Has this thought occurred to you since signing up to be an ASE Mentor? What does mentoring mean to you? Hopefully by the end of this orientation you will have thought a bit more deeply about the influence and impact your role will have on your students this summer.
“The experience was more than I could have expected and allowed me the freedom to develop as a student.” - ASE Intern
“He was more productive than many of the graduate students I have had in the past. It was a pleasure working with him. I learned quite a bit as a result of his research…” -PSU mentor
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On a more realistic note, ASE has over 160 students go through the program. What ends up happening is often a win-win for both as in the case of this intern…and this mentor. These are really the outcomes ASE strives towards and is known for! This year over 660 applicants applied for these coveted positions. that’s a 1:4 chance. We strive to serve more students through our program so your success and dedication this summer continues to help us make the case for even more internships for high school students
Major Grant Support for 2015 ASE provided by:
J.F.R. Foundation
Additional Grant Support for 2015 ASE provided by:
Financial support also provided by mentor organizations and individual contributions
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While it’s a lot of work to make ASE happen, it’s also not without costs. As a non profit, ASE is supported solely through contributions, grants, and fees. About 40% of our funding is provided by grants and contributions. Additional support from these other foundations and organizations as well as many of our mentors support ASE directly through their own funding. It’s not just ASE that’s invested in your success!
• ASE: An Overview • Mentors: The Value of Mentoring • Participants: What we expect • Relationships: What can you expect • Q&A
Orientation Agenda
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Objective: To PREPARE you with KNOWLEDGE and TOOLS to make your ASE experience a success
Saturday Academy’s Mission: To engage motivated young people in hands-on, in-depth learning and problem solving by connecting them with community experts who serve as instructors and mentors
The ASE Program is part of Saturday Academy,
a 501(c)(3) nonprofit organization
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Saturday Academy in affiliation with the University of Portland. Inspiring students through curiosity. It’s the connection of students to experts that makes Saturday Academy. Through ALL our programs we serve 6,000 students
• Started in 1989 • Over 3,600 interns • 163 interns in 2015 • 149 mentors in 37
organizations • 3 dedicated program staff • 15 Teacher Monitors
ASE by the numbers
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HOW BIG is ASE? Considering it’s humble beginnings… Group of teachers and professionals in 1989 saw need to develop a pipeline of talent in STEM Started with only 6 interns in 1989 pilot and has grown steadily to serve over 3600 students, including over 160 in 2015. We have 37 unique organizations with almost 150 mentors. The ASE Program has been so successful over the years at providing students with a meaningful look into a possible career path showing them tangible real-world applications partnering students with STEM professionals. Because of this, ASE boasts an outstanding record of students not only going onto college, but continuing into their internship field and eventually graduating with a STEM degree.
The Value of Mentoring
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SO this brings us to the VALUE of Mentoring. Why is mentoring so important?
ACTIVITY: Who mentored you?
Who helped ignite your passion for STEM?
What qualities did this person embody?
How did s/he help shape your development, education and career choices?
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The best way to think about the value of mentoring is to often consider our own experiences. For this I ask you to consider the following questions: Who helped ignite your passion for STEM? - What qualities did this person embody? - How did s/he help shape your development, education and career choices? Think about these for a moment. Now, I want you to visualize if you can, one quality of that person that meant the most to you. Is it so much WHAT a mentor does as HOW they do it. �HANDOUT: I want to also call your attention to this handout we have on assessing your mentoring skills. There is an article with tips for mentoring and then a quiz.
