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Article: Investigating a multiple mentor model in research training for undergraduates traditionally underrepresented in biomedical sciences.

Keller, Thomas E / Lindwall, Jennifer

UI journal

2020 Volume 11, Issue 1

Abstract: Models of persistence and success in undergraduate research training emphasize the importance of engagement and integration across social, educational, research, and career settings. Students are likely to benefit from multiple sources of mentoring to ... ...

Abstract	Models of persistence and success in undergraduate research training emphasize the importance of engagement and integration across social, educational, research, and career settings. Students are likely to benefit from multiple sources of mentoring to meet their multi-dimensional needs for support across these domains. As part of a comprehensive training initiative for traditionally underrepresented students aspiring to careers in biomedical research, BUILD EXITO implemented a multiple mentoring model matching each undergraduate scholar with a research mentor, a faculty mentor, and a peer mentor. By design, each mentor has a different functional role. The current study investigates whether the nature of support scholars actually receive differs by type of mentor. The data are activity records (n=11,756) generated from monthly logs on which scholars (n=223) indicated the form of support received from each mentor by selecting from several items (e.g. personal support, making connections, career advising). Analyses with repeated-measures ANOVA indicate that peer mentors are more likely to address scholars' personal lives, academic skills, and connections to campus programs and services. Career mentors focus on advising related to academics, academic progress, and careers. Research mentors, although also providing career advising and addressing personal life, primarily engage scholars in research-related training activities. The findings confirm that each type of mentor provides a distinctive pattern of support for undergraduate scholars, suggesting that students in comprehensive programs emphasizing academic success, research training, and career development may benefit from multiple sources of mentoring.
Language	English
Publishing date	2020-05-14
Publishing country	United States
Document type	Journal Article
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Article ; Online: Do program practices matter for mentors?: How implementation of empirically supported program practices is associated with youth mentoring relationship quality.

Keller, Thomas E / Drew, Alison L / Herrera, Carla / Clark-Shim, Hyuny / Spencer, Renée

Journal of community psychology

2023 Volume 51, Issue 8, Page(s) 3194–3215

Abstract: This study investigates how the implementation of program-level practices by formal youth mentoring programs is associated with the quality of youth mentoring relationships as contexts for youth development and also examines whether this connection is ... ...

Abstract	This study investigates how the implementation of program-level practices by formal youth mentoring programs is associated with the quality of youth mentoring relationships as contexts for youth development and also examines whether this connection is mediated by the mentor-staff working alliance. Using data from mentors (n = 542) participating in multiple programs (n = 55), multilevel path models examined hypothesized direct and mediated effects. Parallel analyses were conducted with assessments of program practices from staff (n = 219). Greater exposure to program practices was associated with higher ratings of mentoring relationship satisfaction, commitment, and security and lower mentor-youth relationship negativity. The mentor-staff working alliance either partially or fully mediated these associations. Staff-reported practices predicted mentoring relationship satisfaction and commitment without mediation by the working alliance. This study suggests program practices contribute to stronger youth mentoring relationships. The findings also highlight the mentor-staff working alliance in supporting the development of positive mentoring relationships.
MeSH term(s)	Humans ; Adolescent ; Mentors ; Mentoring
Language	English
Publishing date	2023-02-25
Publishing country	United States
Document type	Journal Article ; Research Support, Non-U.S. Gov't
ZDB-ID	1491194-2
ISSN	1520-6629 ; 0090-4392
ISSN (online)	1520-6629
ISSN	0090-4392
DOI	10.1002/jcop.23019
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Article: Community-based participatory research to improve alumni transition from an intensive research training program for historically underrepresented undergraduates.

Raymaker, Dora M / Scharer, Mirah / Miller, Rebecca / Widmer, Ashley / Posadas, Dhale Larsen / Keller, Thomas E

Journal of women and minorities in science and engineering

2023 Volume 29, Issue 4, Page(s) 29–54

Abstract: Various initiatives for undergraduates from historically underrepresented backgrounds attempt to address disparities in the completion of science, technology, engineering, mathematics (STEM) degrees and the pursuit of careers in scientific research. ... ...

