International Mentoring Association 28th Annual Conference · 2016. 5. 10. · Our pre-conference...
19
International Mentoring Association 28th Annual Conference Mentoring Excellence: From Preparation to Practice April 13-15, 2016 • Auburn University, Auburn, AL, USA r om Preparat i on to P r University Auburn AL
Transcript of International Mentoring Association 28th Annual Conference · 2016. 5. 10. · Our pre-conference...
International Mentoring Association 28th Annual Conference
Mentoring Excellence: From Preparation to PracticeApril 13-15, 2016 • Auburn University, Auburn, AL, USA
rom Preparation to PrUniversity Auburn AL
2 3
Letter from the Conference Chair Letter from the President
Welcome to Auburn, Alabama…..the “Loveliest Village on the Plains”……and the 2016
International Mentoring Association Conference! This is the first time since the very early years
of the IMA that the conference has been held on a university campus, and the Conference
Planning Committee has worked hard to make sure this is the best yet! Over the next
three days, you will have the opportunity to learn and share about Mentoring Excellence…..
From Preparation to Practice, from over 70 individual sessions presented by researchers,
practitioners, and consultants in higher education, corporate, youth mentoring, non-profit,
medical, and K-12 education sectors. Our pre-conference presenters, Dr. Lois Zachary and Dr.
Frances Kochan, and our keynote speaker, Dr. W. Brad Johnson, are internationally known
mentoring experts and authors who will bring us new insights into what constitutes excellence
in mentoring. There is something for everyone at IMA 2016, and we trust that you will leave
with renewed energy, new knowledge, and helpful resources and strategies for strengthening
the excellence in your own mentoring work.
In the pages that follow, you will find your guide to navigating the 2016 IMA Conference. The
“Schedule-at-a-Glance” provides you a quick overview of the full conference program., session
titles, and locations. The full conference program includes session descriptions, which have
been categorized by intended audience and outline the content of each. Use these to identify
the sessions that have the most value to you and your organization’s needs. Additionally,
you will find more information on the International Mentoring Association, its services, and
ways that you can get more involved. If you are new to the IMA or a first-time attendee, plan
to attend the “Newcomer’s Session” on Thursday at 8:00 a.m. If you are an IMA member,
please attend the IMA Business Meeting at the same time. At any time, feel free to stop by the
registration table to let us know if we can assist you in any way, and please visit our vendors
who have been invited to offer you great products for purchase and information about their
services.
The IMA Conference offers so many opportunities to build your network, and I encourage
you to change your seat at every breakfast and lunch to take advantage of them. Don’t
miss the welcome reception on Wednesday (5:30 – 7:00 p.m) with hors d’oeuvres and piano
entertainment, and the job-alike roundtables on Friday right before lunch.
Your evenings are free at the conference, so take a short two-block walk to lovely downtown
Auburn, with its many shops and food establishments, and consult the brochure in your
conference bag for other great places nearby to shop and eat. The Auburn campus is a great
walking campus and is very safe, so you might want to get your daily exercise by exploring
the campus on foot or on a bike! (a map of the campus is in your bag, as well as information
about where and how to check out a bike to ride).
Welcome to the 2016 IMA Conference! We are glad you’re here and we always say in Auburn
……WAR EAGLE!
“The noblest search is the search for excellence.”
– President Lyndon B. Johnson
As president of the International Mentoring Association, I would like to formally welcome
you to the 2016 Mentoring Conference. The theme of this conference, Mentoring Excellence:
From Preparation to Practice, perfectly outlines the path that the IMA has taken while working
towards excellence in mentoring and the path it is still on today. Since our founding in 1987, the
International Mentoring Association has focused on developing and perfecting best practice
solutions in the world of mentoring. As an association, we are able to offer our advice, counsel,
and collective experience as we connect mentoring programs from across the globe through
publications, webinars, and gatherings like this very conference. We have come so far due to the
collaboration of our members, who make up the heart of our organization. We thank you
for your attendance at this conference, as it is a major milestone in the IMA’s quest for
excellence in mentoring.
Throughout this conference, you will hear a great deal about excellence and what it looks like in
the realm of mentoring and, perhaps more importantly, what it could look like. For excellence is
not something that individuals can attain once and then simply claim for the rest of their lives. No,
excellence is a goal that grows with us as we consistently strive to do a little more, to be a little
better. The pursuit of excellence must be an everpresent priority.
I invite everyone to leave this conference having learned how to become a little more excellent,
but even after this conference is long over, I invite everyone to continue on in the noblest search
for excellence in mentoring. As it is not the goal of the IMA to remain stagnant, but instead to
continue to improve the practice of mentoring. And this is a goal that will require each of us, and
our best efforts, to achieve.
We appreciate all of the unique talents that each member brings to the IMA. We are able to
achieve excellence in mentoring as we make the best use of each of those talents. As we take the
time and exercise the patience to help strengthen others, we deepen our own understandings and
gain more potential for greatness. When we allow others to help us with our weaknesses we grant
them the same opportunity. This truth sits at the core of the practice of mentoring, and as the
IMA widens its influence our capacity for excellence in mentoring only increases. We thank you
for helping the IMA to grow and prosper.
We thank you for all of the support that you have extended to the IMA in the past and present.
We hope that you enjoy this conference.
N O R A D O M I N G U E Z , P H . D .IMA President
L I N D A S E A R B Y , P H . D .2016 IMA Conference Chair
"If you want to travel fast, travel alone;
You want to travel far, travel together."
– African proverb
4 5
About the International Mentoring AssociationW H A T I S T H E I M A ?
Since 1987, the International Mentoring Association (IMA) has been the premier source for best practice solutions and support of mentoring and coaching professionals and their programs.
The IMA advances individual and organizational development by promoting the use of mentoring best practices in every organizational setting. Our diverse and dynamic worldwide organization unites a broad cross-section of people who are interested in the theory and practice of effective mentoring. Members bring unique experiences and a fresh perspective from their various fields of mentoring. Working together, we share a common commitment to increasing:
• the impact of mentoring
• the performance of mentoring participants
• the effectiveness of the organizations those participants serve
M E M B E R S H I P
The IMA provides various levels of membership, from student and individual, to corporate and organizational. Not only does membership provide discount rates on international conferences, it also provides access to all content and articles on the IMA website and a network of practitioners, researchers, and policymakers in the field of mentoring. Additionally, members can participate in IMA committees and receive the services described below.
M E N T O R I N G P R O G R A M A C C R E D I T A T I O N
The IMA provides accreditation services to recognize programs that meet our rigorous mentoring program standards. Accreditation provides program leadership with an external review of their program design and implementation, rewards program management and participants for their commitment to personal and professional growth, and improves the credentials of program participants. The IMA also offers specific advantages to accredited programs, including international recognition and the use of IMA accreditation logos.
C O N N E C T
This bi-monthly online magazine features best practices, policy evaluation, research, book reviews, and assessment of tools and resources to further the knowledge and practice of mentoring. Connect editors welcome submissions on a rolling basis and we are always looking for member peer-reviewers to help facilitate the editing process.
M E N T O R I N G C O N S U L T A N T C E R T I F I C A T I O N
The IMA certification process identifies, rewards, and promotes consultants with the knowledge, abilities, and practices necessary to help mentoring programs meet the rigorous IMA program standards. Program leaders can rely on the IMA certification process as the first state of consultant selection for their programs, and certified consultants can promote this external affirmation of the consultant’s high quality.
For more information on any of these services please stop by the conference registration desk.
Executive Board of Directors
presidential term: 2014 – 2016
board term: 2012 – 2016
Nora Domínguez is director of the Mentoring Institute, a professional consultant, and part-time
faculty member at the University of New Mexico (UNM), with more than 20 years developing
and implementing workforce training and mentoring programs. Domínguez earned her M.B.A.
from Autonomous Technological Institute of Mexico and her Ph.D. in Organizational Learning and
Instructional Technologies from UNM.
Albuquerque, New Mexico, USA
president-elect term: 2014 – 2016
board term: 2012 – 2016
Dr. Phenis-Bourke serves on public and private nonprofit boards, including hospital, community
foundations, and private adult and youth special services. Her expertise is in strategic planning,
nonprofit board governance with policy making, and protocols, which she applies to her private
consulting contracts. Dr. Phenis-Bourke is a certified national principal mentor, facilitator, and a True
Colors trainer/facilitator.
Pendleton, Indiana, USA
secretary-treasurer term: 2014 – 2016
board term: 2013 – 2017
Dr. Riley is a consultant with the National Association of Elementary School Principals (NAESP) as
director of the National Principal Mentor Training and Certification Program. She advocates for pre-
K–12 principals in the areas of professional development, research, and leadership initiatives. She has
served as associate executive director for NAESP Membership Development, and is a past-president of
the Ohio Association of Elementary School Principals.
Haymarket, Virginia, USA
Nora Dominguez • PRESIDENT
Nancy Phenis-Bourke • PRESIDENT-ELECT
Carol Riley • SECRETARY-TREASURER
6 7
Ridwanah Gurjee • MEMBER board term: 2013 – 2017
Ridwanah is Senior Lecturer, the Volunteer Development Coordinator for the University of Central
Lancashire and Course Leader for the programs in Community Leadership. She has worked as a Clinical
Support Volunteer at the Queens Park Hospital, Mental Health Unit in Blackburn, as well as a Witness
Service Support Volunteer at the Preston Magistrates Court. Ridwanah was invited to meet the Queen
at a Buckingham Palace Garden Party.
Preston, Lancashire, UK
Arlene Lack • MEMBER board term: 2013 - 2017
Arlene Lack, BScN, is currently the President of Mastering Mentoring, a mentoring consulting company.
Her career in nursing encompassed Occupational Health in the oil & gas industry, Manager of the City
of Edmonton Home Care Program and Nursing educator in two universities and one college. Arlene’s
advice is sought by government, business, industry and non-profit organizations across Canada.
Edmonton, Alberta, Canada
Linda Searby • MEMBER board term: 2012 – 2016
Dr. Linda Searby is an associate professor at Auburn University, where she teaches courses in Leadership
and Administration, Curriculum and Supervision, Action Research, School Change, and Mentoring. She is
an associate editor for Mentoring & Tutoring: Partnerships in Learning journal, member of the editorial
review board for the International Journal of Mentoring and Coaching in Education, and reviewer for
several journals in educational leadership.
Auburn, Alabama, USA.