Value of Mentoring • Early 1990’s research finds “caring, committed
adults” central to healthy growth of young people
• Relationships recognized as the mechanism through which psychological development occurs
• The more Developmental Assets young people acquire, the better their chances of succeeding
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Early 1990’s research finds “caring, committed adults central to healthy growth of young people”. Relationships recognized as the mechanism through which psychological development occurs. Data collected from Search Institute surveys of more than 4 million children and youth from all backgrounds and situations has consistently demonstrated that the more Developmental Assets young people acquire, the better their chances of succeeding in school and becoming happy, healthy, and contributing members of their communities and society. The more developmental assets young people acquire, the better their chances of succeeding Including doing well in school Persisting in the face of challenges Take care of themselves Save money Be involved in leadership and more. In 2010, 11% of youth experience at least 31 of the 40 assets, a level that suggest they are thriving. You DO make a difference in the life of your intern! We have a HANDOUT you are welcome to take on Developmental Assets that may be helpful to see what quality you might be able to influence with your student this summer.
…science is moving very quickly, …we can’t even imagine the scientific techniques they’ll be using, or the careers they will have. The only thing that is certain is that our students won’t be using the techniques we use or have the careers that we have...Our 21stth century challenge is to mentor that there are no boundaries for what science can be done and that passion drives discovery. Jeri Janowsky, PhD
Executive Director, Saturday Academy
The Real Challenge
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What are we really up against as mentors? According to Jeri Janowsky, the ED at Saturday Academy and ASE Mentor for close to 10 years, the Real Challenge is the speed at which science and technology is moving. So our goal isn’t to equip students with the precise technical skills, but with the attitudes and approaches needed to address the problems of tomorrow. Mentors inspire through their passion and enthusiasm for their work.
Participants: What we expect
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Moving onto the logistics of the ASE Program, let’s now discuss the structure and roles of those involved.
Your ASE Support Team
Mentor Teacher Monitor
Intern
ASE Staff
Co-mentor(s)
Key Admin
Parents /Guardians Other ASE
Interns
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As a materials scientist in my previous career, I like to recall an important model for describing the ASE Program – the tetrahedron. In MSE, structure, properties, performance, and processing are all interrelated, similar to our key participants of the ASE Program In this case, there are four vertices – each representing a major participant of the ASE program. There are the obvious ones – The Intern and the Mentor, and then the less obvious ones – ASE Staff and Teacher Monitors. Teacher Monitors are typically high school science teachers. Role of Teacher Monitors: Provide support to students, mentors, and ASE through the program. I will go into more detail in a moment, but these are your first-point of contact for issues or problems. You will have the opportunity to meet your TM after this orientation (6-6:30), along with your intern. Once in the internship, may be even more people, such as co-mentors like grad students or technicians and peers, like other high school or college interns. Support from ASE Staff. Available if concerns or questions arise Provide: Conferences, School Credit documentation, Stipends payments Activity – who do you contact when?
Expectations of Mentors • Provide pre-professional and
educational • Ensure a safe environment • Set students up for success
– Provide clear expectations and goals – Give regular feedback – Keep them engaged; stretch their minds;
provide opportunities to discover – Address any issues; use Teacher
Monitors and ASE Staff to help
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You are setting your intern up for future success. Students need to understand the value and implications of the task or job they’re performing. This is a continual need, not a one-time piece of information. Find out your student’s interests and skills, and look for ways that they could apply those. Give them opportunities to be challenge – to “stretch” them. You have support resources! Use both the teacher mentor and ASE staff to help resolve any issues.
Expectations of Mentors • Make your intern part of your team
– Debrief daily with designated staff member for ~2 weeks; 1-3 times per week thereafter
– Integrate them into the work community
• Host parents for one site visit • Have fun
You will make a difference in your student’s future success!
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Expectations include not only the job or task assigned, but team, communications, work hours…basically everything you would expect of a new hire. Don’t be overly lenient. Students need to understand the value and implications of the task or job they’re performing. This is a continual need, not a one-time piece of information. Find out your student’s interests and skills, and look for ways that they could apply those. Give them opportunities to stretch. It’s important to us that this be a great experience for you as well as for your student! There are more resources available in two booklets we have available here and online: Guidance for mentoring Junior Scholars ASE Q&A
• 8 weeks “full-time” schedule • Complete 296 hours by Aug. 31 • Manage schedule and time • Follow all workplace policies • Act professionally • Inform mentor of any problems or
issues and work together to resolve
Expectations of Interns
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Establish a schedule that will work for you (mentor). Interns are expected to spend the equivalent of 37 full-time days = 296 hours total. Follow through with scheduling commitments. Provide advance notice, when possible, if unexpected time off is needed. Arrive promptly in morning, stay until end of work day. Follow the company policies. This includes health, safety, security, confidentiality, internet, email etiquette, communication, time off, and any others that may apply. Very important to address problems or issues early!
