Going into high school, I was dead set on becoming an engineer. Although art was one of my passions, I never really realized what value my art skills held and what I could potentially use it for on a professional level. However, my perspective on creative careers and my future plans changed when I attended the Institute for Educational Advancement鈥檚 at , under the mentorship of Professor Stan Kong.

I applied for the product design site of this program. The funny thing is, though, was that I didn鈥檛 know what product design was at all – or the essence of design. I just knew that the program would teach basic sketching and rendering skills as the description mentioned, which was enough to pique my interest. Despite this, I ended up learning so much more.

In the first week at ArtCenter, I learned about the product design industry, the design process and business-oriented techniques and experiences. I was surprised to discover how diverse, versatile and vast product design is as a field, in addition to how the design process resembled the scientific method; it begins with a prompt, followed by research, reformulation of prompt or objective, and a cycling between ideation, development and testing until, finally, production.

One of the biggest things I took away from the first week was how to work and thrive in a company. Communication, collaboration, understanding 鈥� these are all important to obtaining success in the industry. And I know because we actually did a project that resembled the experience of working in a company in which we had to work with others to create a flashlight design that satisfied the needs of a particular consumer. In teams, we interviewed our client, researched materials and resources, elaborated on different ideas and pitched our design. Being familiar with your client, demographic, competitors and the market place was the key to success. For me it was challenging to manage so many ideas in a group, to eliminate what was impractical and to agree on a particular vision. It鈥檚 through this first-hand experience, though, that I learned how work with others better, whether it was in EXPLORE or outside of it.

In the following weeks, we worked on more collaborative projects, like designing lunchboxes and water bottles, and we all improved in communicating and understanding. We learned more about the industry, like branding and advertising. However, we also learned about ArtCenter itself by exploring all their offered majors and what it felt like to be a college student.

The whole experience was so fun, stimulating, and enriching in that I not only learned, but experienced the product design process, business and marketing and ArtCenter. And it was so much better that I experienced this with peers who were funny, talented, and ambitious; I鈥檒l remember all the laughs and the trip on the ArtCenter shuttle where we played games the entire way back. I also had the pleasure of being taught skills and life lessons from Stan鈥檚 personal experiences that I鈥檒l take with me in the future.

Because I joined the 优蜜视频 EXPLORE Externship at ArtCenter, I鈥檝e become a better collaborator, presenter, artist and life-long learner. I plan to study and pursue product, industrial or interactive design in the future. In fact, I hope to be admitted to one of the several colleges to which I applied to study both engineering and design, two passions I鈥檝e learned were anything but exclusive. For now, I鈥檒l be attending , a program that EXPLORE introduced me to.

I hope that my experience encourages others to explore their interests or overlooked passions to discover what the world has to offer 鈥� and what they can offer to the world.

Want to experience a hands-on externship under the guidance of an experienced mentor this summer? ! Applications for the 2019 program are due April 9, 2019.

In ninth grade, while studying for midterms and slogging through term papers, I started daydreaming about how I wanted to spend my summer. 聽Ideally, I wanted to do scientific research, but given my age, I wasn鈥檛 sure what types of opportunities were available. 聽That鈥檚 when I learned about , which offers high school students a chance to work with distinguished mentors doing hands-on research in many different fields for three and six-week externships during the summer. I sent in my application to 优蜜视频, interviewed, and to my surprise, I was accepted into this prestigious program.

In the EXPLORE program, I worked as an extern for four days a week onsite with my mentor and research team and then attended career-oriented workshops off-site once a week. During these weekly seminars, industry leaders lead discussions in regards to interviewing skills, resume writing, presentation skills, and applying to college. The program was launched and coordinated with the assistance of 优蜜视频鈥檚 Ms. Ni帽a Abonal, who matched up students to mentors as well as helped organize our meetings. Before our externship, we learned about the layout of our worksite and completed any training needed to work safely onsite at the university research labs. The externships were at various locations and college campuses in the Los Angeles area and included opportunities in diverse areas, including the sciences, arts, and humanities.

