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<title style="font-family: Helvetica, Arial, sans-serif;">2022 Mentoring Conference Plenary Sessions: Register Now! Deadline October 14, 2022</title>
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<h3 class="red" style="font-family: 'Vitesse', "Times New Roman", serif; font-weight: 700; color: #AB2534; font-size: 22px; line-height: 1.1; margin-top: 18px; margin-bottom: 11px;">Tuition Remission Available for UNM and HSC Eligible Employees:</h3>
<h4 style="font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; letter-spacing: normal; orphans: 2; text-align: -webkit-center; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; background-color: #ffffff; text-decoration-style: initial; text-decoration-color: initial; font-family: Vitesse,; font-weight: 700; color: #4B5052; font-size: 18px; line-height: 1.1; margin-top: 18px; margin-bottom: 11px;">15th Annual Mentoring Conference</h4>
<h2 style="font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; letter-spacing: normal; orphans: 2; text-align: -webkit-center; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; background-color: #ffffff; text-decoration-style: initial; text-decoration-color: initial; font-family: Vitesse,; font-weight: 700; color: #4B5052; font-size: 25px; line-height: 1.1; margin-top: 18px; margin-bottom: 11px;">Fostering Diverse Communities of Mentorship:</h2>
<h3 style="font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; letter-spacing: normal; orphans: 2; text-align: -webkit-center; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; background-color: rgb(255, 255, 255); text-decoration-style: initial; text-decoration-color: initial; font-family: 'Vitesse', "Times New Roman", serif; font-weight: 700; color: #4B5052; font-size: 22px; line-height: 1.1; margin-top: 18px; margin-bottom: 11px;">Evidence-Based Practices for Reciprocal Growth</h3>
<p style="text-align: -webkit-center; -webkit-text-stroke-width: 0px; margin-bottom: 10px; font-family: Helvetica, Arial, sans-serif; font-size: 15px; color: #555555; line-height: 22px;"><span style="font-size: 15px; font-family: Helvetica, Arial, sans-serif;"><span style="font-family: Gotham, Helvetica, Arial, sans-serif;"><span style="font-style: normal; font-family: Helvetica, Arial, sans-serif;"><span style="font-variant-ligatures: normal; font-family: Helvetica, Arial, sans-serif;"><span style="font-variant-caps: normal; font-family: Helvetica, Arial, sans-serif;"><span style="font-weight: 400; font-family: Helvetica, Arial, sans-serif;"><span style="letter-spacing: normal; font-family: Helvetica, Arial, sans-serif;"><span style="orphans: 2; font-family: Helvetica, Arial, sans-serif;"><span style="text-transform: none; font-family: Helvetica, Arial, sans-serif;"><span style="white-space: normal; font-family: Helvetica, Arial, sans-serif;"><span style="widows: 2; font-family: Helvetica, Arial, sans-serif;"><span style="word-spacing: 0px; font-family: Helvetica, Arial, sans-serif;"><span style="background-color: #ffffff; font-family: Helvetica, Arial, sans-serif;"><span style="text-decoration-style: initial; font-family: Helvetica, Arial, sans-serif;"><span style="text-decoration-color: initial; font-family: Helvetica, Arial, sans-serif;"><span style="line-height: 1.7; font-family: Helvetica, Arial, sans-serif;"><span style="color: #555555; font-family: Helvetica, Arial, sans-serif;">Monday, October 24th - Friday, October 28th, 2022 | UNM Student Union Building</span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></p>
<h3 class="red" style="font-family: 'Vitesse', "Times New Roman", serif; font-weight: 700; color: #AB2534; font-size: 22px; line-height: 1.1; margin-top: 18px; margin-bottom: 11px;">About the Conference:</h3>
<p style="font-family: Helvetica, Arial, sans-serif; font-size: 15px; color: #555555; margin-bottom: 10px; line-height: 22px;">The Mentoring lnstitute's Annual Conference aims to host a broad constituency, including divisions of higher education, academic researchers, educators, community leaders, administrators, non-profit partners, government agencies, and other professionals. We will be offering a variety of intense, 6-hour workshops aimed at developing effective mentoring skills. These workshops include:</p>
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<p style="font-family: Helvetica, Arial, sans-serif; font-size: 15px; color: #555555; margin-bottom: 10px; line-height: 22px;"><b class="red" style="font-family: Helvetica, Arial, sans-serif; color: #AB2534;">Plenary Sessions </b><b style="font-family: Helvetica, Arial, sans-serif;">–</b> Monday - Friday</p>
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<h4 style="font-family: 'Vitesse', "Times New Roman", serif; font-weight: 700; color: #4B5052; font-size: 18px; line-height: 1.1; margin-top: 18px; margin-bottom: 11px;">Mentored Arts & Humanities Projects That Foster Reciprocal Growth</h4>