Expectations of Interns • Clarify expectations and goals • Learn the subject matter, ask
questions, keep a log
• Participate fully in required program activities: Midsummer Conference & Symposium
• Respond to Teacher Monitor’s requests
• Write Thank You Notes and Summaries
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The log might seem unnecessary, but it will be very useful when they are making college applications and preparing for interviews. It will remind them of the details of what they actually accomplished! We also have a list of what is all involved in the ASE Program in this handy chart – a WHITE HANDOUT on ASE Program Requirements and Time Commitments for School Credit. Feel free to take on to educate yourself about the full breadth of the ASE Program.
Quiz: True or false? Student Says:
“I have to leave early (2pm) on Mon/Wed/Fri for my tennis team work outs” You (the mentor) says:
“Sure, whatever…”
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Speaking of expectations, let’s take a little quiz…
Expectations of Teacher Monitors • Provide support to student - program logistics, transportation
assistance • Conduct 2 site visits and interviews with interns and mentors
(Teacher Monitor will contact you to schedule visits) • Take photos • Coordinate Thank You Letters • Serve as resource to interns, mentors, and ASE staff • Assist with events, like this Orientation and conferences • Available if issues arise
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You will have the opportunity to meet your TM after this orientation (6-6:30), along with your intern. We’ll email you their contact information soon.
Support from ASE Staff • Ensure a quality program and experience • Point of contact in event of an emergency • Organize conferences • Disburse stipend payments • Provide liability insurance and documentation to
schools Our goal is an educational and
productive summer for all!
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We will provide stipend payments to the students, in two payments. This allows us to send checks to students at the same time, which is less confusing for both interns and their families.
Expectations of Parents/Guardians
• Encourage student to fully participate • Facilitate learning experience • Provide housing & transportation • Provide health insurance • Reinforce professional behavior • May request one site visit
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Not to be overlooked are the important tangent to the Interns – the Parents and Guardians of the students. Housing and transportation are not the mentor’s responsibility (nor are they the ASE Program’s responsibility)!
How ASE will contact you ASE will rely on EMAIL to communicate with
participants. Please check your email often and notify us immediately if your contact information changes!
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Already noticed we use email Please notify us if your address or phone numbers change One year we had a student come to the wrong location for Symposium because she changed her email address and didn’t get the directions. Don’t let that be you!
Relationships: What you can expect
Understanding Your Student
• Track record of high achievement Projects done faster than mentors
anticipate • Inexperienced but eager to please • Likely to be first professional work
experience
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Inexperienced – may not speak up if need more of a challenge, can be intimidated about asking questions. Often this is their 1st professional work experience – help your intern with “unwritten rules” and workplace culture, assign a lunch buddy, etc. Specific backgrounds can include low income families, 1st generation college bound, immigrant youth, students with cultural differences from your workplace or field norms – young women, ethnic minorities, etc. To check in, it is often helpful to ask specific questions. You can ask open-ended questions, such as “How are things going for you?” but we recommend also asking more specific questions such as “What parts of this project are you finding challenging?” Open-ended questions are likely to result in a general “Everything is fine” answer.
