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1. Intentional Mentoring Networks for Minoritized Postdocs within a University System

   Aumiller, Jennifer G; Enekwe, Blessing O; Carter-Veale, Wendy Y; Cresiski, Robin H (November 2023, The Chronicle of Mentoring & Coaching)

   Trube, Mary B (Ed.)

   Postdoctoral scholars have traditionally received mentoring from a single mentor (creating a “dyad”), limiting the psychosocial support they receive, which is particularly challenging for minoritized scholars (Deanna et al., 2022; Ransdell, et al., 2021). The AGEP Promise Academy Alliance (APAA) (Cresiski et al., 2022) provides multiple mentors for postdoctoral fellows to expand their academic, professional, and support networks. This mixed-method case study involves postdoctoral fellows in the APAA faculty conversion program to identify the extent to which these multiple mentoring opportunities occurred and benefited the APAA fellows. Surveys administered to participants and their non research mentors elucidate the mentorship experience. The findings provide insights for implementing a multi-mentor network within a state university system. This study explores the broader ecosystem of mentorship and its influence on the advancement of minoritized postdocs in biomedical sciences, particularly those who may experience social isolation within their departments. It recognizes that mentorship extends beyond the formal research mentor-mentee relationship and encompasses a network of support that can positively impact the career trajectories and professional development of minoritized individuals. Scholars report benefits from having multiple mentoring opportunities within their institution, within the university system, and from external scholars through our mentors in residence program. “Just in time” mentoring on time-sensitive issues supplemented sustained mentoring. The inclusion of inter-institutional peers, administrators and faculty mentors enhanced this multiple mentor model. Minoritized postdoctoral scholars often have limited opportunities to receive mentorship (Yadav et al., 2020). Mentoring in dyads remains pervasive, though multiple mentors have been proposed (Deanna et al., 2022). We demonstrate that state university systems can be leveraged to provide a unique ecosystem of both short and sustained mentoring interactions that benefit minoritized postdocs without overburdening already over-worked faculty mentors. 

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2. Intentional Mentoring Networks for Minoritized Postdocs within a University System

   Aumiller, Jennifer G; Enekwe, Blessing O; Carter-Veale, Wendy Y; Cresiski, Robin H (November 2023, The Chronicle of Mentoring & Coaching)

   Postdoctoral scholars have traditionally received mentoring from a single mentor (creating a “dyad”), limiting the psychosocial support they receive, which is particularly challenging for minoritized scholars (Deanna et al., 2022; Ransdell, et al., 2021). The AGEP Promise Academy Alliance (APAA) (Cresiski et al., 2022) provides multiple mentors for postdoctoral fellows to expand their academic, professional, and support networks. This mixed-method case study involves postdoctoral fellows in the APAA faculty conversion program to identify the extent to which these multiple mentoring opportunities occurred and benefited the APAA fellows. Surveys administered to participants and their non research mentors elucidate the mentorship experience. The findings provide insights for implementing a multi-mentor network within a state university system. This study explores the broader ecosystem of mentorship and its influence on the advancement of minoritized postdocs in biomedical sciences, particularly those who may experience social isolation within their departments. It recognizes that mentorship extends beyond the formal research mentor-mentee relationship and encompasses a network of support that can positively impact the career trajectories and professional development of minoritized individuals. Scholars report benefits from having multiple mentoring opportunities within their institution, within the university system, and from external scholars through our mentors in residence program. “Just in time” mentoring on time-sensitive issues supplemented sustained mentoring. The inclusion of inter-institutional peers, administrators and faculty mentors enhanced this multiple mentor model. Minoritized postdoctoral scholars often have limited opportunities to receive mentorship (Yadav et al., 2020). Mentoring in dyads remains pervasive, though multiple mentors have been proposed (Deanna et al., 2022). We demonstrate that state university systems can be leveraged to provide a unique ecosystem of both short and sustained mentoring interactions that benefit minoritized postdocs without overburdening already over-worked faculty mentors. 

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3. Arbitrating Computational Models of Observational Learning

   https://doi.org/https://doi.org/10.1016/j.neuron.2020.04.028Get  

   Gonzalez, Bryan; Chang, Luke J. (May 2020, Neuron)

   null (Ed.)

   How do we learn in the absence of direct experience? In this issue of Neuron, Charpentier et al. (2020) proposes a new computational account of observational learning, which arbitrates between choice imitation and goal emulation. 

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4. Teachers’ interpretations of assessment results

   Folger, T.; Fornaro, C.; Bostic, J.; Sondergeld, T. (October 2021, Psychology of Mathematics Education North American)

   Olanoff, D; Johnson, K.; Spitzer, S (Ed.)

   A way to evaluate an assessment’s worth is in its contributions to student learning (Cronbach, 1988). “Classrooms are complex social environments. Economic, language, cultural, and mental health issues are just some of the key variables that need to be considered in relation to students [learning]” (Leighton, 2020, p. 27). Teachers provide a unique influence on their students’ learning through their beliefs, content knowledge, and pedagogical content knowledge (Brookhart, 2003). A classroom’s social context is an area where teacher-created assessments differ from externally-developed standardized assessments. One goal of standardized testing is to eliminate psychometric noise like social contexts by attempting to account for factors not related to the construct being measured (AERA et al., 2014). On the other hand, teacher-created assessments are contextually relevant as they are developed with certain students in mind (Brookhart, 2003). Teacher-created assessments are more likely to align with a unique social context of a classroom. The purpose of this study is to explore middle grades math teachers assessment practices and impact on student learning. 

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5. A Structured Mentoring Program Addressing Graduate Student Challenges, Well-Being and Success

   McCallum, C; Libarkin, J; Vasquez, E; Webb, S; Sule, V; Choudhuri, D; Tornquist, W (January 2022, The Chronicle of Mentoring & Coaching)

   Dominguez, N (Ed.)

   There is clearly a retention issue in science, technology, engineering, and math (STEM) for underrepresented groups (Estrada et al., 2016; Sithole et al., 2017). Although students leave STEM for many reasons (Bonous-Harmmath, 2000; Estrada et al., 2016; Gasiewski et al., 2012; Hurtado et al. 2011), one underlying and well documented cause is lack of attention to effective mentoring and student well-being, especially in graduate school (Becker et al., 2002). The paper presents a National Science Foundation sponsored mentoring program that prepares graduate students to become effective mentors while simultaneously providing them the necessary tools to advocate for themselves as mentees. In addition to mentoring, the program emphasizes the importance of mental and physical well-being. Evaluation results conclude that the program has improved students' sense of belonging on campus and provided them with support for navigating graduate school and socializing into careers. 

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