Ann Rolfe • MEMBER board term: 2012 – 2016
Australia’s most published author on mentoring, Ann Rolfe has thirty years’ experience in learning
and development and a background in career counseling. For two decades, she has specialized in
mentoring, setting up programs, and training people in fields as diverse as health, construction, energy,
communications, education, law, and government. Internationally respected as a trainer, consultant, and
presenter.
Umina Beach NSW, Australia
Monica Porter • MEMBER board term: 2012 – 2016
Dr. Porter is the Assistant Vice Chancellor for Student Success for the University of Michigan-Dearborn.
Dearborn, Michigan, USA
David P. James • MEMBER AND FORMER PRESIDENT board term: 2015 - 2019
Dr. James is one of the original founding members of the International Mentoring Association
and served as its second President from 1989-2000. Dr. James is an internationally known leader
and expert in training, establishing and evaluating mentoring programs. He has made numerous
presentations on mentor and protégé training and the essential elements for comprehensive formalized
mentoring programs.
Columbia, Maryland, USA
Allison McWilliams • MEMBER board term: 2013 – 2017
Dr. McWilliams is the director of Mentoring and Alumni Personal & Career Development at Wake Forest
University. McWilliams provides support, guidance, and resources for relationships and programs
to prepare students for life after college. Dr. McWilliams has served as a facilitator for leadership
development, organizational development, and mentoring programs and initiatives.
Winston-Salem, North Carolina, USA
Brenda McIntosh • MEMBER & FORMER SECRETARY-TREASURER secretary-treasurer term: 2012 – 2014
board term: 2012 – 2016
Brenda McIntosh is an executive organizational coach through Positive Transitions. She has served
as director for the WTS Greater New York Mentoring Program and received the Rosa Parks Diversity
Award. She holds a certification in Executive / Organizational Coaching from New York University.
Deer Park, New York, USA
Brenda Marina • MEMBER board term: 2013 – 2017
Dr. Brenda Marina serves as an Associate Dean within the Division of Academic Affairs at Baltimore
City Community College. Dr. Marina is a peer reviewer for the International Journal of Mentoring and
Coaching in Education and is the author and co-author of publications related to Leadership though
Mentoring, Women in Leadership, Multicultural Competence in Higher Education, and Global Education
Issues.
Baltimore, Maryland, USA
Nancy Toth • MEMBER board term: 2015 - 2019
Nancy Toth, MA, Dip Ed, CHRP, FEC (Hon.), FGC (Hon.) is currently Manager of Professional
Development and Mentoring the Association of Professional Engineers and Geoscientists of Alberta
where she began a mentoring program in 2004. Prior to this position, Nancy enjoyed a varied career as a
high school teacher in special education, vocational counselor, and information counselor in government
within a bureau for senior citizens.
Edmonton, Alberta, Canada
Board of Directors
8 9
Associate Board Members
Larry Carroll
Bob Garvey
David Clutterbuck
Adela Holder
David Eng
Patrick McIntosh
Tom Ganser
Jerry Willbur
Julie Gonzales
Do you want to be more involved in the IMA? B E C O M E A M E M B E R T O D A Y !
If you’re already a member be sure to attend the IMA Business Meeting on Thursday at 8:00 a.m. in the Ballroom.
I S T H I S Y O U R F I R S T T I M E A T T E N D I N G T H E C O N F E R E N C E ?
Attend the Newcomer’s Meeting on Thursday at 8:00 a.m. in Meeting Room A.
Excited? Tweet about it!#IMA2016
Dr. Frances Kochan, WAYNE T. SMITH DISTINGUISHED PROFESSOR EMERITUS, AUBURN UNIVERSITY, AL Pre-Conference Session • Cultural Factors that Impact Mentoring: Strategies for Relationship and Program Success Wednesday, April 13 • 8:30 a.m. - 12:00 p.m. • Ballroom B Right
Frances Kochan is a Wayne T. Smith Distinguished Professor Emeritus, Auburn University,
Alabama. Dr. Kochan has established an international reputation as a scholar in the field of
mentoring. She has authored or edited over 100 articles and book chapters. She is editor of the
Mentoring Perspectives Series published by Information Age Press. Her books with J. Pascarelli,
Global Perspectives on Mentoring: Transforming Contexts, Communities, and Cultures (2003);
with Clutterbuck and Poulsen –Developing Mentoring Programmes: An International Casebook
(2012), and Kent and Green (2013), Uncovering the Cultural Dynamics in Mentoring Programs and
Relationships: Managing the Complexities (2014), have examined cultural issues and elements in
mentoring endeavors. In recent years, she has focused her research upon the development and
refinement of the Cultural Analysis Process, a systematic strategy for identifying and dealing with
cultural factors that can foster and hinder mentoring success. Dr. Kochan holds a doctorate in
Adult Education from Florida State University, a Master’s in Reading Education from the University of Guam, and a Bachelor's
degree in Elementary Education from the State University of New York, Fredonia.
Dr. W. Brad Johnson, PROFESSOR OF PSYCHOLOGY IN THE DEPARTMENT OF LEADERSHIP, ETHICS, AND LAW, UNITED STATES NAVAL ACADEMY AND FACULTY ASSOCIATE IN THE GRADUATE SCHOOL OF EDUCATION, JOHNS HOPKINS UNIVERSITY Sessions Speaker • Wednesday and Thursday Lunches
W. Brad Johnson, PhD, is Professor of psychology in the Department of Leadership, Ethics, and
Law at the United States Naval Academy and a Faculty Associate in the Graduate School of
Education at Johns Hopkins University. Dr. Johnson is a former Lieutenant Commander in the U.
S. Navy, serving as a clinical psychologist at Bethesda Naval Hospital and the Medical Center at
Pearl Harbor. He is a Fellow of the American Psychological Association (APA), a former Chair of the
APA Ethics Committee, and a past president of the Society for Military Psychology. Johns Hopkins
University has awarded him the university’s annual Teaching Excellence Award.
Dr. Johnson is the author of more than 120 journal articles and book chapters, and 13 books, many
of them on the topic of mentorship. These include On Being a Mentor: A Guide for Higher Education
Faculty, 2nd edition (2015), The Elements of Mentoring, Revised edition (with Charles Ridley, 2008),
Getting Mentored in Graduate School (with Jennifer Huwe, 2003), and a forthcoming book, Athena
Rising: How and Why Men Should Mentor Women (with David Smith, 2016).
Dr. Lois Zachary, PRESIDENT OF LEADERSHIP DEVELOPMENT SERVICES, LLC Pre-Conference Session • Making the Most of Mentoring: What You Need to Know and Do in the First 90 Days Wednesday, April 13 • 8:30 a.m. - 12:00 p.m. • Governor's Room
Dr. Lois Zachary, an internationally recognized expert on mentoring, is president of Leadership
Development Services, LLC, a Phoenix-based consulting firm that specializes in leadership and
mentoring, and director of its Center for Mentoring Excellence. Her book, The Mentor’s Guide, was
published in 2000 and has since has become the primary resource for organizations interested
in promoting mentoring for leadership and learning and for mentors seeking to deepen their
mentoring practice. Dr. Zachary is also the author of Creating a Mentoring Culture (2005), The
Mentee’s Guide (2009), the 2012 revision of The Mentor’s Guide, five Mentoring Excellence Pocket
Toolkits and more than 100 published articles. Her most recently published book is Starting Strong:
A Mentoring Fable, which she wrote with her colleague, Lory Fischler. Dr. Zachary received her
doctorate in adult and continuing education from Columbia University Teachers College. She holds
a Master of Arts degree from Columbia University and a Master of Science degree in education
from Southern Illinois University.
Pre-Conference and Keynote Speakers
10 11
I N T E R N A T I O N A L M E N T O R I N G A S S O C I A T I O N
2016 Conference-at-a-Glance
Wednesday, April 13th 7:00 a.m. - 4:00 p.m.
Registration open in Conference Center Foyer Pre-Conference Sessions
*You must be registered separately for the pre-conference sessions.
8:30 a.m. - 12:00 p.m. "Making the Most of Mentoring: What You Need to Know and Do in the First 90 Days"
Dr. Lois Zachary · Governor's Room
"Cultural Factors that Impact Mentoring: Strategies for Relationship and Program Success" Dr. Frances Kochan · Ballroom B Right
12:15 p.m. - 1:00 p.m. Welcome and Opening Lunch
1:00 p.m. - 1:45 p.m. Keynote Speaker: Dr. Brad Johnson, Professor of Psychology, United States Naval Academy, "What Master Mentors Do"
Concurrent Sessions
S. Baxley and M.L. Bond
University of Texas Arlington (Medical)
Changing With the Times: Using Mentee Feedback to Improve Mentor Program Effectiveness
P. King
New York City College of Technology
The Solar Decathlon: Mentoring an Urban Population
V. Wherley
Sacred Heart University An undergraduate internship model: recruitment, placement, and evaluation
J. Lactao
University of Asia and the Pacific
UA&P-Promoting Youth Mentoring in the Philippines
B. Bowman Midwestern University
Developing self-aware leaders through mentoring
J. Cobia, J. Hannah
Samford University
Mentoring as the Bridge from Preparation to Practice for School Leaders
C. Msengi, L. Killion
Lamar University, Texas A&M University-Kingsville
Nurturing Leadership Through Mentoring: Challenges and Solutions Mentoring Individuals from Diverse Cultural Backgrounds
K. Gothard, K. Rose
Eastern Florida State College
Faculty Mentoring in Higher Education: Program Components, Tools, and Strategies that Work
L. Grooms, T. Simmons
Regent University, Butler County Schools
Cross-Generational Perceptions of Communication in K-12 Mentoring Process
C. Gorman
Florida Gulf Coast University
Peer Mentoring for the Humanities: PAGES Pilot Program
L. Crossan
The Boeing Company
Innovative Satellite Systems Mentoring Program- Boeing's Mentoring On-Rotation Experience (MORE)
M. Carr
University of Phoenix; University of North Carolina Wilmington
Self-Mentoring: The Invisible Leader
L. Clark Blue Ribbon Mentor-Advocate/ Chapel Hill-Carrboro City Schools
A Collaborative and Comprehensive Approach to Mentoring
L. Cordie, T. Brecke
Auburn University
Co-teaching as a Mentoring: Encouraging Collaboration and Faculty Development for Diverse Populations
K. Cowin
Washington State University Shaping How We Begin: Starting With a Story of Who We Are
M. Flemming, R. Jackson
Launchpoint Leadership
eMentoring: The Good, The Bad and The Unconventional
M. Witmer
Millersville University
Ethnically Diverse Education Students' Perceptions of Mentoring: Implications for Career Aspirations and College Success
S. Aina-Popoola, C. Nnedu, D. Hendricks
Tuskegee University
"When Opportunity for Mentoring and Collaboration Knocks: Are You Ready to Answer?"