As an 优蜜视频 extern, I enjoyed attending the weekly workshops, and it also gave me the chance to meet other high school externs and to learn about their projects in diverse fields such as computer science, medical research, and the arts. For my externship, I worked with Dr. Van Savage and his research team at UCLA for three weeks to develop mathematical computer-based models of vascular networks. This externship gave me the opportunity to assist with ongoing research that will lead to improved diagnosis of abnormalities such as cancers and circulatory diseases, which are leading causes of human suffering, illness, and death. Currently, the standard way for doctors to detect and identify these types of abnormalities is visually, which is not always accurate or reliable. I relished the opportunity to develop a computer model based on mathematical principles. What made the project particularly unique for me was combining the computer model with MRI data from living organisms to detect vascular abnormalities far sooner than is currently available.

It amazes me that mentors such as Dr. Savage volunteer to work with high school students, and I did my best to show my appreciation by being flexible and willing to help the team however needed. In working with Dr. Savage, I was able to gain knowledge of the area we researched, as well as a big-picture understanding of both where I fit into the project and where the project fits into the larger body of the research. Although Dr. Savage was busy leading multiple research projects, he still found the time to help and even have lunch with us. Dr. Savage also gave me the opportunity to work closely with his team, and the externs were integrated into the daily research process and supervised by Dr. Savage and other post-doctoral researchers on his group. The biggest surprise was to see my picture and bio included on Dr. Savage鈥檚 website of people on his research team, which includes post-graduate, graduate, college, and other high school students.

I appreciate that Dr. Savage showed me how I could use my interests and skills to give back to my community by applying abstract knowledge learned in school to help improve the lives of others. I would recommend 优蜜视频鈥檚 EXPLORE program because it encourages and challenges students to achieve new goals and to explore alternative fields of study. It also helps students gain a realistic perspective of a premier university research environment as well as affording students the opportunity to expand their network of academic mentors.

Would you like to be connected with a professional mentor this summer? Applications are due by April, 16th.

Read Part 1 of the series .

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January not only kickstarts the New Year, but also the beginning of the National Mentoring Month campaign. Since 2002, former President George W. Bush and President Barack Obama have endorsed the movement to increase public awareness about the importance of mentoring, advocating for mentoring, and encouraging new mentors to volunteer. In President Obama’s recent Presidential Proclamation, he recognized that “nobody succeeds on their own: each young person’s strength and resilience is fostered by those who have taught them they can do anything they put their mind to.”

Mentors play a transformative role in young people鈥檚 lives. In reflecting on my own experiences, I cannot help but be grateful for those exceptional individuals who invested their wisdom, support and time in me. From my 5^th grade teacher who encouraged my love for learning, my 7^th grade track coach who tirelessly trained and pushed me pass the finish line, my AP English teacher who strengthened my writing skills, and my former boss in college who encouraged my passion towards the field of education. They made the difference I needed to be a better person today.

For gifted learners, mentors can help guide them through difficult formative years and help remove the barriers to advancement that schools can often create. At 优蜜视频, we are fortunate enough to have a remarkable group of staff members, instructors, fellows and counselors, and mentors who invigorate, support, and work with our community of curious, bright learners. It is because of each of you that 优蜜视频 is able to fulfill our mission to ensure that each gifted child鈥檚 specific needs are met so that they can reach their full intellectual and personal potential. So thank you to staff members and鈥�

• Academy instructors who share their passions and expertise and create nurturing learning spaces where our students can be themselves and delve into their curiosities.
• Yunasa Fellows and counselors who encourage growth and support our campers intellectually, socially, emotionally, spiritually, and physically.
• EXPLORE mentors who provide opportunities for our high schoolers to explore their interests and apply their knowledge in intellectually limitless and nurturing environments.

In the last 20 years, great strides have been made in the mentoring field; State and local leaders and leading non-profits have developed mentoring programs and activities to push the campaign forward in communities across the country. The reality is, however, that a gap still exists—鈥渙ne in three young people do not have the supportive relationships they need to grow and develop into thriving, productive and engaged adults.鈥� In many of our communities today, more young people are faced with varying levels of adversities and traumatic life experiences; it often takes just one exceptional individual who can help uplift them, unlock their potential, and give them a better chance at success.

