $1000 cash prize to be used for conference travel
and expenses.
• Designated place on the conference program to
present the research.
• Announcement of the award and a summary of the
findings in IMA publications and on the Website.
• All nominees will receive a 1-year paid membership
in the International Mentoring Association with
all benefits.
Entries must be received by midnight January 1 of even
number year award is presented. No exceptions. Send
entries to: Nancy S. Phenis-Bourke, Ed.D. Chair, IMA
Hope Richardson Dissertation Award Committee
[email protected] 6471 S. Fox Chase, Pendleton, IN
46064 Mobile: 765.621.2471.
11
Equipping and Enabling Next Generation Leaders
for the Global Workplace
Rachel Cleveland and Billy Johnson
Introduction
In a study on college graduates recently released from Gallup- Purdue
University, researchers found “that the type of schools these college
graduates attended hardly matters at all to their workplace engagement
and current well-being” (Ray & Kafka, 2014, p. 2). Rather than having a
degree from a certain type of college, they discovered there was a strong
correlation between a college graduate being engaged in the workplace
and them having a strong, positive college experience that allowed them
to be ‘more employable’. The data suggests that where work engagement
and well-being are concerned, “the answers may lie in what students
are doing in college and how they are experiencing it” (Ray & Kafka,
2014, p. 2). This study strongly supports the need for programs like the
Professional Leadership Program, as an integral part of preparing our
future workforce and world leaders.
Program Background
The Professional Leadership Program (PLP) at the University of North
Texas (UNT) began in 1994 by the Dean for the College of Business at
the time. He had a vision to shift the paradigm from a classroom-only
learning experience for business students, to one that was experiential
based and included essential developing skills and competencies for the
marketplace. Over the course of the past twenty-one years, PLP has evolved
from a leadership program focused on a select group of business students
with around 20 participants receiving limited exposure to business and
not for profit leaders, to what is now a diverse program with over 115
participants representing 8 of the 11 colleges on campus. This past year
PLP had 80 student participants, broken down into 70% business majors
and 30% non-business. Of this population, 35% were from various
continents around the world, and spoke a variety of languages and dialects
with English as a second language.
Now with more than one thousand
alumni in the profit and not for profit
sectors across the DFW marketplace,
PLP students are representing every
industry and field of study.
Through PLP, students are presented
with opportunities to network,
prepare for internships and full-time
employment, and engage with experts
in their related industries through
mentoring relationships. Each student is
assigned a mentor from their respective
field of academic or career interest for
the one year they are involved with the
program. The mentor/mentee matches
meet in person or via conference call
or video, every four to six weeks. While
strong employment opportunities are
a goal of the program, the driving
principles are to help students gain
skills, knowledge, and a servant
leadership mentality, thus equipping
them to enter into their career with
the ability to lead and succeed.
This is done through weekly expert
content delivery, building mentoring
relationships with program mentors,
and developing lifelong friendship with
other program members. These unique
12
qualities and balance of in-classroom
curriculum with outside mentors is what
makes PLP distinctive across the higher
education program offerings.
group exercises that expose the students to best practices. The program
also benefits from an advisory board to help with mentor recruitment,
curriculum development, and other program needs that may occur
throughout the year.
Program Structure
The program delivery model requires the students to attend classes
every Wednesday from 4- 6 pm for the entire academic calendar year,
select on-campus presentations, participate in planned off-campus
business networking, and experientially based field trips throughout
the year. The class time each week is split between a business case study
project and content delivery. The students engage for the first hour on a
real-world case developed for our program from an outside consulting
firm. Each week student teams work to solve one step of a critical
thinking process, in order to eventually present to the “CEO” of the
company with their conclusions. This exercise is meant to promote
team leadership, engage them in diverse communications with other
students not in their major, to develop presentation skills, along with
providing them opportunities to practice critical thinking in a safe
environment. Following this hour, the week’s topic is then presented by
subject matter experts.
Our leadership team is comprised of two
full time university staff members, eight
student leaders with many being PLP
scholarship recipients, and of course
our mentors. Each student applies to
participate in the program, interviews
and is selected on an individual basis
from PLP stakeholders to be granted
membership. Once selected, every
student is then assigned a mentor for
one academic year. Typically matches
are based on their future career
aspirations or their declared field of
study. These mentors come from the
Dallas-Fort Worth (DFW) area, and are
highly successful professionals in their
respective industries.