A. Engler
Indiana University/Purdue University
Understanding how peer mentors make meaning of their role
C. Hoffart, E. Harder
Saskatchewan Polytechnic
Mastering Mentorship E-Learning Course: Virtual Mentor and Protégé Preparation
P. Horn
Northern Arizona University
Mentor Tools and Strategies for Success
A B Ballroom B Right D H Governor's Seminar
2:00 - 3:00 p.m.
3:15 - 4:15 p.m.
4:30 - 5:30 p.m.
5:30 - 7:00 PM Welcome Reception in Terrace Room - Appetizers and Cash Bar 5:30 - 7:00 PM Welcome Reception in Terrace Room - Appetizers and Cash Bar
12 13
I N T E R N A T I O N A L M E N T O R I N G A S S O C I A T I O N
2016 Conference-at-a-Glance Thursday, April 14th
W. Gordon, S. Brandt, R. Balkcom
Auburn City Schools
Our Story: Leading Change for Teacher Induction
J. Lewes, E. Murphy
The Learning Consultancy
The Six Building Blocks of Mentoring in the Workplace
A. McWilliams
Wake Forest University
Assessing "Excellence" in Mentoring
L. Stueck
Healthcare Businesswomen's Association
Transforming Mentoring Groups into Mentoring Teams
A. Taylor, A. Frey
Take Stock in Children
Every Session Counts! Using Data to Improve Outcomes
B. Trube, D. Gut, P. Beam, B. VanDerveer
Ohio University
Creating "Design Team VII": Relational Agency and Collaborative Mentorship
J. Lewes, E. Murphy
The Learning Consultancy
The Five Key Skills of Mentoring
M. Witmer, J. Konkle, J. Hendricks,
H. Klinedinst
Millersville University
Mentoring to Diversify the Teacher Workforce: Side-by-Side from Preparation to Practice
B. DeLoach, L. Searby
The Kirklin Clinic, Auburn University
Let's Get in Formation: A Mentor/Mentee's Guide to Making a Successful Transition from College to Career
R. Cleveland, B. Johnson
University of North Texas
Training the Best and Brightest: Sharing Tools and Resources for Training and Evaluation
C. Resurreccion
University of Asia and the Pacific
Differentiating Mentor Training for New and Experienced Mentors
C. Sanchez, C. Sanchez ,G. Bell, M. Witmer
Millersville University
Practice Makes Perfect Mentoring 7th-12th Grade Students of Color for College Success
N. Phenis-Bourke, K. Hollywood
IMA, Concordia University
Enhance Your Future With Mentor Certification
L. Valdez
University of Louisville
Reinvigorating a Peer Mentor Program: How we Challenged and Engaged Our Experienced Mentors
D. Augustine-Shaw
Kansas State University
Mentoring the New School/District Leader: Supporting the Transition from Preparation to Practice
A. Liebel
Reliable Consulting LLC
Mentoring in Business at a Time of Rapid Change
R. Miner, K. Huggins
Shoreline School District/Washington State University
Mentoring and its Impact on the Superintendency
J. Wang, B. Wilson
Auburn University
Mentoring Opens Eyes: WOW!
A. Rolfe Mentoring Works
Will Mentoring Really Meet Their Needs?
M. Valentin-Welch Frontier Nursling University
Can We Help Them? Yes We Can! Assisting Ethnically Diverse Student Nurse-Midwives to Succeed Through the Formation of a National Mentoring Program
D. Washington
Newark Public Schools
Building Youth Resilience from School-Based Mentoring
T. Weldon, V. Clark
Auburn University
"Academic Mentoring as a Teaching Technique"
L. Grooms, T. Simmons
Regent University, Butler County Schools
Creating Excellent Mentoring Experiences for the Multi-generations Within the Higher Education Classroom
Y. Bynum
Auburn University at Montgomery
Gender and Leadership: The Value of Mentoring
N. Phenis-Bourke, J. Gonzales, N. Dominguez
International Mentoring Association
How to Earn IMA Accreditation for Your Mentoring Program or Consultancy
A. Engler, M. Minglin
Indiana University
Peer Mentor Education Courses: A Multi-dimensional Approach to Support Peer Mentor Development
T. Thorpe
TNT Development
Millennial Leadership: How to lead and mentor a multi-generational workforce
E. Previato
Boston University
Global Ethics: STEM Education Creates Socially Responsible Scientists, Citizens, & Leaders
J. Gonzales, K.
Wabiszczewicz
Elmhurst College
A Culture of Mentoring
in Higher Education and its Impact on Developing Professionals
J. Buford
Mastering Your Hidden Genius; Uncover Your Hidden Genius
B. Maguth
The University of Akron
I PROMISE Urban Youth Mentorship Program
T. Turner, L. Allen, W. Kiser
Jacksonville State University
Networking: Powerful Mentoring Relationships for School Improvement
P. Dillard, B. Duncan,
Auburn University
There’s an App for That: An Infusion of Technology into New Teacher Mentoring Programs
A B Ballroom B Right D H Governor's Seminar9:15 - 10:15 a.m.
1:30 - 2:30 p.m.
11:45 a.m. - 12:30 p.m. Lunch in Ballroom
12:30 - 1:15 p.m. Keynote Speaker: Dr. Brad Johnson, "Top Ten Ethical Quandaries for Mentors (and How to Resolve Them)"
4:00 - 5:00 p.m.
10:30 - 11:30 a.m.
2:45 - 3:45 p.m.
8:00 a.m. - 4:00 p.m. Conference Registration in Foyer
8:00 a.m. - 9:00 a.m. Continental Breakfast and IMA Business Meeting · Ballroom
Newcomer's Meeting (Get your Continental Breakfast in the ballroom and come to Meeting Room A) · Meeting Room A
Concurrent Sessions
14 15
I N T E R N A T I O N A L M E N T O R I N G A S S O C I A T I O N
2016 Conference-at-a-Glance
Friday, April 15th
8:00 a.m. - 11:00 a.m. Registration open in Conference Center Foyer
7:45 a.m. - 8:45 a.m. Continental Breakfast in Ballroom
Concurrent Sessions
S. Griffin, T. Gaines
Truman Pierce Institute-Auburn University
M.E.N.T.O.R: Meeting Every Need Through Our Resources
S. Oinhoin
University of Phoenix
Global E-Mentoring: Cultural Awareness in Multicultural E-Mentoring Relationships
K. Carter
University of Alabama at Birmingham
Walking the Talk: How an Educational Leadership Dissertation on Mentoring in Higher Education Led to the Development of a Graduate Level Certificate in Mentoring and Leadership
W. Sodeman
Martin Methodist College, Hawaii Pacific University
Technology, Power, and Culture: Avoiding the Dark Side of Mentoring
K. Myers, D. Sinclair
Opelika City Schools, Auburn City Schools
Building Partnerships through Mentoring
J. Asberry, G. DeJarnett, J. Lewis
Alabama State University
The Value of University Based Support for Novice Teachers
A. Frampton
The University of Akron
Practice Makes Progress: Cultivating Meaningful Mentoring Relationships and a Quality, High-Impact Mentoring Program
J. Tucci
Air University/ School of Advanced Air
and Space Studies
"This is Sparta!" Mentoring High Achieving Military Officers
K. Britton
Auburn University
Examination of the Mentoring Mindset Framework
T. Conner
Troy University
Are Female Leaders More Amenable to Mentoring than Male Leaders?
K. Freaney, S. Forester
University of Colorado Boulder/Leeds School of Business
Building a Mentoring Pipeline to Drive Program Success
R. Reeves
2016 Hope Richardson Dissertation Award Winner
Corporate Mentorship: An Examination of Cross-Cultural Implications for Mentor & Mentees
R. Kohlenberg
University of North Carolina at Greensboro
Self-Managed Mentoring for Advanced Career Professionals
L. Elmer
Berry College
Special Population Mentoring - Seeking Out Students with Potential for Success
E. Reames, D. Murphy
Auburn University
Mentoring Aspiring Principals for Turn Around School Leadership
A. Bozack
University of New Haven
Impactful Mentoring Within a Statewide, Comprehensive Teacher Induction Program
M. Eller, J. Hadden
Auburn University
Using Instructional Rounds to Foster Teacher Mentoring Relationships
*Located in Ballroom
JOB- ALIKE ROUNDTABLE:MENTORING CONSULTANTS
*Located in Ballroom
JOB-ALIKE ROUNDTABLE:K12 TEACHER AND ADMINISTRATOR MENTORING
*Located in Ballroom
JOB-ALIKE ROUNDTABLE:BUSINESS /INDUSTRY/CORPORATE MENTORING
*Located in Ballroom
JOB-ALIKE ROUNDTABLE:YOUTH / COMMUNITY MEN-TORING PROGRAMS
A B Ballroom B Right D H Governor's Seminar
8:45 - 9:45 a.m.
10:00 - 11:00 a.m.
11:15 a.m. - 12:15 p.m.
12:15 - 1:30 p.m. Closing Lunch 12:15 - 1:30 p.m. Closing Lunch
16 17
Wednesday, April 13CONFERENCE REGISTRATION WILL BE OPEN FROM 7:00 AM - 4:00 PM IN THE CONFERENCE CENTER FOYER.
8:30 a.m. - 12:00 p.m. • Pre-Conference Sessions Each Pre-Conference Session costs $125; If you want to attend, but did not register, please go to the Registration table to pay, then bring evidence of registration to the session.
D R . L O I S Z A C H A R Y Center for Mentoring Excellence | Governor's RoomMaking the Most of Mentoring: What You Need to Know and Do in the First 90 Days
This pre-conference workshop by Starting Strong author Lois Zachary covers the six essential conversations mentors and mentees need to hold to launch and build strong and successful mentoring relationships. You will learn about critical role of preparation, how to build trusting, open and honest relationships, how to maximize mentoring time, how to encourage mentees to take charge of their own learning and how to address stumbling blocks without jeopardizing the relationship. It is recommended that you purchase the book, Starting Strong, prior to the workshop.
D R . F R A N C E S K O C H A N Auburn University | Ballroom B Right Cultural Factors That Impact Mentoring: Strategies for Relational and Program Success
Positive organizational cultures and personal understanding can foster mentoring success. Likewise, misunderstandings and hidden cultural mores can hinder program and relational success. Yet, these elements are often overlooked. The presenter will share strategies for identifying personal and organizational elements in the culture that should be addressed and aid participants to develop plans to deal with them in order to assure program and relational success in mentoring endeavors. It should be helpful for those already engaged in mentoring programs and those planning to develop and implement them.
