This guide offers helpful advice on how teachers, administrators, and career advisers in science and engineering can become better mentors to their students. It starts with the premise that a successful mentor guides students in a variety of ways: by helping them get the most from their educational experience, by introducing them to and making them comfortable with a specific disciplinary culture, and by offering assistance with the search for suitable employment. Other topics covered in the guide include career planning, time management, writing development, and responsible scientific conduct. Also included is a valuable list of bibliographical and Internet resources on mentoring and related topics.

Many girls want to become scientists when they grow up, just like many boys do. But for these girls, the struggle to do what they love and to be treated with respect has been much harder because of the discrimination and bias in our society. In Women in Microbiology, we meet women who, despite these obstacles and against tough odds, have become scientific leaders and revered mentors. The women profiled in this collection range from historic figures like Alice Catherine Evans and Ruth Ella Moore to modern heroes like Michele Swanson and Katrina Forest. What binds all of these remarkable women are a passion for their work, a zest for life, a warm devotion to mentoring others—especially younger women—and a sense of justice and fairness that they are willing to fight tirelessly to obtain. Each story is unique, but each woman featured in Women in Microbiology has done so much to expand our knowledge of the natural world while also making it easier for the next generation of scientists to work collaboratively and in an atmosphere where people are judged by their intellect, imagination, skill, and commitment to service regardless of gender or race. Women in Microbiology is a wonderful collection of stories that will inspire everyone, but especially young women and men who are wondering how to find their way in the working world. Some of the names are familiar and some are lesser known, but all of the stories arouse a sense of excitement, driven by tales of new, important scientific insights, stories of overcoming adversity and breaking boundaries, and the inclusion of personal tips and advice from successful careers. These stories are proof that a person can live a balanced and passionate life in science that is rich and rewarding.

Read an interview with the author: "Working Toward Gender Parity in the Geosciences" The geoscience workforce has a lower proportion of women compared to the general population of the United States and compared to many other STEM fields. This volume explores issues pertaining to gender parity in the geosciences, and sheds light on some of the best practices that increase participation by women and promote parity. Volume highlights include: • Lessons learned from NSF-ADVANCE • Data on gender composition of faculty at top earth science institutions in the US • Implicit bias and gender as a social structure • Strategies for institutional change • Dual career couples • Family friendly policies • Role of mentoring • Career advancement for women • Recruiting diverse faculty • Models of institutional transformation Women in the Geosciences is a valuable contribution to the existing literature on gender issues in STEM disciplines. It focuses specifically on the geosciences, with a goal to spreading awareness on the best practices for gender parity in academic geoscience departments. Geoscientists, policymakers, educators and administrators could all greatly benefit from the contents of this volume.

This guide offers helpful advice on how teachers, administrators, and career advisers in science and engineering can become better mentors to their students. It starts with the premise that a successful mentor guides students in a variety of ways: by helping them get the most from their educational experience, by introducing them to and making them comfortable with a specific disciplinary culture, and by offering assistance with the search for suitable employment. Other topics covered in the guide include career planning, time management, writing development, and responsible scientific conduct. Also included is a valuable list of bibliographical and Internet resources on mentoring and related topics.

Mentoring has always been an important factor in life and particularly in academia. In fact, making choices about educational pursuits and subsequent careers without input from mentors can prove disastrous. Fortunately, many individuals have “na- ral” mentors and for them these choices are greatly facilitated. Others are not pri- leged with natural mentors and as such often struggle with making these tough choices. Many times these individuals are from under served and disadvantaged backgrounds, where mentors are too few and far between. For them, deciding on which career path to take can be based not only on insufficient information but oft times on inaccurate information. Although the tips in this monograph are designed for helping all individuals who are interested in pursuing the study of science and science careers, a special mentoring focus is on those students who have not expe- enced the advantages of the privileged class. Additionally, tips are included for those who are interested in effectively mentoring these individuals. How and why a person gets to that point of wanting to mentor is not as important as the fact that they have made that commitment and this monograph will help them do exactly that. When I received my PhD in Reproductive Endocrinology from the University of Wisconsin, I was ready and anxious to discover all kinds of new and exciting aspects about this field of science.

Mercury gives informed perspectives on salient issues in research, education, history, and public policy relating to astronomy.

Doctoral Thesis / Dissertation from the year 2008 in the subject Pedagogy - The Teacher, Educational Leadership, grade: "very good to excellent", University of Sheffield, language: English, abstract: This study presents perceived “success and hindering factors” related to mentoring novice teachers at grammar schools. On the basis of a grounded theory approach, there have been twelve interviews with mentors and corresponding mentees. The interviewed mentors have all been graduates of a mentoring training, supported by the University of Teacher Education in Central Switzerland. The novice teachers (mentees) have been engaged on an ordinary yearly contract and came from different faculties. The author identified three main variables on which findings have been categorized: Individual issues, relationship issues and style and approach issues. Hereby, the criteria trust and trust-building emerged as the vital aspects in the relationship. Generally it includes a certain openness and self disclosure from both parts. Openness allows the exchange of wishes and expectations which is essential to prevent unwanted surprises. Relationships were reported to be successful when Mentees were open for critique and when they were willing to learn. While assessing and advising at the same time is usually seen as a hindering factor, the study gives evidence, that it needn’t be deteriorating a relationship. Having a common subject of specialisation might be a success factor in the beginning of the relationship but as the relationship proceeds, general or personal aspects are more important. Age difference seems to be a helpful to function within the given role. Concerning different approaches to mentoring, the “king’s road to success” could not be found. Depending on the definition of the relationship (symmetric or complementary) different approaches contribute differently to a successful relationship.