In order to be considered for the
PLP students must submit an online
application of basic information, be a
junior, senior or graduate student at
UNT, have a minimum GPA of 3.25, and
be recommended by two UNT faculty/
staff/ or campus student leader. Students
must apply in the spring to participate in
the academic year-long program which
begins every fall semester. Once the
online application closes, applicants are
assigned an interview conducted by two
PLP stakeholders. Students are recruited
for their current display of leadership
capabilities, their standard of excellence,
potential for growth and coachable
mentality.
Other program functions include
strategic planning and an advisory
board function. As a leadership team
we establish developmental goals for the
academic year, based upon each entering
PLP class and all members of the staff
and student leaders help to accomplish
those goals. The overall purpose of
these goals is to provide a compliment
of experiential learnings through class
lectures from topic experts, panels, and
Facilitators and Content Delivery
The goal of equipping and enabling our next generation leaders is
twofold. A large portion of how this is accomplished starts with high
quality content and innovative curriculum delivered by best in class
facilitators. Our facilitators are “subject matter experts” from a variety
of industries and not-for-profit sectors across the DFW marketplace.
Our professionals have businesses that are national and international
in scope, while our not-for-profit professionals come from high impact
organizations, with sustainable models and a proven record of investing
in the broader North Texas Community. Exposure to both provides
our students with an opportunity to learn not only the theoretical side
of management and leadership but also the experiential.
During the course of the academic year these facilitators present
content on a wide array of topics addressing professional development
and life skills. The subject matter ranges from ethics, global awareness,
emotional intelligence, and negotiating skills to servant leadership,
social entrepreneurialism, and organizational culture. In the normal
course of the year we offer 30 classes, through a combination of
presentations, panels, and group exercises. Each topic presented has
specific learning objectives and learning methodology, along with an
online evaluation of the facilitator and reflection component. These
classes and experiences are offered as part of the program structure,
not a “for credit” course. The PLP student then has embraced the
value proposition from the program of experience, exposure, and
collaboration. This delivery model, our ability to be intellectually
adaptive, and continue to be innovative in our class experiences, is a
key to our relevance and stainability as a program. A balance of these
learning and development approaches provides our next generation
leaders with the necessary tools and competencies to be effective as
individual contributors, subject matter experts, and inevitably leaders
of our global workforce.
13
Mentoring Experience
Mentors for PLP are volunteers recruited from the
private, public, and not-for-profit sectors across the
DFW marketplace, which is the 4th largest financial
sector in the world. This exposure to a diverse group
of companies and industries provides our students with
a wide range of experiences and expertise. The mentor/
mentee assignment is a one-year relationship that
correlates with the student participant requirements
as laid out previously. We assign our mentors using
the following filters: academic majors of the mentee,
current and past professional experience of the mentor,
academic background of the mentors, personality and
personal preferences.
In a study of mentoring research conducted by Sipe and
Public/ Private Ventures, it was found that mentoring has
many advantages for the mentor as well as the student
or what is often referred to as reverse mentoring. Youth
participating in a mentor relationship “experienced
fewer unexcused absences from school, demonstrated
more positive attitudes toward school, and were more
likely to pursue higher education” than those who did
not have mentors involved in their lives (Sipe, 1996). One
mentor for PLP, Sharon Senna with Fidelity Investments,
describes her experience as extremely rewarding. “To
invest in a student’s success through sharing your
insights and experiences is an honor. As with most
things in life, the success of a mentoring relationship is
a result of both parties approaching the experience with
passion, commitment, honesty, and remembering to
have fun along the journey” (Senna, Personal Interview).
Mentoring is not a one-sided experience. It is mutually
beneficial to all parties involved and is what makes
our program even more valuable to both mentors and
students in equipping them for life experiences.
Closing Remarks
While there is research available for the benefits of
mentoring, the theories of leadership, and the impact it
can have on young adults, there is very limited data on
college-aged student mentoring specifically for career
preparation. We are thankful to have a program dedicated
to the development of our future leaders, but we also
understand the responsibility to share our structure,
program curriculum, and outcomes with others in order
to reach the next generation. The burden of equipping
and enabling them to be leaders is not something solely
found in the classroom. It is found through mentoring
relationships, building a servant leadership mentality,
and providing them core workplace competencies.
