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1. Cross-Institutional Mentoring Communities: a virtual mentoring model

   Minerick, A.R. ( December 2022 , The chronicle of mentoring coaching)

   An increasing body of work is exploring mentoring within contexts that go beyond traditional one-on-one mentoring, including learning communities and mentoring circles. Research indicates that these alternative forms of mentoring better support all faculty, including those whose identities tend to lead to isolation in STEM: BIPOC faculty, women, and LGBTQ+. Group mentoring approaches can address multiple facets of the mentee(s) as a whole person in an efficient manner. Cross-Institutional Mentoring Communities (CIMCs) were designed to create networks of mentoring as a support and feedback mechanism for faculty who may also face challenges related to their personal characteristics and/or specific identities, especially intersectional identities traditionally underrepresented in STEM, or simultaneous demands of an academic career and caregiving responsibilities. Communities were formed with two to three junior and/or mid-career faculty and one or two senior mentors from four midwestern institutions. With the goal of retention at the forefront, quantitative and qualitative assessments of the CIMCs were designed to enable formative feedback to guide improvements to the CIMC support network and further implementation phases. While it was not originally the intent, the CIMCs also provided an opportunity to more deeply examine how the pandemic impacted women faculty with identities that compound disadvantage. Virtual meetings were held at roughly bimonthly intervals. Mentors were regularly provided guidance on mentoring and topics to discuss with their mentoring groups. While the pandemic impacted the original timeline and topical foci of the CIMCs, the virtual format of the CIMCs provided an opportunity to offer resources to assist faculty in navigating these unprecedented challenges: CIMC mentors and groups followed a "just in time" format with topics introduced and addressed responsively. 

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2. Mentoring future mathematics teachers: Lessons learned from four mentoring partnerships.

   Hodge, A. ( October 2019 , Journal of mathematics education at Teachers College)

   Mentoring is an important aspect of mathematics teacher education, and in particular, pre-service teacher education. Faculty at a large Midwestern university developed and refined a mentoring program designed to help pre-service secondary mathematics teachers, called Scholars, become future leaders in mathematics education. This paper describes how faculty mentors leveraged challenges in the mentoring program’s early stages based on their reflections and initial mentee outcomes to create a more effective mentoring program. Recommendations based on research and practice are provided for other university programs interested in mentoring future mathematics teachers. 

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3. Mentoring the Mentors: A Workshop Series to Support Inclusive Mentoring Practices

   https://doi.org/10.5670/oceanog.2024.127  

   Hofmann, Gretchen ; Beaufort, Virginia ; Clare, Xochitl ; Phommasa, Malaphone ( December 2023 , Oceanography)

   As part of the Field-based Undergraduate Engagement through Research, Teaching, and Education (FUERTE) program at the University of California, Santa Barbara, we developed a training program—a set of integrated one-hour workshops—to help our direct mentors (e.g., graduate students and postdoctoral fellows) develop stronger mentoring skills. The trainings provided opportunities for the mentors to focus on professional development and to take time to cultivate their intentional mentoring approaches, and for the program to advocate for self-care and self-awareness in the mentoring space.

    

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4. Cross-Institutional Mentoring Communities: a virtual mentoring model during COVID-19.

   Minerick, A.R. ; Cervato, C. ; Bilen-Green, C. ; Koretsky, C. ; Rouleau, M. ( October 2022 , The Chronicle of Mentoring and Coaching)

   An increasing body of work is exploring mentoring within contexts that go beyond traditional one-on-one mentoring, including learning communities and mentoring circles. Research indicates that these alternative forms of mentoring better support all faculty, including those whose identities tend to lead to isolation in STEM: BIPOC faculty, women, and LGBTQ+. Group mentoring approaches can address multiple facets of the mentee(s) as a whole person in an efficient manner. Cross-Institutional Mentoring Communities (CIMCs) were designed to create networks of mentoring as a support and feedback mechanism for faculty who may also face challenges related to their personal characteristics and/or specific identities, especially intersectional identities traditionally underrepresented in STEM, or simultaneous demands of an academic career and caregiving responsibilities. Communities were formed with two to three junior and/or mid-career faculty and one or two senior mentors from four midwestern institutions. With the goal of retention at the forefront, quantitative and qualitative assessments of the CIMCs were designed to enable formative feedback to guide improvements to the CIMC support network and further implementation phases. While it was not originally the intent, the CIMCs also provided an opportunity to more deeply examine how the pandemic impacted women faculty with identities that compound disadvantage. Virtual meetings were held at roughly bimonthly intervals. Mentors were regularly provided guidance on mentoring and topics to discuss with their mentoring groups. While the pandemic impacted the original timeline and topical foci of the CIMCs, the virtual format of the CIMCs provided an opportunity to offer resources to assist faculty in navigating these unprecedented challenges: CIMC mentors and groups followed a "just in time" format with topics introduced and addressed responsively. 

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5. MENTORING THE MENTORS: A WORKSHOP SERIES TO SUPPORT INCLUSIVE MENTORING PRACTICES

   Hofmann, GE ; Beaufort, V ; Clare, XS ; Phommasa, M ( December 2023 , Oceanography)

   As part of the Field-based Undergraduate Engagement through Research, Teaching, and Education (FUERTE) program at the University of California, Santa Barbara, we developed a training program—a set of integrated one-hour workshops— to help our direct mentors (e.g., graduate students and postdoctoral fellows) develop stronger mentoring skills. |e trainings provided opportunities for the mentors to focus on professional development and to take time to cultivate their intentional mentoring approaches, and for the program to advocate for self-care and self-awareness in the mentoring space. 

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