Gregory Young <br style="font-family: Helvetica, Arial, sans-serif;">
<em style="font-family: Helvetica, Arial, sans-serif;">Montana State University</em>
<p style="font-family: Helvetica, Arial, sans-serif; font-size: 15px; color: #555555; margin-bottom: 10px; line-height: 22px;">This session will look creatively at different approaches to mentoring in the arts and humanities while addressing faculty concerns, including workload, student abilities, logistics, dissemination of results, and others that have been raised by A&H faculty members. Case studies will be examined to show challenges and best practices from a faculty perspective with the goal of experiential learning that benefits both students and professors. </p>
<p style="font-family: Helvetica, Arial, sans-serif; font-size: 15px; color: #555555; margin-bottom: 10px; line-height: 22px;">Online resources that can be used in classrooms or in one-to-one mentoring, will be shared. Specific project examples will be shown that have resulted in student publishing, conference presentations, and contributions to faculty progress towards tenure and promotion. Changing one’s perspective to view the faculty collaboration with students as a community of scholars, can be productive and rewarding while enhancing the interactions and hands-on learning that students benefit from and enjoy. It also makes teaching less monotonous and full of variety. </p>
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<h4 style="font-family: 'Vitesse', "Times New Roman", serif; font-weight: 700; color: #4B5052; font-size: 18px; line-height: 1.1; margin-top: 18px; margin-bottom: 11px;">Mentorship and the Art of “Not Knowing”: An Interdisciplinary Perspective</h4>
Maria LaMonaca Wisdom <br style="font-family: Helvetica, Arial, sans-serif;">
<em style="font-family: Helvetica, Arial, sans-serif;">Duke University</em>
<p style="font-family: Helvetica, Arial, sans-serif; font-size: 15px; color: #555555; margin-bottom: 10px; line-height: 22px;">What does it mean to mentor someone from a different discipline and field than one’s own? How can we be helpful across disciplinary divides? I have engaged deeply with this question in my mentoring and coaching work with Duke doctoral students and faculty over the past several years. Group-based mentorship programs in higher education settings tend to silo around specific programs, academic departments, clusters of affiliated disciplines (such as the biomedical sciences, or arts & humanities). While there are compelling reasons for discipline and field-specific mentorship, there’s also much to be gained from cross-disciplinary mentorship. </p>
<p style="font-family: Helvetica, Arial, sans-serif; font-size: 15px; color: #555555; margin-bottom: 10px; line-height: 22px;">My remarks, drawn from my experiences designing and piloting an interdisciplinary peer mentoring group program for PhD students at Duke, will focus both on essential mindsets and skills required for effective cross-disciplinary mentorship. Mentors must work from a position of “not knowing,” subverting traditional equations of mentorship with expertise. Mentors in such settings must be more skillful than knowledgeable, training in particular modes of inquiry and conversation sometimes more akin to professional coaching than traditional forms of “expert-centered” mentoring. While this model demands more skill from mentors, it can also foster greater resourcefulness, enhanced problem-solving competencies, and confidence in mentees. </p>
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<h4 style="font-family: 'Vitesse', "Times New Roman", serif; font-weight: 700; color: #4B5052; font-size: 18px; line-height: 1.1; margin-top: 18px; margin-bottom: 11px;">Mentoring and the Future of Work: Implications for Research and Practice</h4>
<p style="font-family: Helvetica, Arial, sans-serif; font-size: 15px; color: #555555; margin-bottom: 10px; line-height: 22px;">Georgia Chao <br style="font-family: Helvetica, Arial, sans-serif;">
<em style="font-family: Helvetica, Arial, sans-serif;">University of South Florida</em> </p>
<p style="font-family: Helvetica, Arial, sans-serif; font-size: 15px; color: #555555; margin-bottom: 10px; line-height: 22px;">The future of work is believed to be more virtual, more technical, and involve more teamwork. Following the COVID-19 pandemic, many organizations are reorganizing hybrid structures of virtual and in-person work environments. New technologies offer more virtual work options that mimic face-to-face interactions. Furthermore, technological advances may be replacing many traditional occupations or at least prompting organizations to consider significant changes to how work is designed and how successful performance would be defined. Finally, the movement toward more teamwork poses new challenges with virtual teams and virtual leadership of teams. </p>