References on page 21
Rachel Cleveland currently serves as the Assistant Director for the Professional Leadership Program within
the College of Business. Prior to joining the UNT family, Rachel served as the Director of Selection for a financial
firm in the Dallas area. She spent two years recruiting and developing intern and full time candidates for careers
in the financial industry. Rachel holds a Bachelors of Business Administration from Belmont University in
Nashville, Tennessee, where she was involved with the music industry during and following her college years.
Following her time in the industry, Rachel moved back to Dallas to further her education and better equip
herself for the fulfillment of her passion: serving college students. She completed her Masters of Education in
Higher Education Administration at Dallas Baptist University in 2010 and is currently pursuing her Doctorate
in Education from the University of North Texas with interest in studying and understanding the affects of
mentoring on college students.
Billy E. Johnson is the Executive Director of the Professional Leadership Program (PLP). Under Billy’s
leadership, the vision is to grow the program by 35% annually and be able to serve more than 250 students in
year 2018, from various Academic disciplines, and to become a national model for student leadership programs.
Billy comes to UNT from Deloitte Services, where he served in his last assignment as National Talent Director
on the Deloitte University PMO, and as a Liaison to the Global Learning & Talent Development Organization.
Prior to this assignment, he served as the National Talent Director for the Audit Practice of Deloitte & Touche
LLP. In this role, he was part of a Team of Talent Professionals that delivered a variety of HR services & products
to Client Service Professionals in the largest professional services organization in the world. Billy is a graduate
of Pepperdine University where he received his Masters Degree in Public Administration, and he completed his
undergraduate studies in Political Science at California State University - Northridge. Billy serves on local and
national boards and has served as a Mentor for PLP for 5 years.
14
Webinar: Effective Mentoring – Building
Tomorrow’s Leaders
How effective mentoring can help develop future leaders
Wendesday, April 15 2015
3:00 pm mst
T
he Effective Mentoring –Building Tomorrow’s Leaders webinar will introduce
participants to effective mentoring and how it can shape tomorrow’s leaders. This
one-hour webinar will touch on the various qualities of an effective mentor and how
that can help it the development of future leaders.
Learning objectives:
• Understand and be able to explain the mentoring process, the mentor role and
the benefits that can be achieved for an individual.
• Fine tune communication skills required by a mentor.
• Learn the importance of an ethical code in mentoring.
• Understand how mentoring shapes future leaders.
About the presenter:
Doug Lawrence is the founder of TalentC® a Human Resources solution provider.
He has over 30 years of mentoring and leadership experience in federal, provincial and
private sector environments and is recognized as a thought leader in the mentoring
space.
Doug was instrumental in launching the first Provincial Human Resources mentoring
program in Saskatchewan and is now working as an Advisor with HRMAM
(Manitoba) for their Human Resources Mentoring Program.
TalentC’s®Accredited Mentor Training Program was recently recognized by
HR.com in the 2014 Leadership 500 Excellence Awards and was ranked 4th in the
International Leadership Partner and Provider category.
For more information, or to join the webinar,
please email Emily Wright at
[email protected]
15
Is it time to update your mentoring library?
Visit http://www.infoagepub.com/series/Perspectives-on-Mentoring
and type in the code IMA2015 to receive 20% off.
This code will work for anything on the Information Age Publishing website.
w
Books of Note
Uncovering the Cultural Dynamics in Mentoring Programs
and Relationships; Enhancing Practice and Research
Mentoring for the Professions; Orienting Toward the Future
Global Perspectives on Mentoring; Transforming Contexts,
Communities and Cultures
Creating Successful Telementoring Programs
The Organizational and Human Dimensions of Successful
Mentoring Programs and Relationships
It pays to be a member of the IMA.
16
Mentoring STEM Students through Social
Media with SAGANet.org
by
Emma Miller
As school districts seek new ways to engage their Science,
Technology, Engineering, and Math (STEM) students
and create a passion for the sciences, the organization
SAGANet.org (Social Action for Grassroots Astrobiology
Network) works with both schools and scientist-mentors
from all over the world by partnering them to teach and
inspire students through an online platform. SAGANet
is a collection of scientists, students, journalists,
educators and science enthusiasts linked together in an
online environment of shared learning. We envision a
world where continuous, genuine scientific learning and
engagement by the general public is a cultural norm and
where the divide between professional scientists and
members of the larger community is bridged by regular
personal interaction between the two.