Outcomes from mentoring • Behavior • Attitude • Health
Understanding Mentoring
• Relational • Motivational • Career
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“Same basic assumption applies to all types of mentoring. That is, when a more experienced or senior individual (the mentor) takes an interest in and encourages a less experienced or disadvantaged individual (the protégé), the protégé will benefit” Youth mentoring: involves a relationship between a caring, supportive adult and a child or adolescent (Rhodes, 2002). Youth mentoring assumes that supportive relationships with adults are important for personal, emotional, cognitive, and psychological growth (Ainsworth, 1989; Rhodes, 2002). Academic mentoring: typifies the apprentice model of education where a faculty member imparts knowledge, provides support, and offers guidance to a student protégé on academic (e.g., classroom performance) as well as non-academic (e.g., personal problems, identity issues) issues (Jacobi, 1991). This type of mentoring may facilitate psychological adjustment and foster a sense of professional identity(Austin, 2002). Finally, workplace mentoring: occurs in an organizational setting and the purpose is the personal and professional growth of the protégé (Kram, 1985). The mentor may be a supervisor, someone else within the organization but outside the protégé’s chain of command, or an individual in another organization (Eby, 1997). Different outcomes may result: behavior, attitude, health, relational, motivational, and career. While different – an NIH meta-study by Elby et al, all share a common finding, mentoring is more strongly related to protégé attitudes than to behavior, health, and career outcomes. see http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2352144/
Stages of a Mentoring Relationship Stage 1: Developing Rapport & Building Trust Stage 2: Reaching Goals Stage 3: Closure
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All mentoring relationships have stages Stage 1: Developing Rapport and Building Trust Predictability and consistency - Preparation Establish confidentiality Goal setting (transitions into Stage 2) Stage 2: The Middle—Reaching Goals Affirm the uniqueness of the relationship The relationship may be rocky or smooth Rely on staff support Stage 3: Closure Acknowledge the relationship is coming to a close Address appropriate situations for staying in touch - Networking For more info: http://www.mentoring.org/downloads/mentoring_600.doc Mentoring and supervision are two different tasks. They are not mutually exclusive, but… supervision focuses on deliverables. Mentoring focuses on the overall development of the mentee: specific tasks serve as tools for assessing and developing skills and professional/academic growth is a primary goal. The internship will be more successful if you balance the two.
Early Stage: Setting expectations (Weeks 1-2) • Preparation: schedule, on-boarding • Discuss safety, expectations, goals, respect • Introduce team
End Stage: Closure (Week 8) • Good-byes • Follow-up
Internship Stages
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Stages of an internship should mirror the Stages of an Internship Early in internship: stage 1 has varying length, depending on factors such as your communication, student’s situation, etc. Middle stage: Can be characterized by a developed rhythm. Rapport is more common; “Kodak moments” occur in stage 2, not stage 1. It is recommended that you continue to emphasize consistency. Closure: Provide opportunities for saying goodbye, either in person or as a group.
Preparation • Motivations • Confirm student schedule • Determine regular meeting times • Conduct background check if needed • Set up workspace, computer, email
Self-reflection on your own goals, what you hope to get out of the internship, is helpful. Clearly, you are here to provide pre-professional experience and place a value on educational experiences. However, what else motivates you? Are you hoping to cultivate the next generation of engineers? Do you place a high value on helping students who are facing certain barriers? Will instructing an intern provide professional development to members of your lab? Are you looking for that fresh approach that high schoolers can provide? Evaluate your own skills (handout)
The First Week • Set goals and deliverables
– Goals: broad and overarching – Deliverables: concrete, specific,
timely • Develop rapport
– Be predictable and consistent • Acclimate and connect the
student to others – Introductions, lunches, social
interactions
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Setting Goals: Communicate your expectations clearly. Your expectations should be high – but be open to adapting them, if needed. Some students might need extra assistance OR a greater challenge! What are the student’s goals? Are they realistic? Discuss the bigger picture! How does your work fit into the larger picture for your field/discipline? Provide a context for the internship activities, if it isn’t obvious. For instance, how will the data collected by the intern be used? What activities might take place or additional results be learned after the internship is over? Will anyone build on the intern’s work? Develop Rapport: Meet with the intern regularly. Communication is a key ingredient of a successful internship. Share your enthusiasm for your projects/field, as well as your enjoyment. mentor should be predictable and consistent – this foundation sets the stage for learning and achievement, as well as respect some awkwardness can be expected from both intern and mentor also helpful to share your stories with the intern – helps make a connection Acclimate and connect: helpful if the mentor invests time with the student in this early stage, good time to “explain the rules” (set boundaries for the student) – useful and necessary tasks here include: giving a tour to the intern, introducing her/him to colleagues and co-mentors and other interns (if any), providing an overview of the summer schedule (if known) discussing workplace etiquette (including info on where to eat lunch, etc), going over security, internet/email use and confidentiality protocols, and discussing workplace safety. Assist the intern in accessing additional resources during the internship – have your intern attend a seminar series, cross-train with a colleague, attend a staff meeting (can ask them to present), etc.
