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The Science of Effective Mentorship in STEMM
Mentorship is a catalyst capable of unleashing one's potential for discovery, curiosity, and participation in STEMM and subsequently improving the training environment in which that STEMM potential is fostered. Mentoring relationships provide developmental spaces in which students' STEMM skills are honed and pathways into STEMM fields can be discovered. Because mentorship can be so influential in shaping the future STEMM workforce, its occurrence should not be left to chance or idiosyncratic implementation. There is a gap between what we know about effective mentoring and how it is practiced in higher education. The Science of Effective Mentorship in STEMM studies mentoring programs and practices at the undergraduate and graduate levels. It explores the importance of mentorship, the science of mentoring relationships, mentorship of underrepresented students in STEMM, mentorship structures and behaviors, and institutional cultures that support mentorship. This report and its complementary interactive guide present insights on effective programs and practices that can be adopted and adapted by institutions, departments, and individual faculty members.
- GenresScience
306 pages, Paperback
Published December 24, 2019
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July 5, 2024
Recent research has made it clear that mentorship plays an incredibly strong role in launching careers in STEMM. However, much of education remains organized around traditional missional axes of teaching, research, and service. Mentorship plays a determining factor in all three aspects. It accelerates and perpetuates careers.
The National Academies, filled with the most outstanding scholars in America, supplied this consensus statement about the research around this topic. Based on evidence, they summarize findings and suggest future directions for the implementation of successful mentorship programs.
Recently, the NIH has required a mentorship program as a key component of training grant applications. So it’s important, even vital, to future educational efforts. Unfortunately, in the current system, privileged classes benefit disproportionately in terms of access rather than traditionally underrepresented groups. Further, those underrepresented groups tend to have more negative experiences that further discourage the formation of a science identity. Yet diverse workplace teams play a larger role in addressing national and global challenges.
Fortunately, research doesn’t just identify these problems in mentorship, but they also suggest improvements. Unlike commonly thought, mentors can be trained through education; they are not just born that way. That education can provide skills to interact with different types of people, including those with different life experiences and identities. This report identifies specific ways that those involved, from a university president and faculty all the way to program managers and mentees, can take actionable steps to better the situation.
As a scientist, I love reading the National Academies’ reports on issues that I’m interested in. Their consensus statements provide a level of scholarly excellence that I just cannot replicate in individual papers. Obviously, this book’s audience is limited to those involved in research and education. Nonetheless, that audience has an outsized impact in future STEMM careers. And STEMM professionals play an outsized role in the country’s economic health. After learning from this research, I will take several insights to my desk to explore in coming weeks.
The National Academies, filled with the most outstanding scholars in America, supplied this consensus statement about the research around this topic. Based on evidence, they summarize findings and suggest future directions for the implementation of successful mentorship programs.
Recently, the NIH has required a mentorship program as a key component of training grant applications. So it’s important, even vital, to future educational efforts. Unfortunately, in the current system, privileged classes benefit disproportionately in terms of access rather than traditionally underrepresented groups. Further, those underrepresented groups tend to have more negative experiences that further discourage the formation of a science identity. Yet diverse workplace teams play a larger role in addressing national and global challenges.
Fortunately, research doesn’t just identify these problems in mentorship, but they also suggest improvements. Unlike commonly thought, mentors can be trained through education; they are not just born that way. That education can provide skills to interact with different types of people, including those with different life experiences and identities. This report identifies specific ways that those involved, from a university president and faculty all the way to program managers and mentees, can take actionable steps to better the situation.
As a scientist, I love reading the National Academies’ reports on issues that I’m interested in. Their consensus statements provide a level of scholarly excellence that I just cannot replicate in individual papers. Obviously, this book’s audience is limited to those involved in research and education. Nonetheless, that audience has an outsized impact in future STEMM careers. And STEMM professionals play an outsized role in the country’s economic health. After learning from this research, I will take several insights to my desk to explore in coming weeks.
Displaying 1 of 1 review