SAGANet.org was developed to fill a previously
unoccupied niche by using the World Wide Web
and providing a science-focused social environment
based around the broad and interdisciplinary field
of astrobiology as well as other STEM disciplines.
Astrobiology is a discipline that is best represented
as a scientific framework allowing different STEM
disciplines to interact under one common goal, which
is to better understand if we are or are not alone in the
universe. Astrobiologists are trained in diverse STEM
disciplines that range from biology, physics, geology,
astronomy, microbiology, genetics, planetary science,
evolution, engineering and chemistry to name a few of
the many STEM related fields. SAGANet has found
that astrobiology provides an attractive theme which
generates excitement about science in K-12 youths. In
addition, it provides a simultaneous broad range of STEM
disciplines within which to engage students. SAGANet
mentoring leverages social media and is inspired by the
“Big Questions” of Astrobiology: How did life originate?
Are we alone? How common is life in the universe? What
is the future of humanity? Astrobiology is the study of
the origin, evolution, distribution, and future of life in
the universe. SAGANet is an international community
that engages its members through SAGAN Live: Talk to
an Astrobiologist, Astrobiology seminars, Conference
and Public Event broadcasts, and international groups
(India, New Zealand, and South America). In addition,
SAGANet offers discussion groups on a variety of topics.
The SAGANet community demographics contains a
membership of 1,120 (686 USA, 434 International).1
• Students: 577
• Scientists: 499
• Educators: 199
• Outreach coordinators: 64
• Journalist: 29
• Science communicator: 180
• Science enthusiasts: 471
SAGANet has found a way to connect STEM students
and scientists who are found everywhere by leveraging
technology. However, technology and scientists still
encounter barriers in trying to engage in STEM outreach.
These barriers include time, funding, knowledge,
training, institutional disincentive, and professional
stigma/ “Sagan Effect”. For more than half of the
scientists, lack of time is the most insurmountable barrier
to doing more outreach.2 Inadequate distribution of
knowledge about outreach opportunities forces scientists
17
to expend considerable effort to create or
locate existing outreach options. Scientists
experience a widely perceived “Sagan Effect”
or professional stigma attached to spending
too much time translating one’s research to
the broader public.3 The barriers for the
public to engage in informal STEM learning
are time, access, cost, location, and interest.
One way SAGANet has been able to assist
scientists in conducting outreach is by
creating mentoring partnerships.
N
"
has all changed in the 21st century as learning techniques evolve
to accommodate students’ different approach to learning. As
previously mentioned, traditional mentors come from within the
organization; however, now mentors can come from around the
world. These new mentors require not only technology to reach
out to STEM students but also an understanding of diverse cultures.
Understanding diverse culture is taught during the New Mentor’s
training prior to mentoring students. An understanding of the
culture not only makes for successful mentoring but it also helps to
build relationships because students feel they are understood and
are more comfortable being mentored.
o longer limited to local or
domestic scientists, students have
the ability to ask questions regarding the
particular area of science they would like
to explore more of by partnering with
specialized scientists."
Mentoring continues to become a critical
component to school districts and higher
education.4 In fact, mentoring has been
found to help reduce the attrition of students.
When you think of mentoring, you envision
a face-to-face session being conducted where
the student and the mentor are physically in
the same room. Traditionally, mentors come
from within the organization; however, in
the 21st century, students are now learning
in ways never imagined thanks to advances
made in virtual technologies. This can truly
be seen in social media where academics and
personal lives are becoming intertwined. As
a result, Science Technology Engineering
and Math (STEM) mentoring is embracing
social media in its efforts to promote the
sciences in school districts.5 Understanding
this, SAGANet is leveraging a new method
of communication to mentor its students
using a virtual environment. Traditionally,
mentoring requires collaboration through
partnerships in order to form a mentoring
relationship.6 SAGANet partners students
with mentors that are graduates as well as
Ph.D. professional scientists in the STEM
fields from not only the United States but
around the world. Students are traditionally
mentored in a face-to-face environment
either during or after school hours. Mentors
are often those individuals that have
seniority and extensive experience within
the organization or area of study. This
Mentoring students in an online environment means
that they will be mentored using virtual technology.