Middle of the Internship • Regular Check-ins • Keep up Momentum • Student’s Goals • Site Visits from Teacher
Monitors • Symposium Planning
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Most students and mentors have figured out a rhythm Set aside some time specifically to discuss how the internship is going. Check in on specific tasks to make sure that the intern understands all of the steps and how things work at your organization. Ask questions so that you can learn a bit about your intern, including his/her personal goals, academic goals (for instance, what college or university is she/he considering?), and career goals (if known). Site visits should have occurred by now, but continue to use the Teacher Monitors as a resource for issues and questions. Symposium Planning Presentations are intern homework – you can help them prepare (recommended) Review poster and oral presentation for proprietary information and technical accuracy Optional but recommended: practice presentation, provide visual aids (digital images, equipment, etc) Students should be asking you about titles and appropriate content for sharing (any IP?) May want them to present internally as well – great practice for the interns!
Midsummer Conference • July 14, 2015, OSU • Who attends: Interns,
Workshop Presenters
Symposium • August 21, 2015,
University of Portland • Who attends: Interns,
Mentors, Families, Community Members
Program Events
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Intern will be absent from mentor organization on these events MSC: Workshops, activities, cohort building Symposium: Interns make formal oral and poster presentations Mentors are highly encouraged to attend Feel free to invite managers, benefactors and potential mentors Networking!
Closing the Internship (and beyond) • Keep in touch • Some interns return to
serve as co-mentors • Science fairs* and
competitions • Publications and
conferences * Students need to register any potential science fair projects before the internship begins.
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Acknowledge the internship is ending Articulate appropriate ways to be in touch Mentors often remain in contact with interns. Some provide advice on selecting and getting accepted to a college or university, others write letters of recommendations for grants, jobs, etc. while others hire students back in a later year. Sometimes a mentor will not hear from a student following the internship. Plan a going away party – can be a simple lunch with a card signed by colleagues who’ve worked with intern. Some co-author papers with interns and assist them with science fairs. One special circumstance: NWSES is the Northwest Science Expo System, which is a series of science fairs that qualify students for the Intel International Science and Engineering (ISEF) Fair. ASE alumni and future interns win awards at these fairs each year. Please contact Stephanie Jones, if you have questions. HANDOUTS with more information. Educate yourself on the requirements for becoming an adult sponsor for a student – make sure it makes sense for your relationship.
Networking • Talk about it • Encourage students • Use for yourself • Get LinkedIn
Measures of Success Interns:
• forget about the clock • volunteer after 8
weeks are over Mentors:
• return year after year • recruit new mentors
More Resources
• Other mentors • ASE Online
(http://www.saturdayacademy.org/ase/mentor-information) – Presentation Materials – Tips for Mentors – Guidance for Junior Scholars
• Teacher Monitors • ASE Staff
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Additional Resources Online: These slides MySciNet Tips for Mentors 40 Developmental Assets for Adolescents Stages of a Mentoring Relationship Guidance for Junior Scholars Science Fairs
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If all goes according to plan, ASE should be a Win-Win for all!