If a mentor has positively impacted your life, pay it forward this month by contacting your mentor and expressing your gratitude, becoming a mentor in your own community, or making a contribution to a local mentoring program.

Notes

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As we progress through life, we continue to expand our networks and relationships with people in various academic, professional and personal circles. If we are lucky enough, we stumble upon a handful of individuals who nurture our skills and talents, challenge us to achieve our full potential and provide us with guidance through life鈥檚 obstacles. These people become valued mentors who can leave a profound impact on our overall development and growth.

When it comes to the development of gifted youth, mentoring can matter. Studies conducted by Christian Fischer(1) and J.J. Gallagher(2) show that:

• What highly gifted students need most are good mentors to serve as guides as they navigate complex subject matter.
• Mentorships are particularly effective in guiding the development of gifted young people through difficult formative years.
• Mentoring experiences help remove the barriers to advanced learning that schools can sometimes create.

Mentors are invaluable, and often, untapped resources young people should take advantage of. They come in all shapes and sizes and bring a wealth of knowledge, expertise, and experiences that can help young people navigate important life decisions and challenges, like choosing the right college or exploring a career path. Through mentoring relationships, gifted students are able to mature, explore future careers and successes, apply classroom knowledge, and gain role models (Berger, 1990). Confiding in mentor also provides a safety net for young people to know someone is genuinely invested in them and they are not dealing with a problem alone. Research has shown that mentoring relationships can leave a powerful and positive impression in a young person鈥檚 life, and ultimately becomes a strong connection to possible social and economic opportunities.

Reflecting on the impact of mentors, I was fortunate enough to find a mentor who willingly took me under her wings. Feeling a bit lost in my own purpose and path in life, she not only offered me my first job in college as a tutor, but also allowed me to realize my true calling and passion for education and helping young people succeed. She saw something in me that even I, at the time, could not see in myself. With her unrelenting encouragement, I wholeheartedly pursued a path in the field of education and continued my thirst for learning in graduate school. The once treacherous waters of academic聽and professional life seemed less daunting with her support and guidance. I found myself with a more distinct path towards a life of purpose. As our mentoring relationship progressed through聽the years, she became more than just my boss, but also my trusted mentor, valued colleague and life-long friend. She鈥檚 left an indelible imprint in my life and our mentoring relationship continues to evolve as I enter different stages in my life.

As a professional, I was inspired by my mentoring relationship and wanted to pay it forward. I took on various roles in education where I met and mentored some amazingly brilliant young people who were driven to succeed despite the barriers they faced along the way. Now as a Program Coordinator at 优蜜视频, I have an opportunity to continue working with exceptional youth through.

EXPLORE matches gifted and high potential high schoolers with distinguished mentors who share their interests and passions. Under the guidance of their mentors, students advance their skills through hands-on learning experiences and research work. Students also grow intellectually through collaborative discussions and work with like-minded peers and mentors in a field of their interest. EXPLORE Mentors are eager to share their wisdom and experiences with students. They continue to dedicate their time, expertise, knowledge and skills with EXPLORE students because of the remarkable potential and work they perform with them each summer.

Mentoring can matter and it’s never too late to seek out a mentor! EXPLORE the amazing mentors and sites for this summer at聽 and submit an application today!

Resources:

Fischer, Christian. Scientific American, Gifted Children: How to Bring Out Their Potential, September, 2008, http://www.sciam.com/article.cfm?id=coaching-the-gifted-child.

Gallagher, J.J. Teaching the gifted child. Needham Heights, MA: Allyn & Bacon, 1985.

Berger, Sandra. Mentor Relationships and Gifted Learners, 1990, http://www.davidsongifted.org/db/Articles_id_10141.aspx.

