Titlebook: Global Co-Mentoring Networks in Higher Education; Politics, Policies, B. Gloria Guzmán Johannessen Book 2016 Springer International Publis

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https://doi.org/10.1007/978-88-470-1655-2rs identify and describe the impact of . and . as a framework for the transformation of . into . as essential elements needed to bring about positive outcomes in collaborative academic endeavors. The focus of their inquiry was on the global Curve-Y-FRiENDS (C-Y-F), a network of women collaborating a

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Surgical Examination Under AnesthesiaIn this chapter, we describe how our engagement in an informal peer mentoring group consisting of faculty members in science and mathematics education supported our various academic transitions during the early years of our careers. Through the construction and reconstruction of our personal narrati

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Carlina V. Albanese,Carlo Faletti appropriate support to meet the varied needs to mentor diverse faculty. Researchers have shown the importance of mentoring networks to support women in their academic career progression, as well as advancement toward tenure, promotion, and leadership as faculty in higher education. However, few res

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Philip Robinson,Filip M. Vanhoenackers a lifelong process, because as faculty interacts in various activities, they have the opportunity to work across different fields with others from diverse ethnicities, and in different contexts. This involves understanding of one’s identity, examination of the effects of inequitable treatment on t

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Grading and Tissue-Specific Diagnosisex challenges within a predominantly white institution (PWI) in the Rocky Mountain Region. In doing this work, both intended and unintended barriers were exposed and navigated. The chapter describes the journeys of three students and their advisor, who are from diverse backgrounds. Their journeys ar

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Imaging of Urinary Tract Diverticulagher education programs: Undergraduate freshmen and doctoral students. With the goal of providing students with academic and social support using student-to-student co-mentoring experiences, the students were divided into dyads or triads. The students were asked to function both as mentors and mente

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