12:15 - 1:00 p.m. • Welcome and Opening Lunch • Ballroom A
1:00 - 1:45 p.m. • Keynote Speaker
D R . B R A D J O H N S O N United States Naval Academy What Master Mentors Do
2:00 - 3:00 p.m. • Concurrent Sessions
B A X L E Y , S . , B O N D , M . L . University of Texas – Arlington College of Nursing | A Changing With the Times: Using Mentee Feedback to Improve Mentor Program Effectiveness
The audience will gain an understanding of the steps taken to develop, implement, evaluate, and sustain a mentoring program for professional nurses. While the information is about a 13 year mentoring program for nursing Ph.D. students, the lessons learned can be applied to the mentoring of graduate level students in many disciplines, as all programs must learn to “change with the times.” [Higher Ed, Medicine, Mentoring Program Leaders; Mentoring Program Report/Review, Mentor/Practitioner Tools/Strategies]
K I N G , P .
New York City College of Technology | BThe Solar Decathlon: Mentoring an Urban Population
The session will describe the mentoring experience involved with the Solar Decathlon Competition, an overview of the different types of mentors involved including faculty, professionals and product vendors, the diverse ethnic background of our student team and the phases of the experience from preparation to design to construction to competition. To work successfully as a team, students and faculty needed to deftly exhibit a unique set of soft skills including presentation, defense, negotiation, compromise and acceptance. The lesson here is the importance of making a continual effort to support these skills starting before a project begins and continuing to its conclusion.[Higher Ed, Mentoring Program Success in Diverse Cultures/Contexts]
W H E R L E Y , V . Sacred Heart University, Connecticut | C An Undergraduate Internship Model: Recruitment, Placement, and Evaluation
Undergraduate internships can vary in terms of their definition: required, capstone, applied, clinical, fieldwork, research, and apprenticeship are just a few of the affiliated descriptors. Regardless of academic discipline, literature supports internships that reinforce application of learned material and internships led by well-qualified mentors/supervisors. A successful internship model will be presented, including site recruitment, mentor/supervisor selection, student placement, and assessment. [Higher Ed; Mentoring Program Overview/Report of Success]
G O R M A N , C . Florida Gulf Coast University | D Peer Mentoring for the Humanities: PAGES Pilot Program
The PAGES Program is a pilot program at Florida Gulf Coast University, designed to assist Humanities students in identifying and achieving their academic, personal, and professional goals in 5 key areas. By employing the GROW model, peers mentor one another as a means of recognizing and developing transferrable skills for their future academic and career goals. In addition, faculty mentor students using “performance ladders” to clarify opportunities and enhance professional development. This session will share the piloting of this new program and discuss the future goals and plans to assess and grow this initiative. [Higher Ed, Mentoring Program Leaders; Mentor Practitioner Tools/Strategies, Mentor or Protégé Training Preparation/Programs/Materials, Mentoring Innovation]
C R O S S A N , L . Boeing Systems Engineering Program | H Mentoring in a Highly Technical, Large Scale, Highly Structured Corporate Environment: Boeing's Mentoring On-Rotation Experience (MORE) Program
Since 2012, Boeing has successfully mentored over 400 technical and managerial employees in four excellent six-month mentoring rotations. The MORE core team’s rotation process will be detailed. Growth and program changes will be discussed based on lessons learned. Discussion will center on how this model can be replicated in other academic, industrial and non-profit organizational environments.[Higher Ed, Corporate/Businesses, Non-Profit, Mentoring Program Leaders; Mentoring Program Overview/Report of Success, Mentor or Protege Training Preparation/Program/Materials, Tools/Resources for Evaluation/Assessment of Mentoring Program, Mentoring Program Success in Diverse Cultures/Contexts, Mentoring for Talent Development in an Organization]
C A R R , M . University of Phoenix/University of N. Carolina at Wilmington | Governor's Self-Mentoring: The Invisible Leader
SELF-MENTORING: What is it? How can self-mentoring assist new hires and experienced individuals as well as overcome ‘burn-out’ in any setting? How does it develop and strengthen leaders? How does it contribute to the organization’s citizenship? The session will provide powerful and practical insight into self-mentoring, four levels of experiential learning, reflection and reflexivity.[All audiences; Mentor Practitioner Tools/Strategies, Mentor or Protege Training Preparation/Program/Materials, Mentoring for Talent Development in an Organization, Academic Research with Implications for Mentoring Programs/Practice]
18 19
C L A R K , L . Chapel Hill-Carrboro (N. Carolina) City Schools | Seminar A Collaborative & Comprehensive Approach to Mentoring
This session will take a comprehensive look at the 20 Year Blue Ribbon Mentor-Advocate program in Chapel Hill-Carrboro School System. The presenter will discuss the components of the program: Mentoring -Advocacy –Social and Cultural Enrichment –College and Career Exposure –Parental Involvement –Youth Leadership Institute and Scholarships. Additionally, the presenter will discuss the comprehensive training, program supports, successes and challenges and how they have overcome them. [K-12 Education, Youth Mentoring, Non-Profit; Mentoring Program Overview/Report of Success, Mentor Practitioner Tools/Strategies, Mentor or Protege Training Preparation/Program/Materials]
3:15 - 4:15 p.m. • Concurrent Sessions
B L A C T A O , J . University of Asia and the Pacific | A Promoting Youth Mentoring in the Philippines
The University of Asia and the Pacific (UA&P) actively promotes the practice of youth mentoring among educational institutions in the Philippines. UA&P has organized two national conferences on youth mentoring, resulting in a four-module training program for aspiring mentors in other institutions. This training program is offered to educators and those involved with youth development outside UA&P, and has been developed to prepare mentors in their initial mentoring tasks.[Higher Ed, K-12 Ed, Youth Mentoring, Practitioners; Mentor or Protégé Training/Preparation/ Program Materials]
B O W M A N , B . Midwestern University of Pharmacy, Glendale, AZ | B Developing Self-Aware Leaders Through Mentoring
During this interactive session, participants will discuss the importance of self-awareness with regard to leadership and examine the concept of the “Leader Self.” In addition, the implementation and assessment of a mentoring strategy to facilitate the development of self-aware leaders will be described. Participants will also be able to explore strategies to facilitate the development of such leaders within their own institutions.[Higher Ed, Medical, K-12 Education, Youth Mentoring, Practitioners, Mentoring Program Leaders]
C O B I A , J . , H A N N A H , J . Samford University | C Mentoring as the Bridge from Preparation to Practice for School Leaders
Samford University's leadership preparation program has a long history of partnering with school systems to provide customized courses of study and development for their aspiring school leaders. Recently, this approach expanded the partnership with school systems to form a bridge from the preparation program to practice. The "bridge" is a mentoring process that supports leaders. This session will include specific examples of how the mentoring process has been adapted to address the needs of both rural and urban school systems. Strategies and tools for feedback will be shared.[Higher Ed, K-12 Ed, Practitioners; Mentor of Protégé Training Preparation/Program/Materials
C O R D I E , L . , B R E C K E , T . Auburn University | D Co-teaching as a Mentoring: Encouraging Collaboration and Faculty Development for Diverse Populations
After attending this session, participants will be able to: Define mentoring and co-teaching in the higher education instructional setting; Describe the main strategies for co-teaching as mentoring; Identify the key components of the mentoring relationship that are necessary for successful mentoring and co-teaching to occur; Discuss faculty attitudes and responses towards making learning accessible and utilizing universal approaches to learning; Explain issues involved in the use of technology and the impact on accessibility from both the practitioner and mentor perspectives. [Higher Ed; Mentoring Program Success in Diverse Cultures/Contexts, Mentoring for Talent Development in an Organization]
C O W I N , K . Washington State University | H Shaping How We Begin: Starting With a Story of Who We Are
This interactive session will allow participants to learn more about the careful design which structures the initial mentor-protégé meetings, focusing on the use of an auto-ethnographic writing and discussion process and the results from a communication style inventory. Participants will experience the auto-ethnographic process, components of the communication style inventory, and leave with specific tools to recreate these processes in their initial mentor-protégé meetings. [Higher Ed., K-12 Ed., Consulting, Practitioners, Researchers, Mentoring Program Leaders; Mentor Practitioner Tools/Strategies, Mentor/Protégé Preparation/ Program/ Materials]
F L E M M I N G , M . , J A C K S O N , R . R . Launchpoint Leadership | Governor's eMentoring: The Good, The Bad and The Unconventional
In today’s digital world,there are benefits as well as drawbacks to maintaining a mentoring relationship through email, video conferencing, social media, or a combination of these. eMentoring also brings to the forefront the generation gap in the workplace and how this can affect the mentoring relationship. This session will cover these topics, showcasing the benefits of eMentoring, as well as warning of possible complications that may arise, and how to get the most out of an eMentoring relationship.[Higher Ed, Corporate/Businesses,Non-Profit, Consulting, Mentoring Program Leaders; Mentor Practitioner Tools/Strategies, Mentoring for Talent Development in an Organization]
W I T M E R , M . Millersville University | Seminar Ethnically Diverse Education Students’ Perceptions of Mentoring: Implications for Career Aspirations and College Success
Participants in this session will explore and discuss the serious disparity between the number of students of color versus the number of teachers of color in U.S. schools. Results from this study can inform students & universities about the barriers and support systems that successful education majors of color report affect them. Since the primary focus was on the perceived effect of mentoring, the results may also provide insights regarding the retention of ethnically diverse students once they enroll in college and insights for mentors & mentoring programs.[Higher Ed; Mentoring Program Success in Diverse Cultures/Contexts, Mentoring for Talent Development in an Organization, Academic Research with Implications for Mentoring Programs/Practice]
4:30 - 5:30 p.m. • Concurrent Sessions
M S E N G I , C . , K I L L I O N , L . Lamar University, Texas A & M University-Kingsville | A Nurturing Leadership Through Mentoring: Challenges and Solutions for Mentoring Individuals from Diverse Cultural Backgrounds
Presenters will discuss the benefits and challenges faced when implementing an adult mentoring program, a women’s mentoring program, and a youth mentoring program for immigrants and refugees. In addition, presenters will share their own experiences with their mentors and the impact their mentors had on their careers and how they are giving back by mentoring college students and others. Techniques on how a mentor can serve as a conduit to facilitate learning to empower the mentee will be presented. [Youth mentoring, Mentoring Program Overview/Report of Success, Mentor Practitioner Tools/Strategies, Mentoring Program Success in Diverse Cultures/ Contexts]
G O T H A R D , K . , R O S E , K . Eastern Florida State College | B Faculty Mentoring in Higher Education: Program Components, Tools, and Strategies that Work
During this session, the framework for a first-year and multi-year faculty mentoring program will be shared. As a result of attending this session, participants will be able to identify core components for developing a new program and strategies for improving or expanding an existing program. Participants will be provided with resources for conducting a needs assessment to investigate which components and tools will work best at their institutions, as well as copies of the mentoring guidebook and program assessment tools used at Eastern Florida State College.[Higher Ed, Mentoring Program Overview/ Report of Success, Mentor/ Practitioner Tools/Strategies, Mentor/Protégé Training/ Evaluation/Assessment]
20 21
G R O O M S , L . , S I M M O N S , T . Regent University, Butler County (AL) Schools | C Creating Excellent Mentoring Experiences for the Multi-Generations within the Higher Educational Classroom
These researchers queried nearly 300 graduate students in an online program to determine their preferred and practiced communication modes for personal, academic, and mentoring pursuits. Participants will be asked to engage in a discussion about their cross-generational communication and mentoring experiences in higher education and how they can more effectively implement various communication modes in their mentoring relationships. [Higher Ed; Research; Mentor Practitioner Tools/Strategies, Academic Research with Implications for Mentoring Programs/Practice]
A I N A - P O P O O L A , S . , N N E D U , C . , H E N D R I C K S , D . Tuskeegee University | D When opportunity for Mentoring and Collaboration Knocks: Are You Ready to Answer?