<p style="font-family: Helvetica, Arial, sans-serif; font-size: 15px; color: #555555; margin-bottom: 10px; line-height: 22px;">These anticipated changes to future work can significantly impact how mentors and proteges will interact in tomorrow’s workplaces. New research will need to address questions such as: How can mentoring relationships be initiated in a virtual or hybrid work environment? What kinds of technology might facilitate or hinder mentoring? How would individual mentoring relationships impact team cohesion and performance? What might distinguish team leadership and mentoring? Research in these areas that recognize the future of work will have direct implications for the design and implementation of formal mentoring programs as well as the effectiveness of informal mentoring.</p>
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<h4 style="font-family: 'Vitesse', "Times New Roman", serif; font-weight: 700; color: #4B5052; font-size: 18px; line-height: 1.1; margin-top: 18px; margin-bottom: 11px;">Can One Person Really Make a Difference? Findings of a Randomized Control Trial of Big Brothers Big Sisters Mentoring</h4>
<p style="font-family: Helvetica, Arial, sans-serif; font-size: 15px; color: #555555; margin-bottom: 10px; line-height: 22px;">David DuBois <br style="font-family: Helvetica, Arial, sans-serif;">
<em style="font-family: Helvetica, Arial, sans-serif;">University of Illinois-Chicago</em> </p>
<p style="font-family: Helvetica, Arial, sans-serif; font-size: 15px; color: #555555; margin-bottom: 10px; line-height: 22px;">Can One Person Really Make a Difference? Findings of a Randomized Control Trial of Big Brothers Big Sisters Mentoring. </p>
<p style="font-family: Helvetica, Arial, sans-serif; font-size: 15px; color: #555555; margin-bottom: 10px; line-height: 22px;">Mentoring programs are one of the most widely-utilized prevention and promotion strategies for young persons, especially those who are growing up in contexts of socioeconomic disadvantage. Big Brothers Big Sisters of America (BBBSA) is the oldest and largest mentoring program for youth in the U.S. Understanding the effectiveness of BBBSA’s programs can thus provide important insight into the potential for mentoring programs to provide benefits at-scale to large numbers of youth. Furthermore, whereas mentoring is often combined with various other forms of support (e.g., skills curricula), BBBSA programs are “mentoring-centric”; as such, they offer an ideal opportunity to examine the benefits that may accrue just from this one form of support. The current presentation will feature findings from two recent randomized controlled evaluations of the BBBSA community-based mentoring program, its flagship program. Results indicate that program participation has the potential to both reduce youth involvement in problematic behaviors, such as substance use and aggression, and lessen their susceptibility to feelings of depression and other emotional concerns, while also serving as a conduit for fortifying key assets for youth resilience and thriving, such as self-control, self-advocacy, social skills, grit, hopeful expectations, and family functioning. Important qualifications to these findings also will be discussed. These include program effects for a given youth being dependent on the extent and quality of the mentoring that are received.</p>
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<h4 style="font-family: 'Vitesse', "Times New Roman", serif; font-weight: 700; color: #4B5052; font-size: 18px; line-height: 1.1; margin-top: 18px; margin-bottom: 11px;">Mindful Mentorship: Achieving the Best Relationship with Your Mentee and Mentor</h4>
<p style="font-family: Helvetica, Arial, sans-serif; font-size: 15px; color: #555555; margin-bottom: 10px; line-height: 22px;">Vineet Chopra <br style="font-family: Helvetica, Arial, sans-serif;">
<em style="font-family: Helvetica, Arial, sans-serif;">University of Colorado Department of Medicine</em> </p>
<p style="font-family: Helvetica, Arial, sans-serif; font-size: 15px; color: #555555; margin-bottom: 10px; line-height: 22px;">In this 50-minute presentation, the speaker will discuss how lessons from Star Wars - the Good and the Dark Side of the Force - can help inform your mentor and mentee relationships. The speaker will discuss how to be an effective mentor, the four golden rules of effective menteeship, and how to avoid mentorship malpractice. The session will include lived examples from the speaker’s experiences, practical advice in the form of “do this” and “don’t do that,” and ways in which best practice can be integrated into your mentoring relationships.</p>
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<h4 style="font-family: 'Vitesse', "Times New Roman", serif; font-weight: 700; color: #4B5052; font-size: 18px; line-height: 1.1; margin-top: 18px; margin-bottom: 11px;">Supporting our Boys and Young Men of Color: How Evidence-Based Practices can Advance this Critical Educational Imperative</h4>