Abstract	Various initiatives for undergraduates from historically underrepresented backgrounds attempt to address disparities in the completion of science, technology, engineering, mathematics (STEM) degrees and the pursuit of careers in scientific research. Intensive research training programs for historically underrepresented undergraduates may include multiple components, such as authentic research experiences, advising and mentoring, supplemental curriculum, and financial assistance. Following comprehensive support during program participation, the post-program transition may present a vulnerable period in students' career trajectories. This study used a community-based participatory research (CBPR) approach to investigate the experiences of students completing an intensive research training program to understand and develop recommendations for the post-program transition process. As a team of program alumni, academic researchers, and program staff, we developed, conducted, and analyzed semi-structured, open-ended interviews of recent program alumni and students approaching program completion (n=11; 55% female, 55% non-White). Applying thematic analysis at semantic and latent levels through a critical paradigm revealed the transition as a bittersweet experience, with feelings of pride and accomplishment mixed with sadness and anxiety. Findings also suggested the transition is described as a narrative influenced by preceding program experiences and adaptations. Financial concerns were prominent, and specific barriers and facilitators of successful transition included: aligned mentoring, negotiation of continued research employment, consideration of culture, planning for next steps, and engagement with the scholar community. Collaboratively, we developed recommendations for program improvements potentially relevant to similarly intensive STEM diversity programs. We also highlight the value of a CBPR approach that includes students equitably as co-researchers in program research and evaluation.
Language	English
Publishing date	2023-08-09
Publishing country	United States
Document type	Journal Article
ISSN	1072-8325
ISSN	1072-8325
DOI	10.1615/jwomenminorscieneng.2022043449
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Article ; Online: How undergraduates historically underrepresented in biomedical sciences value multiple components of a research training program.

Nelson, Kristina / Honoré, Matt / Crist, Rachel / Zell, Adrienne / Lindwall, Jennifer L / Keller, Thomas E

Journal for STEM education research

2023 Volume 6, Issue 1, Page(s) 130–158

Abstract: To promote diversity in the STEM workforce, undergraduate research training programs incorporating a variety of intervention strategies have been developed to support students from historically underrepresented backgrounds in overcoming numerous systemic ...

Abstract	To promote diversity in the STEM workforce, undergraduate research training programs incorporating a variety of intervention strategies have been developed to support students from historically underrepresented backgrounds in overcoming numerous systemic barriers to pursuing careers in science. However, relatively little research has focused on how students experience and value these interventions and the ways in which the interventions support student success. The current study analyzed qualitative interviews from participants (n=15) in a comprehensive research training program for undergraduates historically underrepresented in biomedical research to investigate the student perspective on how specific program components address barriers and support their research training, academic progress, and career preparation. Findings indicated that students benefit from authentic research experiences, mentoring, supplemental curriculum, financial assistance, and a supportive program environment. Participants described how the program helped them address financial concerns, navigate academic and career choices, build science identity and efficacy, and feel a sense of belonging within a caring community. The study highlights how multi-faceted research training programs offering a variety of supports can contribute to student retention and development according to the needs and circumstances of individual students.
Language	English
Publishing date	2023-01-03
Publishing country	Switzerland
Document type	Journal Article
ISSN	2520-8713
ISSN (online)	2520-8713
DOI	10.1007/s41979-022-00083-5
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Article ; Online: Identifying predictors of psychological well-being among volunteer mentors in Big Brothers Big Sisters.

Anderson, Amy J / Jones, Kristian V / Melton, Theresa N / Keller, Thomas E / DuBois, David L

Journal of community psychology

2023 Volume 51, Issue 7, Page(s) 2802–2827

Abstract: Big Brothers Big Sisters (BBBS) facilitates mentoring relationships between youth and volunteer mentors. Although research has examined outcomes for youth in BBBS, relatively less investigation has been undertaken for volunteer outcomes. This study ... ...