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Ni帽a Abonal graduated from Loyola Marymount University with a B.A. in Business Administration and a minor in Elementary Education. She later returned to LMU to earn聽her Master of Arts in Educational Studies. With a decade of experience working聽in educational non-profits, she has taken on various roles including tutoring K-8 students in all subject areas, providing SAT prep, serving as a college advisor for a virtual college access program, and coordinating professional internships for high school students. During her free time, she enjoys volunteering, hiking, exploring new places to eat, and spending time with her family. She is eager to continue her passion working with youth at 优蜜视频 and hopes to continually seek innovative ways to improve the quality of and access to educational resources for all students.

1.

Many parents of gifted children are extremely grateful for public libraries. For our voracious readers, it can be extremely costly to purchase books at the rate at which they read them, not to mention the amount of space it takes to store them. Public libraries allow these kids access to a wide variety of books at no cost. They also have resources that would be more difficult to get elsewhere, including archives and reference materials. Additionally, the library is a great place to casually browse collections and stumble upon new finds in the safety of age- or genre-specific sections. Many libraries these days also provide online portals to rent ebooks, audiobooks, and other digital materials for our tech-loving set.

2.

Gifted students crave depth and challenge in their area of interest, which they often do not receive in the traditional classroom. They don鈥檛 want to merely memorize facts; they want to watch as subject matter comes to life. Mentoring often allows gifted students the opportunity to see practical applications in their field of interest and can provide the depth and challenge they need. In addition to creating academic challenge not present in the traditional classroom, mentors can provide gifted students with career guidance or other similar counsel.

3. Other Gifted Kids

It is important for your gifted child to understand that he or she is not alone, that there are other gifted children out there. Other gifted children with similar experiences or interests can provide a world of comfort for your child, and they can be a great source of support, friendship, and information. Seek out a group or a program for gifted kids 鈥� 鈥� for your child to attend, even if only for a summer. If this is not possible in person, the internet and technology make it much easier for our gifted kids to connect with each other despite geographic separation.

4. Extracurricular Activities

Encourage your gifted child鈥檚 passions through clubs, camps, or classes. Even if certain programs are not specifically created for gifted kids, they might still serve to challenge your child while feeding his or her interests, academic or otherwise. It could be dance, music, robotics, creative writing, chess, math, art 鈥� the list goes on. Often gifted kids will have so many different interests that it will be difficult to pick just one, but you can try to find one that fuses many interests together or rotate activities throughout the year. These activities can be expensive; look into activities offered through local nonprofit organizations, your city, nearby community centers, your child鈥檚 school, local meet-ups, and the like to find lower cost options.

5. Volunteer Work

Many gifted children are passionate about making a difference in the world, and volunteer work can fuse many interests and passions while challenging your child to grow in new ways. Though it can be difficult to find opportunities for young children to volunteer in certain capacities, there are plenty of opportunities out there in many different fields of interest, so don鈥檛 be discouraged if your first few attempts at helping your child volunteer are unsuccessful. Kids can also start their own volunteer projects based around their passions. Gifted kids have done amazing things on their own 鈥� from coordinating donations for those in need to writing letters to politicians advocating for change. Regardless of the opportunity, volunteer work allows gifted children to make an impact while also providing invaluable learning opportunities.

What are your favorite offline resources or activities for gifted kids? Please share in the comment section below.

Looking for more resources for gifted children? to receive information, resources, and news sent straight to your inbox.

Dr. Veronica Eliasson
Assistant Professor, Department of Aerospace & Mechanical Engineering at University of Southern California
Education:
Ph.D., Mechanics, Royal Institute of Technology, Sweden
M.S., Mechanical Engineering, Royal Institute of Technology, Sweden
Research Interests:
Shock wave behavior in gases and liquids, shock wave focusing, fluid-solid interactions

For the last two summers, Dr. Veronica Eliasson has introduced high school students to shock wave research through . This program links gifted high school students from across the country with mentors like Dr. Eliasson who advance each participant鈥檚 skills through the application of knowledge and exposure to real world experiences. Dr. Eliasson, who will be joining us as an Apprenticeship Mentor again this summer, took some time to talk to us about herself and her experiences.