<p style="font-family: Helvetica, Arial, sans-serif; font-size: 15px; color: #555555; margin-bottom: 10px; line-height: 22px;">Victor Sáenz <br style="font-family: Helvetica, Arial, sans-serif;">
<em style="font-family: Helvetica, Arial, sans-serif;">University of Texas at Austin</em> </p>
<p style="font-family: Helvetica, Arial, sans-serif; font-size: 15px; color: #555555; margin-bottom: 10px; line-height: 22px;">The session will offer an interactive discussion of the gender gap in educational attainment for boys and young men of color as well as showcase promising strategies for addressing this growing state and national imperative. Whether it’s data on special education placements, school discipline referrals, high school graduation, or college readiness rates, each of these areas represent key metrics where the growing gender gap is evident for boys and young men of color. </p>
<p style="font-family: Helvetica, Arial, sans-serif; font-size: 15px; color: #555555; margin-bottom: 10px; line-height: 22px;">This session will spotlight two of our initiatives in Texas: 1.) the award-winning Project MALES (Mentoring to Achieve Latino Educational Success) Student Mentoring Program, and 2.) the Texas Education Consortium for Male Students of Color (Consortium), made up of school districts and higher education institutions across the state. This session will highlight how we use research as well as the strategy of collective impact to align existing programmatic efforts and develop new initiatives that advance educational outcomes for male students of color.</p>
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<h4 style="font-family: 'Vitesse', "Times New Roman", serif; font-weight: 700; color: #4B5052; font-size: 18px; line-height: 1.1; margin-top: 18px; margin-bottom: 11px;">Creating and Sustaining a Deep Mentoring Relationship</h4>
<p style="font-family: Helvetica, Arial, sans-serif; font-size: 15px; color: #555555; margin-bottom: 10px; line-height: 22px;">Donald Hackmann <br style="font-family: Helvetica, Arial, sans-serif;">
<em style="font-family: Helvetica, Arial, sans-serif;">University of Illinois at Urbana-Champaign</em> </p>
<p style="font-family: Helvetica, Arial, sans-serif; font-size: 15px; color: #555555; margin-bottom: 10px; line-height: 22px;">Mentoring is typically conceptualized as a veteran professional (the mentor) taking an active interest in a novice (the mentee), with the veteran providing training and advice to the novice as they develop proficiency and advance in their profession. Because the term “mentoring” can be casually and informally applied to almost any supportive experience, novice professionals often mischaracterize mentoring as their engagement in any short-term interaction with a veteran that results in guidance and advice. Yet, there is a difference between receiving occasional mentoring supports and being invested in a sustained, high quality mentoring relationship, which is “a bonded relationship of long duration that has developmental value and meaning for both parties” (Johnson, 2016, p. 21). </p>
<p style="font-family: Helvetica, Arial, sans-serif; font-size: 15px; color: #555555; margin-bottom: 10px; line-height: 22px;">In higher education, many graduate students and novice faculty members report that they do not have a mentor. A deep mentoring relationship is characterized by foundational components of trust, duration, shared commitment, intensity, and reciprocity (Zellers, Howard, & Barcic, 2008). Although the primary focus is on mentee development, mentors should also benefit from a quality experience.</p>
<p style="font-family: Helvetica, Arial, sans-serif; font-size: 15px; color: #555555; margin-bottom: 10px; line-height: 22px;">This research-based session expands upon Kram’s (1983) four phases of mentoring (initiation, cultivation, separation, redefinition), providing suggestions for the formation of a two-way deep mentoring relationship. Throughout the session, I draw upon the mentoring literature, my personal research on mentoring, and my experiences mentoring numerous graduate students and university faculty members, highlighting aspects and recommendations for mutually beneficial, deep mentoring relationships. While this session primarily provides examples from higher education, it is valuable for professionals in all fields.</p>
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<h4 style="font-family: 'Vitesse', "Times New Roman", serif; font-weight: 700; color: #4B5052; font-size: 18px; line-height: 1.1; margin-top: 18px; margin-bottom: 11px;">Developing a Leadership Pipeline with Mentoring</h4>
<p style="font-family: Helvetica, Arial, sans-serif; font-size: 15px; color: #555555; margin-bottom: 10px; line-height: 22px;">Riza Kadilar <br style="font-family: Helvetica, Arial, sans-serif;">
