Loading in 2 Seconds...
Loading in 2 Seconds...
Good science and good science mentoring: Making the connection online Claire Hemingway Education Director, Botanical Society of America Outcomes for you Explore/discuss scenarios and mentoring strategies Introduction to mentoring in the BSA-led science inquiry and mentorship program
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
Claire HemingwayEducation Director, Botanical Society of America
What “burning questions” did you bring?
My interest in plant science was influenced by interactions with a key individual (mentor) ?
What are some of the ways you learn best now as a scientist?
What are some of the ways you have been mentored?
“Effective mentoring can be learned, but not taught. Good mentors discover their own objectives, methods, and styles by mentoring. And mentoring. And mentoring some more. Most faculty learn to mentor by experimenting and analyzing success and failure, and many say the process of developing a effective methods of mentoring takes years.”
Handelsman, J. et al. 2005 Entering Mentoring
Coming this fall as…
National Research Council 1996. National Science Education Standards. Washington DC., National Academy Press
How do experts differ from novices? Experts…
From NRC. (2000) How People Learn: Brain, Mind, Experience, and School
Playing the role of the
Make science relevant and exciting!
Effective mentors are motivated by the desire to help students understand, appreciate, and enjoy the subject matter
Consider how you would respond to students
Seed germination and seedling growth inquiry
What feedback would you give this high school research team on their research question and prediction?
How would this response differ formiddle school / high school / college?
If students see a difference in germination and growth, how will they identify which of the ingredients caused the change?
How might you encourage the students to reveal what they are observing, doing, and thinking? To elaborate why they think nitrogen, phosphate, and potash are important to germination?
Adapted from Richard Paul 1993. Critical thinking: How to prepare students for a rapidly changing world.
From Barman et al. (2006) American Biology Teacher 68(2): 73
“Many mosses and fungi are also present in Down House and the surrounding area. As a replica of Darwin’s survey, scientists deliberately left them out.
‘We didn’t include for instance mosses,’ said Gill Stevens. ‘We actually followed Darwin’s interests and it is just flowers, plants and grasses.’”
From “Darwin’s steps map flower changes” BBC online News
2006/07/21 09:47:57 GMT
Do you have a written statement on your teaching philosophy?
Your mentoring philosophy?
Jot down 3 key points you might include.
How has your perception of mentoring changed with experience, with reflection?
Anything that we haven’t talked about that you would like to?
Any “burning questions” you brought with you that we haven’t addressed?
Using Sip3 Effectively to Mentor K-16 Students Online
www.plantbiology.org --click on scientists
Handelsman, J. et al. (2005) Entering Mentoringwww.hhmi.org/grants/pdf/labmanangement/entering_mentoring.pdf
Merkel, C.A. and S. M. Baker (2002) How to Mentor Undergraduate Researchers.
National Academy of Sciences (1997) Advisor, Teacher, Role Model, Friend: On Being a Mentor to Students in Science and Engineering www.nap.edu/readingroom/books/mentor
Inquiry sessions last 2-4 weeks
We encourage graduate students, post-docs, and professors emeriti to join.
Direct your applications or questions to:
Claire Hemingway, Education Director
Botanical Society of America