Describe your educational journey.

My dad always told me I should get a Master鈥檚 degree in some kind of engineering area. I kept saying no 鈥� but somehow I still ended up with a Master’s degree in Engineering. My dad was right, he knew I had the interest and background to do well in such a program and that there are plenty of opportunities to shape your career any way you like afterwards.

So, when I was 19 I moved to Stockholm to attend KTH (Royal Institute of Technology). I applied to a program in Vehicle Engineering only because of the way their brochure looked (perhaps not the best way to pick your undergraduate/Master program). It had pictures of trains, boats and cars, and I thought it would be very interesting to understand the physics behind how they work. The last year I went in a different direction and specialized in nuclear safety. I thought it was very fascinating to learn more about nuclear fuel plants, how they operate and how to keep them safe. My Master鈥檚 thesis was conducted in collaboration with a nuclear fuel company, and when I was done I knew I wanted to attend a PhD program to learn more, not necessarily about nuclear fuel, but something with fluid mechanics. I applied for a PhD position at the Mechanics Department at KTH with a Professor working on shock waves (something I knew very little about). I got the position, and it was the beginning of a very fascinating journey, learning about shock waves through experiments and numerical simulations. It was scary in the beginning not knowing there was a 鈥渞ight鈥� answer at the end, that no one knew ahead of time what the results of the experiments would be. It was very different, and certainly more fun, than taking a course where the correct answers to all questions are displayed at the end of the book.

What are your hobbies? What do you do to re-energize yourself?

I really like sports. Since I became an Assistant Professor at USC, I have started practicing Muay Thai kickboxing, Jiu-Jitsu, and boxing. They are great sports to relieve stress, and you have to stay in the moment鈥攜ou cannot worry about the past or the future. I also like bicycling, and we have about nine bikes at home at the moment. Southern California is great for road biking, mountain biking or just taking a chill ride on your fixie. Apart from sports, I like to explore new vegan restaurants and try new types of food. I also have a large collection of sneakers, and the nicest ones are displayed on shelves in my house.

Exercising is the best method for me to feel re-energized. Even a short run in the morning works if I have little time. If I鈥檓 at work and need to re-energize, I sometimes go buy a tea and then go to my lab to see how my students are doing. My students are so full of positive energy, and their new results, their new questions and their personalities make me believe I have the best job in the world.

What aspects of mentoring do you feel are most rewarding?

When students come back to me and tell me about them getting, for example, an internship they really wanted, or the job of their dreams, that makes me very happy. It is nice to see that what we teach students actually helps them to advance their careers, and it is always fun to hear about their next step in life. It is also rewarding to see students who have struggled with certain things move forward, overcome their struggles and become successful.

Thank you to Dr. Eliasson for taking the time to talk to us, and thank you so much for your commitment and contributions to 优蜜视频鈥檚 Apprenticeship Program!

优蜜视频 is currently looking for Mentors and accepting applications for Apprenticeship 2014 in Los Angeles. If you are a high school student interested in applying for Apprenticeship, visit the . If you are interested in becoming a Mentor, please contact us at Apprenticeship@educationaladvancement.org.

is 优蜜视频鈥檚 Academy Coordinator. A British import, Louise graduated from the University of Manchester with a B.A. Honors Degree in English Literature and Language, completed her post-graduate teacher training at The University of Cambridge, and has recently completed her dissertation in Educational Leadership and Innovation with the University of Warwick. Louise has 20 years of experience in education as a high school literature teacher, lead teacher, administrator, adviser, and consultant. 优蜜视频鈥檚 Academy program, described here, provides elementary and middle school students with challenging enrichment classes that focus on exploration and application of knowledge.