<em style="font-family: Helvetica, Arial, sans-serif;">EMCC Global</em> </p>
<p style="font-family: Helvetica, Arial, sans-serif; font-size: 15px; color: #555555; margin-bottom: 10px; line-height: 22px;">Business landscape is rapidly growing and transforming, especially by the penetration of technology in every aspect of our daily lives. More and more professionals and organisations are trying to navigate in this landscape. Leadership in that respect has to overcome various paradoxes to contribute to the creation of an inclusive society fit for digital transformation. Therefore how can we ensure the best ways to empower professionals for their learning and growth by adhering to the best practice standards in mentoring? </p>
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<h4 style="font-family: 'Vitesse', "Times New Roman", serif; font-weight: 700; color: #4B5052; font-size: 18px; line-height: 1.1; margin-top: 18px; margin-bottom: 11px;">An Indigenous Mentoring Program: Development, Implementation, and Lessons Learned</h4>
<p style="font-family: Helvetica, Arial, sans-serif; font-size: 15px; color: #555555; margin-bottom: 10px; line-height: 22px;">Sweeney Windchief <br style="font-family: Helvetica, Arial, sans-serif;">
<em style="font-family: Helvetica, Arial, sans-serif;">Montana State University</em> </p>
<p style="font-family: Helvetica, Arial, sans-serif; font-size: 15px; color: #555555; margin-bottom: 10px; line-height: 22px;">In 2014, an Alliance of eight institutions was supported by an award from the National Science Foundation named Pacific Northwest Circle of Success: Mentoring Opportunities in STEM (PNW-COSMOS). The eight participating institutions are committed to supporting American Indian and Alaska Native (AI/AN) graduate students in STEM through culturally appropriate interventions. One of the key products of the grant was the development of an Indigenous Mentoring Program (IMP) to provide faculty, staff, and administrators, who work with or are interested in working with AI/AN students in graduate degree programs, with professional knowledge, skills, and dispositions, that lead to student success. </p>
<p style="font-family: Helvetica, Arial, sans-serif; font-size: 15px; color: #555555; margin-bottom: 10px; line-height: 22px;">PNW-COSMOS exists to transform higher education by ensuring that our students are supported by mentors in ways that help them maintain cultural integrity while successfully navigating graduate education. This is accomplished through a series of nine, research-based, learning modules designed to engage faculty mentors through professional development workshops at each individual institution. Since the development and subsequent implementation of the IMP we have learned lessons, grown, and changed the program toward a sustained effort on multiple campuses. The collective has developed to consider place-based knowledge, community variability and the contemporary academic paradigm as crucial considerations. We recognize that many of our students are nourished by both STEM and Indigenous knowledge to achieve their own definitions of success leading to bicultural accountability. Many of the students that benefitted because of their mentor’s participation are charged to give back to their Indigenous and academic communities throughout their careers.</p>
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<h4 style="font-family: 'Vitesse', "Times New Roman", serif; font-weight: 700; color: #4B5052; font-size: 18px; line-height: 1.1; margin-top: 18px; margin-bottom: 11px;">Mentoring and the Importance of Identity Work</h4>
<p style="font-family: Helvetica, Arial, sans-serif; font-size: 15px; color: #555555; margin-bottom: 10px; line-height: 22px;">Audrey Murrell <br style="font-family: Helvetica, Arial, sans-serif;">
<em style="font-family: Helvetica, Arial, sans-serif;">University of Pittsburgh</em> </p>
<p style="font-family: Helvetica, Arial, sans-serif; font-size: 15px; color: #555555; margin-bottom: 10px; line-height: 22px;">Mentoring is a widely accepted practice for effective personal, professional and leadership development. Mentoring offers both psychosocial and career benefits within developmental networks for both mentors and mentees. Mentoring also equips people to lead more effectively within organizations, helping them learn how to activate the power and access resources that can promote systemic change. Yet, despite these demonstrated benefits, developing diverse mentoring relationships continues to be a challenge for all different types of organizations. This talk explores the notion that mentoring is most effective in the context of diversity and inclusion when we understand the importance of “identity work” for developing effective, high-quality mentoring relationships.</p>
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<h4 style="font-family: 'Vitesse', "Times New Roman", serif; font-weight: 700; color: #4B5052; font-size: 18px; line-height: 1.1; margin-top: 18px; margin-bottom: 11px;">Creating Powerful Mentoring Constellations</h4>