Abstract	Big Brothers Big Sisters (BBBS) facilitates mentoring relationships between youth and volunteer mentors. Although research has examined outcomes for youth in BBBS, relatively less investigation has been undertaken for volunteer outcomes. This study explored factors associated with changes in psychological well-being among BBBS volunteer mentors. Participants included 593 mentors (Mage = 31) surveyed at study baseline and 15-month follow-up. A classification and regression decision tree approach was used to predict residualized change in psychological well-being from study baseline with match length included as the first split variable, and demographic, individual, and relationship variables included as candidate predictors. Analyses indicated that mentors with longer relationships (>4.5 months) reported more positive change in psychological well-being compared with mentors with shorter relationships. Perceived quality of program supervision was a further predictor within both groups of volunteers. Findings suggest that longer relationships and greater program support may contribute to mentor well-being.
MeSH term(s)	Adolescent ; Humans ; Female ; Mentors/psychology ; Interpersonal Relations ; Psychological Well-Being ; Mentoring ; Volunteers
Language	English
Publishing date	2023-07-17
Publishing country	United States
Document type	Journal Article ; Research Support, U.S. Gov't, Non-P.H.S. ; Research Support, Non-U.S. Gov't
ZDB-ID	1491194-2
ISSN	1520-6629 ; 0090-4392
ISSN (online)	1520-6629
ISSN	0090-4392
DOI	10.1002/jcop.23073
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Article: Enhancing Institutional Research Capacity: Results and Lessons from a Pilot Project Program.

Bienen, Leslie / Crespo, Carlos J / Keller, Thomas E / Weinstein, Alexandra R

The journal of research administration

2021 Volume 49, Issue 2, Page(s) 64–90

Abstract: The National Institutes of Health (NIH) established the Building University Infrastructure Leading to Diversity (BUILD) initiative to increase engagement and retention of undergraduates from diverse backgrounds in biomedical research. Portland State ... ...

Abstract	The National Institutes of Health (NIH) established the Building University Infrastructure Leading to Diversity (BUILD) initiative to increase engagement and retention of undergraduates from diverse backgrounds in biomedical research. Portland State University, in partnership with ten other academic institutions, received a BUILD award and developed the BUILD EXITO (Enhancing Cross-Disciplinary Infrastructure and Training at Oregon) project. The EXITO program offers a three-year research and mentorship experience for undergraduates in biomedical, behavioral, social science, clinical, and bioengineering disciplines. The BUILD initiative also emphasizes enhancing research capacity and infrastructure through institutional change and faculty development. A key piece of EXITO's program to enhance research capacity is offering faculty an opportunity to apply for up to $50,000 of funding to carry out a one-year pilot study. We conducted two separate RFAs for this purpose, closely modeled on NIH's Small Grant Program (R03), over two years. Principal Investigators of pilot projects were encouraged to include EXITO students, or other undergraduate students, on their research teams. Students then worked on these research projects as part of EXITO's intensive mentored research program. This paper reports on methods to conduct and implement a pilot project program intended to train primarily junior faculty members to write and submit an NIH proposal and fund successful applicants to gather pilot project data to aid in applying for future proposals. We provided a step-by-step rigorous submission and review process. We provided proposal writing and revising workshops, technical support, and helped pilot project Principal Investigators (PIs) with biosketches, IRB applications, IUCUC documents, budgets, and other proposal sections. We secured at least three external (not at any BUILD EXITO institution) reviewers for each proposal. PIs revised proposals before resubmitting and receiving their final scores. Across two RFAs, we provided funds twenty PIs to conduct pilot projects; these projects included at least 21 students working on them who received mentoring in research methods and in disseminating results. This paper describes important lessons learned, including the importance of: allotting sufficient time to recruit reviewers; recruiting reviewers through a variety of sources and methods; and assisting PIs in engaging with research administration staff at Portland State University and partner institutions. Challenges included: finding an optimal timeline that was neither too compressed nor too stretched out; encouraging applicants from distant partner institutions to apply and keeping them engaged and retained through the entire process; and assisting PIs from partner institutions to efficiently utilize Portland State University's sponsored projects department if similar resources were not available at their home institutions. Our goal is to provide guidance and insights to faculty and research-administration staff at other institutions interested in replicating or adapting EXITO's program to enhance institutional research capacity.
Language	English
Publishing date	2021-09-22
Publishing country	United States
Document type	Journal Article
ZDB-ID	2156384-6
ISSN	2573-7104 ; 1539-1590
ISSN (online)	2573-7104
ISSN	1539-1590
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Article ; Online: Mentoring and depressive symptoms of youth: Examining prospective and interactive associations with mentoring relationship quality.