Virtual technologies allow for an unprecedented
opportunity for students to cultivate their interest
in STEM because students are able to connect with
scientists from around the world. No longer limited to
local or domestic scientists, students have the ability to
ask questions regarding their particular area of science
they would like to explore more of by partnering with
specialized scientists. Global connectedness allows STEM students
to learn from professional scientists which otherwise they might
not have access to. Students are not the only ones who learn from
the mentoring partnership; mentors also learn from their mentees.
Mentors learn to better communicate by using this new technology
environment and by exploring diverse cultural backgrounds which
traditionally would not occur due to limited outreach resources.
Currently, SAGANet is working with two programs that are
mentoring partnerships. The first one involves pairing scientists
with deeply at-risk youth at the Pittsburg Community School in
Pittsburg, CA and the second program involves families from the
Kyrene del Cielo Elementary School in Chandler, AZ. These two
programs are very different models for scientist who are mentoring
through a virtual platform called Fuze®. Mentoring for the Pittsburg
Community School is done during formal school hours while the
Kyrene del Cielo Elementary School works with the elementary
students and their families as part of an informal school program
outside of the standard curriculum.
SAGANet mentoring allows students, families, and mentors to meet
and see each other at an agreed predetermined time to discuss their
STEM projects. The logistics of matching mentors and mentees has
proven to be an intensive time commitment. This was resolved by
utilizing surveys and working with teachers to find the best fit for
mentor-mentee pairs. In working with the Discovery Room, the
mentors were paired with families based on availability for regular
meetings. In the case of the Pittsburg program, a similar model
was implemented. Here the mentors were selected based on most
convenient time for the mentor and the teacher.
In summary, mentoring has evolved in many ways. It has evolved
from a traditional face-to-face physical meeting to a virtual
environment. In addition, mentors no longer come from within
18
the organization but rather can come from all
over the world. Technology has been able to
remove the barriers of traditional face-to-face
relationships and has created a much more
diverse and rich environment for both the
mentee and mentor. STEM students are now
able to learn about themselves, develop new
relationships, and have greater opportunities
to experience new and diverse cultures. This
we believe, is what the future of mentoring
will be.
References on page 21
Dr. Emma L. Miller has been in higher
education administration in the state of
Texas for nearly 17 years. She has a PhD
in Applied Management and Decision
Science with a concentration in Leadership
and Organizational Change from Walden
University. Currently she works for the
University of Phoenix as Director of
Academic Affairs at the McAllen, TX
campus.
In addition, Dr. Miller has
been an adjunct professor in the areas of
Computer Science, Business Administration
and Applied Business Technology and
has been engaged in service learning and
research in the areas of organizational
behavior, organizational change, mentoring,
business ethics, and leadership. She also
taught for the University of Phoenix in the
areas of Business Research, Quantitative
Analysis for Business, Strategic Planning &
Implementation, and Research Methods,
Design, and Analysis. As a researcher, she has
focused on mentoring examining how it relates to student retention and attrition and its impact on the institution.
She has written in international journals and presented in international conferences. She recently co-authored
a book called “Mentoring Diverse Populations” and is currently working on a new book titled “Mentoring the
Latino Population in Higher Education” scheduled to be released fall of 2015. She serves as an associate editor
for the Academy of Management, Common Ground Publisher, and Mentoring Institute as well as a reviewer
for the 2014 ITC-Emerald Best International Dissertation Award. Currently, Dr. Miller is a Senior Advisor,
Administrator for the 501c3 non-profit organization Blue Marble Space. In addition, she is a Board Advisor for
SAGANet.org.
19
Not Yet a Member?
Join the IMA today!
A
t the IMA, we believe everyone’s fullest
potential is realized through a mentoring
relationship. To make this vision a reality,
we provide leadership, services and
opportunities to help you increase results.
The IMA delivers the keys to unlock your mentoring
& program success. Members receive the following
benefits:
•
Save on registration for the yearly IMA
International Mentoring Conference.
•
Access the full text of over 500 articles on best
practices, expert advice, mentoring research,
proven models, and program descriptions.
•
Receive current mentoring news and the latest
expert guidance, six times a year in our bimonthly magazine, Connect.