An appropriate mentor is fundamental to the success of students in experience-based learning in the nursing career as well as in understanding the cultural values in an academic environment. In graduate school, the presenter approached a senior faculty member for guidance and assistance in a research course. Under the direction of the senior faculty member, the presenter was able to attain not only a graduate degree but certification in college and university teaching from another college. Upon graduation, the relationship continued; which allows the mentee the prospect of having an experienced academician as a sponsor when the need arises. [Higher Ed, Medical, Researchers; Mentoring Program Success in Diverse Cultures/Contexts, Mentoring for Talent Development in an Organization]
E N G L E R , A . Indiana University Purdue University Indianapolis, Exec. Director Student Transitions & Mentoring Initiatives | H Understanding How Peer Mentors Make Meaning of Their Role
Involving peer mentors in college student support programs has been shown to be an effective high impact practice in helping students with aspects of their academic success. Research has not focused on the essential experience of being in the peer mentor role. This presentation will review a recent phenomenological study interviewing twelve peer mentors in efforts to understand how peer mentors make meaning of their role and to gain insight into the essential experience of being a peer mentor. Special emphasis will be made on the methodology, results, and the implementation of the findings for peer mentor programs. [Higher Ed; Tools/Resources for Evaluation/Assessment of Mentoring Program, Academic Research with Implications for Mentoring Programs/Practice]
H O F F A R T , C . , H A R D E R , E . Saskatchewan Polytechnic School of Nursing | Governor's Mastering Mentorship E-Learning Course: Virtual Mentor and Protégé Preparation
A formal mentorship program was developed to meet the needs of new faculty. The participants will become familiar with the Mastering Mentorship E-learning course modules and one mentoring strategy, the learning contract, through an interactive demonstration. Participants will also have the opportunity to explore the D2L course communication tools which include discussions, journaling, chats, calendar and resource links.[Higher Ed, Gov’t, Non-Profit, Mentoring Program Leaders; Tools, Resources/Training
H O R N , P . Northern Arizona University | Seminar Mentor Tools and Strategies for Success
This interactive workshop will provide tools and strategies for the mentor developed and implemented by a successful induction program for first and second year K-12 teachers. Participants will have the opportunity to use some of the tools presented through watching video cases. [K-12 Education, Non-Profit, Consulting, Mentoring Program Leaders; Mentor Practitioner Tools/Strategies, Mentor or Protege Training Preparation/Program/Materials, Academic Research with Implications for Mentoring Programs/Practice
5:30 - 7:00 p.m. • Welcome Reception
Appetizers and Cash Bar | Terrace Room (Everyone please attend!)
THURSDAY, APRIL 14CONFERENCE REGISTRATION WILL BE OPEN FROM 8:00 AM - 4:00 PM IN THE CONFERENCE CENTER FOYER.
8:00 - 9:00 a.m. • Continental Breakfast and IMA Business Meeting/Newcomer's Meeting
Continental Breakfast and IMA Business Meeting | Ballroom
IMA Newcomer’s Meeting | A (Get your Continental Breakfast in the Ballroom and come to Meeting Room A)
9:15 - 10:15 a.m. • Concurrent Sessions
G O R D O N , W . , B A L K C O M , R . , B R A N D T , S . Auburn (AL) City Schools | A Our Story: Leading Change for Teacher Induction
This session is a story of change to the teacher induction program in Auburn City Schools. There was nothing inherently wrong with the previous model, other than the program was in a routine of predictability. Presenters introduced significant changes to the program, including training and increased accountability for mentor teachers, building capacity for leadership in monthly first year teacher meetings, and introducing a second year mentoring model for second year teachers. Like all good stories, there are heroes, obstacles, failures, and triumphs.[K12, Mentoring Program Leaders; Mentoring Program Overview/Report of Success]
L E W E S , J . , M U R P H Y , E . The Learning Consultancy | B The Six Building Blocks of Mentoring in the Workplace
The presenters will introduce each of the “building blocks” to encourage mentor/mentee communication through a series of short and snappy practical exercises to reinforce learning. Participants will receive a range of “takeaway” practitioner tools for use in their own mentoring sessions and in any mentor training programs. [All audiences; Mentor Practitioner Tools/Strategies, Mentor/ Protégé Training Preparation/ Program/Materials]
M C W I L L I A M S , A . Wake Forest University | C Assessing “Excellence”: Using Learning Outcomes to Grow Effective Mentoring Programs and Relationships
If we posit that a mentoring relationship is a goal-oriented learning opportunity, then what should those goals be? How does one know if he or she has, in fact, learned anything? This session describes the process that Wake Forest University has undertaken to implement a set of mentoring learning outcomes for both mentors and mentees. The presentation will explore the rationale for using learning outcomes in program development and implementation, outline the steps that we took to create mentoring learning outcomes, and describe how we assess their use. Finally, the presentation will outline future directions for research and application. [Higher Ed; Mentor Practitioner Tools/Strategies, Mentor or Protege Training Preparation/Program/Materials, Tools/Resources for Evaluation/Assessment of Mentoring Program]
L I E B E L , A . M . Reliable Consulting, LLC | D Mentoring in Business at a Time of Rapid Change
22 23
This session is about the introduction of bi-directional mentoring into a business setting. Bi-directional mentoring allowed a business which was undergoing rapid growth to build on the strengths of its employees, where both mentor and mentee were positioned as teachers and learners. This leadership development consultant identified bi-directional mentoring as a way to manage tensions between rapid growth in the business and an existing corporate culture of strengths-based leadership.[Corporate/Business, Mentor/ Protégé Training Preparation/Programs/Materials, Mentoring for Talent Development in an Organization]
M I N E R , R . , H U G G I N S , K . Shoreline School District, Washington State University | H Mentoring and its Impact on the Superintendency Turnover is a serious problem facing the American public school superintendency. Participants will be provided with research to help them create mentoring for all central office leaders to support their unique roles. Unlike other roles in a district, the superintendent, and often other central office staff members, have no job-alike mentors within their systems and often no one else in the system has ever served in their role. This session will provide information on seeking and retaining mentoring support for leaders in these key roles. [K-12, Practitioners, Mentoring Program Leaders; Mentor Practitioner Tools/Strategies, Academic Research with Implications for Mentoring Programs/Practice
W A N G , J . , W I L S O N , B . Auburn University | Governor's Mentoring Opens Eyes, WOW!
Culture shock" is a real phenomenon experienced by many international students as they adjust to a new environment, climate, diet, culture, country, and institutional rules and regulations. The presenter who is the mentor will be sharing mentoring techniques to help internationals make the academic, personal, and social adjustment easier. The protégé’s perspective will also be shared, as she describes how she prepared herself for the mentoring relationship.[Higher Ed; Mentor or Protégé Training Preparation/Program/Materials, Mentoring in Diverse Settings]
R O L F E , A . Mentoring Works | Seminar Will Mentoring Really Meet Their Needs?