Browne, Rebecca / Jarjoura, G Roger / Keller, Thomas E / Tanyu, Manolya / Herrera, Carla / Schwartz, Sarah E O

American journal of community psychology

2022 Volume 70, Issue 3-4, Page(s) 291–304

Abstract: A significant body of research has demonstrated that mentoring relationships support positive youth development. The quality of the mentoring relationship has been identified as a predictor of positive youth outcomes. However, limited research has ... ...

Abstract	A significant body of research has demonstrated that mentoring relationships support positive youth development. The quality of the mentoring relationship has been identified as a predictor of positive youth outcomes. However, limited research has examined how engagement in a mentoring program may be related to youth depressive symptoms specifically. The current study utilized a sample of 2003 youth participating in mentoring programs across the country (M
MeSH term(s)	Adolescent ; Female ; Humans ; Child ; Male ; Mentoring/methods ; Mentors ; Prospective Studies ; Depression ; Ethnicity
Language	English
Publishing date	2022-06-15
Publishing country	England
Document type	Journal Article
ZDB-ID	222658-3
ISSN	1573-2770 ; 0091-0562
ISSN (online)	1573-2770
ISSN	0091-0562
DOI	10.1002/ajcp.12608
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Article ; Online: Formal youth mentoring relationships in the context of risk: What is the role of caregiver-mentor collaboration?

Parnes, McKenna F / Herrera, Carla / Keller, Thomas E / Tanyu, Manolya / Jarjoura, G Roger / Schwartz, Sarah E O

Journal of community psychology

2023 Volume 51, Issue 8, Page(s) 3309–3327

Abstract: Most research on youth mentoring relationships has focused on the mentor-mentee dyad, yet caregivers play an important role in supporting these relationships. Drawing on a large, multisite sample of youth in formal mentoring programs (N = 2165), this ... ...

Abstract	Most research on youth mentoring relationships has focused on the mentor-mentee dyad, yet caregivers play an important role in supporting these relationships. Drawing on a large, multisite sample of youth in formal mentoring programs (N = 2165), this study investigated associations between caregiver-mentor collaboration and mentoring relationship outcomes in the context of environmental and individual youth risk factors. Analysis of novel quantitative measures assessing caregivers' experiences of the mentoring relationships revealed two factors reflecting caregivers' collaboration with mentors (caregiver involvement and mentor backing), and three factors reflecting caregivers' perceptions of mentor effectiveness (meeting youth needs, advocating for youth, and supporting youth behavior). Results indicated that greater caregiver involvement was associated with higher-quality and longer-lasting mentoring relationships. Few associations between risk and mentoring relationships were observed; however, indirect effects indicated that youth environmental risk was positively associated with caregiver involvement, which, in turn, was positively associated with mentoring relationship outcomes.
MeSH term(s)	Humans ; Adolescent ; Mentors ; Mentoring ; Caregivers ; Program Evaluation
Language	English
Publishing date	2023-01-05
Publishing country	United States
Document type	Journal Article ; Research Support, U.S. Gov't, Non-P.H.S.
ZDB-ID	1491194-2
ISSN	1520-6629 ; 0090-4392
ISSN (online)	1520-6629
ISSN	0090-4392
DOI	10.1002/jcop.22990
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Article ; Online: Influence of program staff on quality of relationships in a community-based youth mentoring program.

Keller, Thomas E / DuBois, David L

Annals of the New York Academy of Sciences

2019 Volume 1483, Issue 1, Page(s) 112–126

Abstract: In many mentoring programs, mentor-youth pairs have the latitude to engage in a wide range of activities together across varying community settings. Within this context, program staff are tasked with supporting development of high-quality relationships ... ...