•
Follow the accreditation guidelines to improve
your programs, and apply for accreditation
status.
•
Deliver IMA services in your area or region as
an authorized IMA affiliate.
•
Receive face-to-face, phone, and email advice
and insights from mentoring experts and
practitioners in your mentoring role and
setting.
•
Access 4,000 mentor research citations in the
annotated Mentoring Body of Knowledge,
plus mentoring research reports, syntheses of
these reports (conclusions), and best practice
recommendations drawn from this research.
•
Interact with members through two mentoring
discussion networks.
•
Participate in IMA initiatives, along with
leaders in the mentoring field.
•
Publish through the
magazine, Connect.
IMA’s
bi-monthly
Membership in the IMA demonstrates your
commitment
to
continuous
growth,
your
professionalism, and your belief in the value and
benefits of mentoring.
Membership Levels
The IMA offers 4 levels of membership to address the diverse needs
of the mentoring community. Each level is described below, along
with the corresponding annual membership fee. Membership is
accepted at any time during the year.
Individual : $65.00
This membership is for one person who may work at any
organization or institution.
Student : $40.00
For currently enrolled students only. Confirmation of full-time
student status must be included with the membership form or
mailed separately to finalize web applications. (Transcripts or a
signed letter from the admissions department will be accepted as
proof).
Non-profit Institutional : $100.00
The non-profit institutional membership is like the corporate
membership but is geared toward educational and other
community-based not-for-profit organizations. This membership
allows you to name two individuals to receive membership benefits
and information. A second delegate is not required.
Corporate / Government : $275.00
This is for a corporation or a government agency, whether federal
or local. Membership may include two persons rather than simply
listing the name of the organization. One person will be the primary
member and the second is the co-representative. Both will receive
the same membership benefits and all mailings and information. A
second delegate is not required.
To become a member
login to: mentoringassociation.org/membership/
International Mentoring Association
1716 Las Lomas Blvd NE
Albuquerque, NM 87106
505-277-1694
References
Equipping and Enabling Next Generation Leaders for the Global Workplace
Greenleaf, R. K. (1970). The servant as leader. Newton Centre, Mass.: Robert K. Greenleaf Center, in collaboration with
AT&T.
Law, H., Ireland, S., & Hussain, Z. (2007). The psychology of coaching, mentoring and learning. Chichester, UK: John Wiley
& Sons.
Ray, J. and Kafka, S., (2014, May 6). Life in College Matters for Life After College. Gallop- Purdue Index. Retrieved from
Gallup Economy website: July 2, 2014
http://www.gallup.com/poll/168848/life-college-matters-life-college.aspx?utm_source=alert&utm_medium=email&utm_
campaign=syndication&utm_content=morelink&utm_term=Well-Being .
Senna, S. (Personal communication, May 20, 2013).
Sipe, C. L. (1996). Mentoring: a synthesis of P/PV’s research : 1988-1995. Philadelphia, PA: Public/Private Ventures.
Timmons, J., Mack, M., Sims, A., Hare, R. and Wills, J. (2006). Paving the way to work: A guide to career-focused mentoring
for youth with disabilities. Washington, DC: National Collaborative on Workforce and Disability for Youth, Institute
for Educational Leadership. http://www.ncwd-youth.info/resources_&_Publications/mentoring.html.
Mentoring STEM Students through Social Media with SAGANet.org
1 SAGANet.org (2012).
2 Ecklund, Elaine Howard, Sarah A. James, and Anne E. Lincoln. “How Academic Biologists and Physicists View Science
Outreach”, PLoS ONE, 2012.
3 Ecklund, Elaine Howard, Sarah A. James, and Anne E. Lincoln. “How Academic Biologists and Physicists View Science
Outreach”, PLoS ONE, 2012.
4 Steinke, L. J., & Putnam, A.R. (2011). Mentoring Teachers in Technology Education: Analyzing the Need. Journal of
Technology Studies, 37(1), 41-49.
5 Forrester, J., Som, S., Walker, S. I., Miller, E., Salice, D., & Demarines, J. (2013). The impact of a virtual mentoring program on
at risk high school students. Paper presented at the 7th International Mentoring Conference.
6 Jacobs-Israel, M. (2013). Against the Odds. Knowledge Quest, 41(4), 40-45.
CONNECT
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