This session will introduce techniques for discovering the issues you really need to address to produce the outcomes you want. The simple tool introduced will open up information to sharpen the focus of your mentoring. It identifies evaluation criteria and increases the likely success of your participants and your program. Includes an overview of the award-winning mentoring program strategy design process, 2 case studies, and action steps.[Corporate/Business, Non-Profit, Higher Education, Medical, Consulting, Practitioners, Researchers, Policy Makers, Mentoring Program Leaders]
10:30 - 11:30 a.m. • Concurrent Sessions
S T U E C K , L . Healthcare Business Women’s Association | A Transforming Mentoring Groups Into Mentoring Teams
How do a group of strangers become a mentoring team? What strategies can mentoring directors and their committees implement to support and accelerate this transformation? This hands-on workshop will reveal how use of an innovative exercise -- having each mentoring group co-create a vision board -- can provide a positive, creative, and enjoyable first interaction for group members. Additional strategies designed to create cohesive mentoring teams will be reviewed, and participants will be encouraged to share their thoughts, ideas, and feedback throughout the session.[Corporate/Businesses, Non-Profit, Consulting, Practitioners, Mentoring Program Leaders; Mentoring Program Overview/Report of Success, Mentor Practitioner Tools/Strategies]
T A Y L O R , A . , F R E Y , A . Take Stock in Children, Florida | B Every Session Counts! Using Data to Improve Outcomes
Audience members will learn how Take Stock in Children uses technology to achieve program outcomes and enhance personal relationships between students, mentors, and staff. Presenters will demonstrate how technology is used in matching, oversight, support, and evaluation of mentor matches, alleviating concerns that technology erodes meaningful connections.[Youth Mentoring, Non-profit, Practitioners, Mentoring Program Leaders; Tools/Strategies,
Resources for Evaluation. Assessment of Mentoring Programs]
T R U B E , B . , G U T , B . , B E A M , P . , V A N D E R V E E R , B . Ohio University/Chillicothe Campus | C Creating “Design Team VII”: Relational Agency and Collaborative Mentorship
Audience participants will take away knowledge about the power of agency and collaborative mentorships to conceptualize, create, develop, and sustain the work of a collaborative team. Participants will recognize the value of creativity, humor, and play in the formation of a design team. Participants will explore and provide input into the presenters’ model to frame the development of Design Team VII. [Higher Ed; Mentoring Program Overview/Report of Success, Mentoring Program Success in Diverse Contexts]
V A L E N T I N - W E L C H , M . Frontier Nursing University | D Can We Help Them? Yes We Can! Assisting Ethnically Diverse Student Nurse-Midwives to Succeed Through the Formation of a National Mentoring Program
This session will present demonstrate the rationale, creation, and implementation of an online national mentoring program to support and increase ethnic diverse student nurse-midwives. Presenters will discuss previously successful interventions, and conclude with recommended mentoring solutions to address the issue of student retention and graduation.[Higher Ed, Medical, Practitioners, Researchers, Mentoring Program Leaders; Mentoring Program Overview/Report of Success, Mentoring Program Success in Diverse Cultures/Contexts, Academic Research with Implications for Mentoring Programs/Practice]
W A S H I N G T O N , D . Newark Public Schools | H Building Youth Resilience from School-Based Mentoring
This workshop will provide an overview of the “Between Sisters” mentoring model by reviewing the six themes identified for establishing an effective mentoring program. Dr. Washington will outline how they conducted the recruitment process for mentors and mentees, trained mentors and matched mentor to mentee. The workshop will also provide an overview of the mentoring curriculum, and identify the various evaluation instruments utilized to assess the quality of the program. [K-12 Ed, Youth Mentoring, Corporate/Business, Non-Profit, Researchers, Policy-Makers, Mentoring Program Leaders; Mentoring Program Overview/ Report of Success, Tools/Resources for Evaluation/Assessment of Programs]
W E L D O N , T . , C L A R K , V . Auburn University | Governor's Academic Mentoring as a Teaching Technique
This workshop will specifically discuss the use of Mentoring as an Effective Teaching Technique within the realm of higher education. After completion of this session, the participants will have a Mentor Self-Assessment Score, be able to implement strategies for a successful formalized mentoring program, describe the major risk factors and advantages of formalized mentoring, and identify the expected outcomes of formalized mentoring for the mentor, protégé, and the academic institution. [Higher Ed, Practitioners, Mentoring Program Leaders; Mentor Practitioner Tools/Strategies]
G R O O M S , L . , S I M M O N S , T . Regent University, Butler County (AL) Schools | Seminar Creating Excellent Mentoring Experiences for the Multi-Generations within the Higher Educational Classroom
These researchers queried nearly 300 graduate students in an online program to determine their preferred and practiced communication modes for personal, academic, and mentoring pursuits. Participants will be asked to engage in a discussion about their cross-generational communication and mentoring experiences in higher education and how they can more effectively implement various communication modes in their mentoring relationships. [Higher Ed; Research; Mentor Practitioner Tools/Strategies, Academic Research with Implications for Mentoring Programs/Practice]
11:45 a.m. - 12:30 p.m. • Lunch • Ballroom
24 25
11:45 a.m. - 12:30 p.m. • Keynote Speaker
D R . B R A D J O H N S O N Professor of psychology in the Department of Leadership, Ethics, and Law, United States Naval Academy and Faculty Associate in the Graduate School of Education, Johns Hopkins University Top Ten Ethical Quandries for Mentors (and How to Resolve Them)
1:30 - 2:30 p.m. • Concurrent Sessions
L E W E S , J . , M U R P H Y , E . The Learning Consultancy | A The Five Key Skills of Mentoring
The Five Key Skills of Mentoring in the workplace focus on the relationship that needs to be created and sustained to ensure successful outcomes to a mentoring program. These skills are: Building Trust and Rapport, Insightful Listening, Asking Powerful Questions, Giving Feedback, Promoting Commitment to Action. Through a series of practical exercise, participants will receive practitioner tools for use in their own mentoring sessions and mentor training programs.[ All audiences; Mentor Practitioner Tools/Strategies, Mentor/ Protégé Training Preparation/ Program/Materials]
W I T M E R , M . , H A R T Z L E R , A . , K O N K L E , J . , H E N D R I C K S , J . , K L I N E D I N S T , H . Millersville University | B Mentoring to Diversify the Teacher Workforce: Side-by-Side from Preparation to Practice
The presenters explore one innovative pipeline approach to diversifying the teaching workforce consisting of mentoring, a summer teaching experience, college support, and ultimately a teaching position for ethnically diverse students. Learn more about the Side-by-Side partnership that supports high school students of color pursuing a career in education.[Higher Education, K-12 Education, Youth Mentoring, Practitioners, Researchers; Mentoring Program Overview/Report of Success, Mentoring Program Success in Diverse Cultures/Contexts, Academic Research with Implications for Mentoring Programs/Practice]
D E L O A C H , B . , S E A R B Y , L . The Kirklin Clinic; Auburn University | C Let’s Get in Formation: A Mentor/Mentee’s Guide to Making a Successful Transition from College to Career
One day the text books will close and for the newly graduated student, the transition from college life to the working world will begin! Making this exciting transition can be difficult as a new professional will face some obstacles and changes in identity. What steps are important to prepare for change and to ensure this transition is in “formation” with the real world? This presentation will follow a mentee’s journey from grad school to career and how she sought mentorship to assist in the transition. Her mentor will speak on the mindset characteristics of her protégé which made the mentorship successful. [Higher Ed, Medical; Mentor Practitioner Tools/Strategies, Mentor or Protégé Training Preparation/Programs/Materials, Mentoring Innovation]
B Y N U M , Y . Auburn University, Montgomery | D Gender and Leadership: The Value of Mentoring
Historically women in education are disproportionately represented at the highest positions of educational leadership, especially in comparison to the number who begin careers as teachers. This presentation will examine several reasons that may be hindering career advancement for women such as leadership traits, lack of mentoring relationships, as well as defining effective mentoring programs.[ K12, Higher Ed, Mentor Practitioner Tools/Strategies, Mentoring for Talent Development in an Organization]
P H E N I S - B O U R K E , N . , G O N Z A L E S , J . , D O M I N G U E Z , N . International Mentoring Association | H How to Earn IMA Accreditation for Your Mentoring Program or Consultancy
The IMA offers a unique opportunity for your organization or consultancy to receive recognition for the quality of your program or services. If you are interested in learning how you or your program can earn the valued accreditation from the IMA, you will want to attend this session. A representative from Elmhurst College’s mentoring program, an IMA
Accredited program, will share the process they went through to receive this designation. [All audiences]
E N G L E R , A . Indiana University Purdue University Indianapolis, Student Transitions & Mentoring Initiatives | Governor's Understanding How Peer Mentors Make Meaning of Their Role
Involving peer mentors in college student support programs has been shown to be an effective high impact practice in helping students with aspects of their academic success. Research has not focused on the essential experience of being in the peer mentor role. This presentation will review a recent phenomenological study interviewing twelve peer mentors in efforts to understand how peer mentors make meaning of their role and to gain insight into the essential experience of being a peer mentor. Special emphasis will be made on the methodology, results, and the implementation of the findings for peer mentor programs. [Higher Ed; Tools/Resources for Evaluation/Assessment of Mentoring Program, Academic Research with Implications for Mentoring Programs/Practice]
2:45 - 3:45 p.m. • Concurrent Sessions
C L E V E L A N D , R . , J O H N S O N , B . University of North Texas | A Training the Best and Brightest: Sharing Tools and Resources for Training and Evaluation
In this session, presenters will review the processes currently being utilized by the Professional Leadership Program at the University of North Texas. They will explore the student director leadership (or program officers) training model, mentee training, and the newly formed mentor training sessions. In addition they will share their scorecard evaluation tool that was created specifically for PLP and has been in effect for the last two years as a way to help students identify goals, receive 360 degree feedback from their student director, mentor, and the PLP staff, and have a workable agenda for their mentoring needs of the year. [Higher Ed, Business/Corporate; Mentor or Protégé Training Preparation/ Program/ Material, Tools, Resources for Evaluation/ Assessment of Mentoring Program]
R E S U R R E C C I O N , C . University of Asia and the Pacific (Philippines) | B Differentiating Mentor Training for New and Experienced Mentors
The session will show how KALFI (a leadership program for female university students) has developed a strong mentoring program from the selection of mentors, conduct of training for mentors, to implementation and evaluation of the program. The mentors go thru 3 phases in the training program: Basic, Intermediate and Advanced to equip them with necessary skills and attitudes to enable them to carry out mentoring effectively. Strong emphasis is given to the philosophy of mentoring, developmental characteristics of youth, mentoring skills and ethics in mentoring. The modules comprising each level will be discussed in the presentation. [Higher Ed, Non-Profit, Mentoring Program Leaders; Mentoring Program Overview/Report of Success, Mentoring Program Success in Diverse Cultures/Contexts, Mentoring for Talent Development in an Organization]
S A N C H E Z , C . , S A N C H E Z , C . , B E L L , G . , W I T M E R , M . Millersville University | C “Practice Makes Perfect”: Mentoring 7th – 12th Grade Students of Color for College Success
Are you concerned with the recruitment and retention of ethnically diverse students in higher education? Join undergraduate college student mentors to explore how mentoring specifically can play a role in recruitment and retention in higher education and learn about one program that addresses this need. Hear directly from the students of color who serve as leaders and mentors in this mentoring program. [K-12, Higher Ed, Youth Mentoring, Mentoring Program Leaders; Mentoring Program Overview/Report of Success, Mentoring Program Success in Diverse Cultures/Contexts]
T H O R P E , T . TNT Development | D Millennial Leadership: How to Lead and Mentor a Multi-generational Workforce
Much of the literature addressing the multi-generational workforce has focused on managing Millennials, and little has focused on Millennials leading and mentoring older employees. Millennials have an opportunity to excel in leading this multi-generational workforce when they are equipped to create an age-friendly work environment and a culture of mutual mentoring to increase retention, engagement, productivity, and the bottom line. This presentation will offer
26 27
Millennial leaders a five-step approach to lead and mentor employees of all ages. [Corporate/Businesses, Government, Non-Profit, Consulting, Practitioners, Mentoring Program Leaders; Mentor or Protege Training Preparation/Program/Materials, Mentoring Program Success in Diverse Cultures/Contexts, Mentoring for Talent Development in an Organization]
P R E V I A T O , E . Boston University | H Global Ethics: STEM Education Creates Socially Responsible Scientists, Citizens and Leaders
This session will provide discussion and materials of various institutionalized mentoring programs, several created by the presenter, based at Boston University but adaptable to school-postdoc level. The context is STEM education and research, the goal is to enable protégés, through interdisciplinary instructional tools (science, law, public health, social work, e.g.) to: undertake the challenges of the 21st century; Culturally-diverse population empowering strategies, research tools for program assessment and sustainability through fundraising will also be provided.[Higher Ed; Mentoring Program Overview/Report of Success, Mentor Practitioner Tools/Strategies, Mentoring Program Success in Diverse Cultures/Contexts, Academic Research with Implications for Mentoring Programs/Practice]
G O N Z A L E S , J . , W A B I X Z C Z E W I C Z , K . Elmhurst College | Governor's A Culture of Mentoring in Higher Education and its Impact on Developing Professionals
From a current student’s perspective, this session will take the audience along one student’s journey of exploring a potential calling through experiences and mentoring relationships into discovering a meaningful life and career. The student will address how fostering a culture of mentoring within higher education impacted her professional development. The session will explore how dynamic mentoring relationships encourage students to reach their potential. [Higher Ed, Corporate/Business, Medical, Mentoring Program Leaders; Mentoring Program Overview, Report of Mentoring Program Success in Diverse Contexts, Mentoring for Talent Development in Organizations]
4:00 - 5:00 p.m. • Concurrent Sessions
P H E N I S - B O U R K E , N . , H O L L Y W O O D , K . IMA, Concordia University | A Enhance Your Future With Mentor Certification
Concordia University, in partnership with the International Mentoring Association, is going to be offering a Mentor Certification program through graduate coursework. This will be an online program. Come learn the details about this opportunity.