Abstract	In many mentoring programs, mentor-youth pairs have the latitude to engage in a wide range of activities together across varying community settings. Within this context, program staff are tasked with supporting development of high-quality relationships between mentors and youth. To date, however, this role of program staff has been largely overlooked in research. The current study investigates potential contributions of program staff to mentoring relationships in the Big Brothers Big Sisters community-based mentoring program over their first 15 months of relationship development with a sample of 450 mentor-youth pairs that were supported by 76 program staff across 10 agencies. Two-level analyses (mentoring relationships nested within program staff) examined characteristics and approaches of program staff as prospective predictors of several facets of mentoring relationship quality as reported by youth: closeness, help with coping, youth-centeredness, growth orientation, and attachment. Staff-reported work engagement and emphasis on adherence to program guidelines as well as supervisor-rated staff competence predicted more favorable mentoring relationship quality. By contrast, a nondirective approach to supporting mentors, as reported by staff, predicted lower relationship quality. These findings suggest that further investigation of program staff influences on mentoring relationship development could be fruitful and ultimately provide a basis for enhancing program effectiveness.
MeSH term(s)	Adaptation, Psychological ; Adolescent ; Child ; Female ; Humans ; Interpersonal Relations ; Male ; Mentoring ; Mentors/psychology ; Program Evaluation
Language	English
Publishing date	2019-12-23
Publishing country	United States
Document type	Journal Article ; Research Support, U.S. Gov't, Non-P.H.S.
ZDB-ID	211003-9
ISSN	1749-6632 ; 0077-8923
ISSN (online)	1749-6632
ISSN	0077-8923
DOI	10.1111/nyas.14289
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Article ; Online: Pro-thrombotic autoantibodies targeting Platelet Factor 4/polyanion are associated with pediatric cerebral malaria.

Vera, Iset M / Kessler, Anne / Harawa, Visopo / Ahmadu, Ajisa / Keller, Thomas E / Ray, Stephen Tj / Taylor, Terrie E / Rogerson, Stephen J / Mandala, Wilson L / Reyes Gil, Morayma / Seydel, Karl B / Kim, Kami

The Journal of clinical investigation

2024

Abstract: Background: Features of consumptive coagulopathy and thromboinflammation are prominent in cerebral malaria (CM). We hypothesized that thrombogenic autoantibodies contribute to a procoagulant state in CM.: Methods: Plasma from children with ... ...

Abstract	Background: Features of consumptive coagulopathy and thromboinflammation are prominent in cerebral malaria (CM). We hypothesized that thrombogenic autoantibodies contribute to a procoagulant state in CM. Methods: Plasma from children with uncomplicated malaria (UM, n = 124) and CM (n = 136) was analyzed by ELISA for a panel of 8 autoantibodies including anti-Platelet Factor 4/polyanion (anti-PF4/P), anti-Phospholipid, anti-Phosphatidylserine, anti-Myeloperoxidase, anti-Proteinase 3, anti-dsDNA, anti-Beta-2-Glycoprotein I (β2GPI), and anti-Cardiolipin. Non-malaria coma (NMC, n = 49) and healthy controls (HC, n = 56) were assayed for comparison. Associations with clinical and immune biomarkers were determined using univariate and logistic regression analyses. Results: Median anti-PF4/P and anti-PS IgG levels were elevated with malaria infection relative to HC (P < 0.001) and NMC (PF4/P: P < 0.001). Anti-PF4/P IgG levels were elevated in CM (median = 0.27, IQR: 0.19-0.41) compared to UM (median = 0.19, IQR: 0.14-0.22, P ≤ 0.0001). Anti-PS IgG levels did not differ between UM and CM (P = 0.39). When CM cases were stratified by malaria retinopathy (Ret) status, levels of anti-PF4/P IgG correlated negatively with peripheral platelet count in Ret+ CM cases (Rs = 0.201, P = 0.04) and associated positively with mortality (OR = 15.2, 95% CI: 1.02-275, P = 0.048). Plasma from CM patients induced a greater platelet activation capacity in an ex-vivo assay relative to plasma from UM patients (P = 0.02). Platelet activation was associated with anti-PF4/P IgG levels (Rs = 0.293, P = 0.035). Conclusions: Thrombosis mediated by elevated anti-PF4/P autoantibodies may be one mechanism contributing to the clinical complications of CM.
Language	English
Publishing date	2024-04-23
Publishing country	United States
Document type	Journal Article
ZDB-ID	3067-3
ISSN	1558-8238 ; 0021-9738
ISSN (online)	1558-8238
ISSN	0021-9738
DOI	10.1172/JCI176466
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