<p style="font-family: Helvetica, Arial, sans-serif; font-size: 15px; color: #555555; margin-bottom: 10px; line-height: 22px;">Kathleen Cowin,<em style="font-family: Helvetica, Arial, sans-serif;"> Washington State University </em><br style="font-family: Helvetica, Arial, sans-serif;">
Dana Griggs,<em style="font-family: Helvetica, Arial, sans-serif;"> Columbus State University </em><br style="font-family: Helvetica, Arial, sans-serif;">
Donna Augustine-Shaw,<em style="font-family: Helvetica, Arial, sans-serif;"> Kansas State University </em><br style="font-family: Helvetica, Arial, sans-serif;">
Patty Horn, <i style="font-family: Helvetica, Arial, sans-serif;">Northern Arizona University</i> </p>
<p style="font-family: Helvetica, Arial, sans-serif; font-size: 15px; color: #555555; margin-bottom: 10px; line-height: 22px;">This session will present evidence about one group’s process to build and sustain effective research partnerships. The Dynamic Model of Collaborative Mentorship (DMCM) by Gut et al. (2020) provides the framework that describes a unique research interest partnership among four researchers that span the United States. This interactive “how-to” plenary will describe our model and provide practical examples of how it looks in practice. Audience members will have the opportunity to exchange mentoring interests with other audience members to create their own mentoring constellation! </p>
<p style="font-family: Helvetica, Arial, sans-serif; font-size: 15px; color: #555555; margin-bottom: 10px; line-height: 22px;">What do we know about stars and constellations? The metaphor of a constellation will serve as a visualization and metaphor for creating meaningful mentoring connections. The five components of our constellation include: 1) Stars in the sky are fixed in relation to each other within the constellation, 2) Constellations move across the night sky depending on the season and time, 3) Each star is unique, 4) Each star contributes in different ways to the constellation, and 5) Networking lines connect the stars to form the constellation. </p>
<p style="font-family: Helvetica, Arial, sans-serif; font-size: 15px; color: #555555; margin-bottom: 10px; line-height: 22px;">The facilitators will provide insight into what makes an effective research constellation. They will describe the educational context in which the mentoring relationships began, the uniqueness and contributions of each researcher to the ongoing research, and make connections with new, future research participants. Join us to learn how this group’s mentoring constellation aligns with the stars! </p>
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<h4 style="font-family: 'Vitesse', "Times New Roman", serif; font-weight: 700; color: #4B5052; font-size: 18px; line-height: 1.1; margin-top: 18px; margin-bottom: 11px;">The Dark Side of Development: When Mentoring Is Problematic and What To Do About It</h4>
<p style="font-family: Helvetica, Arial, sans-serif; font-size: 15px; color: #555555; margin-bottom: 10px; line-height: 22px;">Erin Dolan <br style="font-family: Helvetica, Arial, sans-serif;">
<em style="font-family: Helvetica, Arial, sans-serif;">University of Georgia</em> </p>
<p style="font-family: Helvetica, Arial, sans-serif; font-size: 15px; color: #555555; margin-bottom: 10px; line-height: 22px;">Research training is an integral element of undergraduate and graduate education in many fields. Effective mentorship in research promotes the development and success of both undergraduate and graduate mentees. Yet, mentoring relationships, like any prolonged relationship, can have negative elements. Little research has examined the problematic elements of academic research mentoring, even though prior research on mentoring in workplace settings suggests that negative mentoring experiences are common. This session will present findings from research on the negative mentoring that undergraduate and graduate science researchers experience, including similarities and distinctions. </p>
<p style="font-family: Helvetica, Arial, sans-serif; font-size: 15px; color: #555555; margin-bottom: 10px; line-height: 22px;">Mentees perceive some negative mentoring as an absence of positive mentoring behavior and others as actively harmful behavior, both of which they perceive as detrimental to their psychosocial and career development. These results can be useful to mentors for reflecting on ways their behaviors may be experienced as harmful or unhelpful, and to mentees in reflecting on how to identify, avoid, and mitigate the impacts of negative mentoring. The findings can also serve as a foundation for future research aimed at examining the prevalence and impact of negative mentoring in academic research training.</p>
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