V A L D E Z , L . REACH Ambassador Peer Mentoring Programs at the University of Louisville | B Reinvigorating a Peer Mentor Program: How We Challenged and Engaged Our Experienced Mentors
What looks good on paper is not always good in practice. After two years of piloting a peer mentoring program, utilizing experienced and certified peer mentors, the presenter found that the program was lackluster. While mentors were serving their mentees, they were not as engaged as hoped for or demonstrating the leadership skills they were capable of. The audience will take away an understanding of what has been successful to reinvigorate the peer mentoring program and receive specific ideas for making positive changes to existing programs. [Higher Ed; Mentoring Program Overview/Report of Success, Mentor Practitioner Tools/Strategies, Mentor or Protégé Training Preparation/ Program/Materials]
A U G U S T I N E - S H A W , D . Kansas State University/ Kansas Educational Leadership Institute | C Mentoring the New School/District Leader: Supporting the Transition from Preparation to Practice
Session participants will become knowledgeable about an effective mentoring and induction model for new school and district leaders in Kansas. Materials that describe program structure, mentoring components, and evaluation results will be shared that highlight “what works” in the mentoring and induction of new school and district leaders. The audience will also be given an opportunity to be interactive and engage in discussing the important continuation of mentoring in new leadership positions as practitioners move from preparation programs to new position holders. [K12; Higher Ed; Mentoring Program Overview/Report of Success, Mentoring Strategies, Mentoring Innovation, Mentoring in
Diverse Contexts]
B U F O R D , J . Joyce Buford Empowers | D Mastering Your Hidden Genius
In this session, the presenter will uncover the importance of living in alignment with one's core values as a strategy of living a more productive and fulfilling genius “life.” Each participant will identify his/her top 5 core values and understand how important it is to recognize these values and how they impact the decisions we make in our lives. [Higher Ed, K-12; Mentor Practitioner Tools/Strategies]
M A G U T H , B . University of Akron (OH) | H I PROMISE Urban Youth Mentoring Program
This youth mentoring program matches well-trained university students with academically vulnerable middle school students. School-based mentoring sessions center on helping youth uphold their PROMISES to Mr. LeBron James (whose foundation funds this initiative), which includes maintaining a healthy lifestyle, academic success, and civic engagement and leadership. Mentors and mentees complete activities that align to the PROMISES, and mentors submit frequent feedback on mentee performance through a submitted “Mentee Scorecard.”[ Youth Mentoring, K12, Higher Ed; Mentoring Program Overview/Report of Success, Mentoring Strategies, Mentoring Innovation, Mentoring in Diverse Contexts]
T U R N E R , T . , K I S E R , W . , A L L E N , L . Jacksonville State University | Governor's Networking: Powerful Mentoring Relationships for School Improvement
As an inherent part of the Educational Leadership program at JSU, powerful and helpful mentoring and networking relationships have developed at various levels among students, faculty, and professionals. The results of these networks include formal and informal learning opportunities, increased leadership effectiveness, and forums for idea stimulation. The audience will become aware of criteria for successful and effective mentoring relationships and the process the faculty and school district partners used to develop, implement, and evaluate effective mentoring relationships. [K12; Higher Ed; Mentoring Program Overview/Report of Success, Mentor Practitioner Tools/Strategies]
D U N C A N , B . , D I L L A R D , P . Auburn University | Seminar There’s an App for That: An Infusion of Technology into New Teacher Mentoring Programs
This workshop will help attendees enhance and revitalize their new teacher mentoring program through the infusion of technology. Presenters will especially focus on the use of a mentoring app that can help administrators, mentors, and mentees facilitate and document their time spent together as well as monitor and reflect on their learning. [K12, Practitioners; Tools/Resources]
FRIDAY, APRIL 15CONFERENCE REGISTRATION WILL BE OPEN FROM 8:00 AM - 11:00 AM IN THE CONFERENCE CENTER FOYER.
7:45 - 8:45 a.m. • Continental Breakfast • Ballroom
8:45 - 9:45 a.m. • Concurrent Sessions
G R I F F I N , S . , G A I N E S , T . Auburn University, Truman Pierce Institute | A M.E.N.T.O.R: Meeting Every Need Through Our Resources
The presenters will provide an overview of a strengths-based mentoring and student leadership program entitled Building Individual Capacity for Success (BICS), a program for at-risk youth (grades 9 – 12). BICS
28 29
was implemented in 4 rural county high schools with approximately 200 students for six years. Presenters will discuss the programmatic components that guided the BICS program (i.e., trust and belonging), examine student success (i.e. decrease in disciplinary referrals and absences, increase in engagement), and the importance of relationships between students and advisors. Participants will receive best practices of “How to” successfully organize and develop a mentoring program. [Youth Mentoring, K-12, Mentoring Program Leaders; Mentoring Program Overview/Report of Success, Mentor Practitioner Tools/Strategies, Mentoring Program Success in Diverse Cultures/Contexts]
O I N H O I N , S . University of Phoenix, Center for Workplace Diversity Research | B Global E-Mentoring: Cultural Awareness in Multicultural E-Mentoring Relationships
This presenter discusses current research on global e-mentoring interventions and the factors needed to reduce cultural misunderstanding for successful e-mentoring outcomes, showing how multicultural experiences can contribute or detract an e-mentoring experience.[Higher Ed, Corporate/Business, Researchers; Mentoring Program Success in Diverse Cultures/Contexts, Mentoring for Talent Development in an Organization, Academic Research with Implications for Mentoring Programs/Practice]
C A R T E R , K . University of Alabama at Birmingham | C Walking the Talk: How an Educational Leadership Dissertation on Mentoring in Higher Education Led to the Development of a Graduate Level Certificate in Mentoring and Leadership
During this session, the presenter will discuss her research on a mentee’s mentoring mindset, which led to the development of a graduate certificate in Mentoring & Leadership and explore the need for and preparation of effective mentors and leaders in all organizational contexts. The details on the major courses involved with the Mentoring & Leadership certificate program will be shared. Adjusting course materials and topics according to diverse student needs will also be discussed. [Higher Ed; Mentor Training Preparation/Program/Materials; Academic Research with Implications for Mentoring Programs/Practice
C O N N E R , T . Troy University | D Are Female Leaders More Amenable to Mentoring than Male Leaders?
A comparative study was conducted to determine if women value the various domains of leadership differently than men. Participants were asked to rate the importance of the four domains of leadership strength (relationship building, strategic thinking, executing ideas, and influencing others). Because women scored relationship building higher, and mentoring is all about relationships, these results provide implications that women are natural mentors and mentees. The presenter will lead a discussion on how participants can use this information in their educational work settings. [Higher Ed, Researchers; Academic Research with Implications for Mentoring Programs/ Practice.]
