2017-2018 P-MAX Programming
P-MAX is a program that is designed to provide participants with the knowledge and skills needed to mentor and advise undergraduate students, especially those engaged in research. Ultimately, the goal of P-MAX is to assist faculty in developing effective relationships with their mentees. Topics for discussion and exchange of ideas include:
- setting goals and expectations
- Stereotype threat, bias and identity
- strategies for identifying and resolving challenges
- mentor roles and responsibilities
- mentoring philosophy
- strategies for facilitating good mentoring relationships
- case studies to reflect on and put learning into practice
Resources - Following are some resources from the 2017 summer workshop that may be useful.
- Workshop agenda
- Workshop slides
- Dr. Payton-Stewart's Mentor-Mentee Agreement
- Guidelines for writing a mentoring philosophy
- Sample mentoring philosophy
- National Research Mentoring Network link
2017-2018 One-Hour P-MAX Workshops
Contracts and Compacts: Tools for Facilitating Effective Communication and Expectation-Setting in Mentoring
September 13, 2017
Participants were provided information on how mentoring contracts/compacts can be used as an effective tool to improve communication and ensure a mutual understanding of expectations between mentors and mentees. Participants were exposed to a variety of mentoring contracts/compacts and provided the opportunity to begin designing their own.
Mentor's Role in Shaping the Ethical Behavior of Mentees
November 15, 2017
Participants discussed the important role that mentors play in both teaching and modeling ethical behavior. They considered the ethical issues centering on research itself as well as the relationships between mentors and their mentees and how reflecting on and discussing ethical behavior is an important part of becoming an effective mentor.
Technology for Fostering the Mentor/Mentee Relationship
January 31, 2018
Guest presenter Sue Frantz of Highline Community College introduced participants to tools to help facilitate a good mentor-mentee relationship between research professors and undergraduate research students. These included tools to aid in effective communication, ways to clearly define expectations and deliverables and ways to manage time and responsibilities.
Mentoring Portfolio: Creating a Comprehensive Reflection of the Practice of Mentoring
February 7, 2018
If one were to conduct a Google search for the term “mentoring portfolio (MP),” one would receive results that reflect a variety of ideas about what is considered a MP and approaches to developing such a document. In this workshop, the presenters introduced a different idea of what is a MP and how to develop one. The concept for the MP presented is closely modeled after the Educational Developer’s Portfolio (EDP), which was designed by a diverse group of educational developers in Canada. The EDP is a “tool used to articulate, reflect upon, and provide evidence of an educational developer’s beliefs, values, ethical principles, practices, approaches, development, and impact.” Like an EDP, a MP is intended to be a carefully assembled collection of evidence integrated with thoughtful reflection that provides a comprehensive representation of the creator’s mentoring experience. The MP can be used not only as tool for personal growth or career advancement, but can also serve as a foundation for the mentoring plans that are often required as a part of the proposals submitted to many funding agencies. Virtually anyone can develop a MP based on any type of mentoring relationship or context.
Mentees to Mentors: A Critical Transition for the Participants in Xavier's Post-baccalaureate Technician Program
April 11, 2018
As our mentees progress along the pathway into biomedical research, their ability to function independently is critical to their success. The participants in Xavier's Post-baccalaureate Technician Program face this early-stage transition as newly-minted bachelor degree holders. Our panel of Technicians will provide insight into the triumphs and challenges of transitioning from student-mentee to colleague-mentor.