F R E A N E Y , K . , F O R E S T E R , S . University of Colorado-Boulder, Leeds School of Business | H Building a Mentoring Pipeline to Drive Program Success
At the Leeds School of Business, presenters spent years battling the student engagement challenge, running their staff ragged and fatiguing their students with endless intrusive marketing efforts to recruit students into our programs. Enter the mentoring pipeline, a lock-step process that automatically rolls students from one mentoring program to the next. Since 2014, the pipeline has seeded approximately 1/3rd of their programs’ capacities, and created a robust culture of mentoring at Leeds.[Higher Ed, Corporate/Business; Mentoring Program Report of Success]
R E E V E S , R . Renaissance College, University of New Brunswick | Governor's Corporate Mentorship: An Article-Based Examination of Corporate and Cross-Cultural Implications for Organizations, Mentors, and Mentees
Dr. Reeves is the 2016 Hope Richardson Dissertation Award Winner for IMA. She will present an overview of her research on cross-cultural implications in mentoring in the corporate setting. [Corporate, Business, Higher Ed, Research]
10:00 - 11:00 a.m. • Concurrent Sessions
S O D E M A N , W . Martin Methodist College | A Technology, Power, and Culture: Avoiding the Dark Side of Mentoring
Effective communication is an important aspect of mentoring relationships. This session explores the influence of technology on these relationships, with a specific focus on areas of dysfunction. Power and culture are also considered, with several specific examples from theory and practice. [Higher Education, Youth Mentoring, Corporate/Businesses, Consulting, Practitioners, Researchers; Mentor or Protege Training Preparation/Program/Materials, Tools/Resources for Evaluation/Assessment of Mentoring Program, Mentoring Program Success in Diverse Cultures/Contexts]
M Y E R S , K . , S I N C L A I R , D . Auburn University (Opelika City Schools, Auburn City Schools) | B Building Partnerships through Mentoring
The objective of this presentation is to inform the audience of the benefits and necessities of mentoring in schools and with under-served populations, particularly youth. Both presenters were school leaders involved in the BICS program implemented at Loachapoka and Opelika (AL) high schools. They will provide a holistic picture of the benefits of partnerships and how they help to achieve mentoring goals. After leaving this session, audience members will leave with practical solutions to improve their schools and school communities.[K-12, Youth Mentoring, Mentoring Program Leaders; Mentoring Program Overview/Report of Success, Mentoring Program Success in Diverse Cultures/Contexts]
A S B E R R Y , J . , L E W I S , J . , D E J A R N E T T E , G . Alabama State University | C The Value of University Based Support for Novice Teachers
Research indicates that beginning teachers need support to prevent burnout from stress and assistance with basic teaching skills to become more effective teachers. The purpose of this session is to provide information regarding the Beginning Teacher Assistance Program (BTAP) program at Alabama State University. Participants will provide examples of current beginning teacher support practices provided by BTAP and the success of these practices. [K-12, Higher Ed; Mentoring Program Overview/Report of Success, Mentor Practitioner Tools/Strategies, Mentoring Program Success in Diverse Cultures/Contexts, Academic Research with Implications for Mentoring Programs/Practice]
K O H L E N B E R G , R . University of North Carolina at Greensboro | D Self-Managed Mentoring for Advanced Career Professionals The presenter initiated a project to help reinvigorate the careers of advanced career professionals in higher education. Based on the Virtues of the Heart and Virtues of the Soul (Huang and Lynch, 1995), academic professionals returned to being creative, productive, and effective. A follow-up project has focused toward implementing the concept of self-mentoring and self-managed mentoring. [Higher Ed; Mentoring Program Report/Review, Mentor/Practitioner Tools/Strategies]
E L M E R , L . Berry College | H Special Population Mentoring - Seeking Out Students with Potential for Success
This presentation focuses on The LifeReady Guide Program, a mentoring program walking student through a process of “self-appraisal, goal setting, planning, reflection and refinement.” The presenter will share strategies for engaging special population students in a mentoring program through efforts of a liberal arts college that planned and implemented guided paths for students, while also engaging campus practitioners in thinking about a unified definition of student success and how to create a stronger culture of guidance and mentoring. [Higher Ed; Strategies and Mentoring in Diverse Cultures/Contexts]
R E A M E S , E . , M U R P H Y , D . Auburn University | Governor's Mentoring Future Principals for Turnaround School Leadership
The Auburn University (AU) PACT Program is organized around an Educational Leadership Master’s Degree Program that is designed to prepare aspiring school leaders to work in a highly effective manner in K-12 schools, including focused preparation for turnaround and rural schools. A key component of this highly specialized program is
30 31
comprehensive and personalized mentoring offered to each of the students as they pursue their coursework, complete their field-based experiences, and develop their leadership skills and dispositions. This high quality and sustained mentoring is being offered by nationally distinguished former school principals during the apprentice phase. Specific details outlining the mentoring program and lessons learned will be shared.[K-12, Higher Ed; Mentoring Program Overview/Report of Success, Mentoring Strategies, Mentoring Innovation, Mentoring in Diverse Contexts]
B O Z A C K , A . , S A L V A G G I O , A . University of New Haven & Connecticut Teacher Educator and Mentoring Program | Seminar Impactful Mentoring Within a Statewide, Comprehensive Induction Program
This presentation focuses on the way the TEAM induction program worked to develop beginning teachers into reflective practitioners and the role the mentors play in that process. The audience members will learn how the findings of this study might affect what they are doing in their own state or district new teacher mentoring programs.[K12 Practitioners and Researchers; Academic Research with Implications for Practitioners, Policy Makers]
11:15 a.m. - 12:15 p.m. • Concurrent Sessions and Job-Alike Round Tables
F R A M P T O N , A . University of Akron | A Practice Makes Progress: Cultivating Meaningful Mentoring Relationships and a Quality, High-Impact Mentoring Program
Participants who attend this session will gain knowledge about what constitutes effective leadership and action-oriented strategies they can implement to better train and prepare mentors for a servant-leadership role. They will also be able to utilize this knowledge to develop and implement an intentional leadership, training, and learning plan in their own organization. Furthermore, participants will gain insight on how to evaluate and assess mentor/mentee satisfaction and program success as well as how they can utilize this feedback to facilitate continuous improvement. [Higher Ed, Youth Mentoring; Mentoring program overview/ report of success Mentor or protégé training preparation/program/materials Tools, Resources for Evaluation/Assessment of Mentoring Programs, Mentoring Program Success in Diverse Cultures/ Contexts]
T U C C I , J . United States Air Force Academy | B "This is Sparta!" Mentoring High Achieving Military Officers
The audience will see a different perspective in the niche of military officer education, but the similarity of the problems confronting mentors who work with high performing professionals will resonate with those mentoring in any venue. The presenter will share his challenges, lessons learned, and proven practices that will offer practical assistance for conference attendees to return to their own positions and attempt to implement the strategies described. [Higher Ed, Military/Govt., Researchers; Mentoring Program Overview/Report of Success, Mentor Practitioner Tools/Strategies, Mentoring for Talent Development in an Organization]
B R I T T O N , K . Auburn University | C Examination of the Mentoring Mindset Framework
The purpose of this research is to investigate what constitutes a mentoring mindset in graduate students aspiring
to earn PhDs, from the viewpoint of both the mentor and the protégé. The presenter utilizes the Mentoring Mindset Framework (Searby, 2014) for this new research with minority Ph.D. students. [Higher Ed, Corporate/Business; Mentor/Practitioner Tools/Strategies, Mentor/Protégé Training Preparation/Program/Materials, Academic Research with Implications for Mentoring Programs/Practice]
E L L E R , J . , H A D D E N , J . Auburn University | D Using Instructional Rounds to Foster Teacher Mentoring Relationships
The process of Instructional Rounds was developed by Harvard professor Richard Elmore and his colleagues. They based this idea on Medical Rounds: the teaching and learning process by which attending doctors lead groups of residents and specialists to patients’ bedsides to interview, observe, and analyze the available medical data, before they
develop a plan together for treatment. During this presentation, participants will learn how instructional rounds are implemented in K12 schools, participate in a mock instructional round, and gain insight on the mentoring possibilities through this process. [K12, Practitioners; Mentoring Program Leaders; Mentoring Program Overview/Report of Success]
J O B - A L I K E R O U N D T A B L E S | B A L L R O O M Mentoring Consultants
K-12 Teacher and Administrator Mentoring Programs
Corporate/Business/Industry Mentoring Programs
Youth/Community Mentoring Programs
12:15 - 1:30 p.m. • Closing Lunch
32 33
Exhibitors
Sponsors
Dean Betty Lou Whitford
Sherida Downer, Department Chair
Office of the Vice President for Outreach
Dr. Royrickers Cook
Mark and Linda Searby www.peacewoodconsulting.com
Anne Rolfe
Department of Educational Foundations, Leadership, and Technology
AcknowledgementsThe International Mentoring Association and the 2016 Conference Planning Committee would like to thank all of the individuals and organizations who made the 2016 IMA Conference possible. Thank you for your commitment and dedication to the International Mentoring Association.
20 16 C O N F E R E N C E P L A N N I N G C O M M I T T E E :
Brittney Duncan, Assistant Conference Director, Teacher, Auburn City Schools
Dr. Kathleen Cowin, Washington State University
Dr. Allison McWilliams, Conference Chair, Director, Mentoring Resource Center, Wake Forest University
Mary Woods, Mentor/Coach/Facilitator, National Association of Elementary School Principals
Eileen Murphy, The Learning Consultancy, Wales, UK
Dr. Nancy Phenis-Bourke, Mentor Coach Coordinator, National Association of Elementary School Principals
Dr. Susan Myers, Texas Tech University
S P E C I A L T H A N K S T O :
Tessa Christman, IMA Marketing Assistant
David Balderas, IMA Administrative Assistant
Dr. Nora Dominguez, IMA President, Director of the UNM Mentoring Institute
Brittany Duncan, IMA Conference Assistant; Chairperson
Allyson Sandusky, Director of Sales, The Hotel at Auburn and Dixon Conference Center
Audrey Lowry, Art Design Specialist, College of Education, Auburn University
Auburn-Opelika Tourism Bureau
Accredited IMA Program:Elmhurst College Center for Professional Excellence Mentoring Program
A S K H O W Y O U R P R O G R A M C A N B E C O M E A N
I M A A C C R E D I T E D P R O G R A M T O D A Y !
Partnership:Information Age Publishing
(http://www.infoagepub.com/series/Perspectives-on-Mentoring)
34 35
2016 IMA Dr. Hope Richardson Dissertation Award
The IMA Dr. Hope Richardson Dissertation Award is given biannually to foster and disseminate research
in the practice of workplace learning and performance. 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.
Dr. Roxanne Reeves has been awarded the Dr. Hope Richardson Memorial Dissertation Award. She is on the faculty of Leadership Studies at Renaissance College at the University of New Brunswick, Canada. Her dissertation entitled, Corporate Mentorship: An Article-Based Examination of Corporate and Cross-Cultural Implications for Organizations, Mentors’, and Mentees’ is comprised of three manuscripts. In contrast to a traditional style dissertation, an articles-format dissertation includes an introductory chapter, two or more publishable/commissioned manuscripts and a concluding chapter. The structure of this 393-page dissertation includes six chapters:
1. An overarching introductory chapter 2. An overarching methodology and literature review chapter3. Manuscript #1. What is Cross-Cultural Mentoring? An Integrative Literature Review and Discussion of the Term Cross-Cultural Mentoring4. Manuscript #2. What Competencies are Necessary in Navigating Cross-Cultural Mentoring Relationships for Immigrant Entrepreneurs? Five Things Skilled Mentors Think, Say, and Do5. Manuscript #3. Corporate Mentorship Programming: Promising Programme Practices for “Fast-Tracking” High Potential Employees6. A discussion/concluding chapter
Dr. Reeves has worked in Colombia, Italy, and Japan. Her research orientation stems from her overseas experiences and can be particularly attributed to her time as president of the Cross-Cultural Association providing settlement and acculturation support to diplomats, executive expatriates, and business people and also to her interest in experiential learning.
Her work can be found in the Sage Handbook of Mentoring (2016), Uncovering the Hidden Cultural Dynamics in Mentoring (2014, Vol. 4), the International Journal of Coaching and Mentoring (2015), and the International Journal of Evidence Based Coaching and Mentoring (2016).
Congratulations, Dr. Roxanne Reeves!
Conference Center Map
Address
1716 Las Lomas Road NEAlbuquerque, NM 87106, USA
Phone
505.277.1694
Website
mentoringassociation.org