鈥淣ow, what I want is, Facts. Teach these boys and girls nothing but Facts….Plant nothing else, and root out everything else… nothing else will ever be of any service,鈥� declares Mr. Gradgrind in Charles Dickens’ novel Hard Times. Gradgrind is, of course, a grotesque parody of all that education shouldn鈥檛 be. Ingrained in his face, Gradgrind, like the educational system he advocates, is 鈥渋nflexible, dry and dictatorial,鈥� demanding only closed-answer responses with absolutely no space to think, let alone enquire. Inexorable in his approach, Gradgrind looks at his room of students and sees 鈥渆mpty vessels,鈥� vessels he must fill to the brim with the facts he determines most useful. The one thing needful in this context is a 19th century industrialized utilitarian view of education: keep it if it’s 鈥渦seful,鈥� lose it if it’s not, and let’s not think about who decides what’s useful. Furthermore, it’s an educational system where the distance between the teacher and the students is a steadfastly vast unexplored wasteland, devoid of personal interaction, engagement or 鈥� dare we say it 鈥� enthusiasm for teaching and learning.

In 1992, my younger self was being interviewed for the Post-Graduate Certificate in Teaching Training in the UK. I was asked which 19th century novel I could imagine teaching to a class of restless teenagers. I identified Hard Times as the best text to help illuminate, as I argued then, to restless teenagers how much 鈥渂etter鈥� the education system was for them now. In 2013, my thoughts are different, and I wonder if we have made any progress as all around us nations battle out their place in international performance tables with what seems, at times, little thought given to what and how we should be teaching our 21st century youngsters. In the face of such performativity, I find myself thinking more about what is 鈥渘eedful.鈥� Coordinating the Academy program at 优蜜视频 prods me to contemplate this on a daily – and nightly – basis. We are fortunate that we are unencumbered by grade-level and state standards and that classes are not defined by a child’s chronological age. We are fortunate to be able to harness the talents of amazing teachers who take fascinating, intellectually challenging content and telescope it into teaching and learning experiences for these, our youngest, learners. Unencumbered we may be, but we are also determined to provide the best service possible. And so, as the fall session draws to a close, now is a good time to consider the one (or more) things needful for our gifted and high potential Academy students. What follows are observations, not solutions….

What do they need?

1) They need feeding, intellectually speaking.

Without fail, our students arrive because they just want more. They are curious, sometimes for the parents, exhaustingly curious. They have questions no-one else seems able to answer. Their minds need feeding, not always at a rapid pace, but with a sense of challenge and high expectation. They take pleasure in applying their codes in Neuro-Energy II; they relish grappling with structures in Molecular Biology. At the same time, they need to be encouraged to take risks and find the resilience to face a challenge, to practice scansion and learn their lines for Shakespeare, to present their ideas in Astronomy II. They need feeding, but they also need encouraging.

2) They need teachers who are mentors.

Academy teachers could never be mistaken for Gradgrind. They are Rose, Ronnie, Cindy, Miss Megan, Andre, Josh and Warren. They are full to the brim with knowledge, but they are patient, respectful, reflexive, sensitive, caring and unrelenting in their enthusiasm. They see remarkable individuals, not vessels. They respond to questions, they listen and they give their students the space to learn comfortably. They are positive role models and mentors to each and every each child.

3) They need emotional reassurance and encouragement.

优蜜视频 prides itself on providing educational experiences which serve the whole child. We acknowledge the part emotions play in learning, especially intense for gifted and high potential youth. A caring, emotionally nurturing culture permeates throughout the organization. We understand this need and we do our best to offer a warm welcome and an ear. We love it when our parents encourage and support their son or daughter to venture into unknown lands, to take a writing or literature class, to attend a Genius Day and to make new friends. We know that our learners do and should still get excited by the small stuff – star stickers, leaves on the learning tree…knowing that the steps they take as learners are celebrated. We smile when we see them making friends, heads together, pouring over a book or a periodic table, not wanting to leave as they enjoy the reassurance, affirmation and encouragement they receive from one another.

And so as the fall session closes and I reflect on 鈥渢he one thing needful,鈥� I feel satisfied that we are personalizing our teaching for learning at 优蜜视频鈥檚 Academy and identifying and serving some key needs. As the post-class surveys come in from the real experts – the children – their words speak for themselves. On the whole they struggle to criticize, instead they comment positively on their 鈥渇ascinating experiences.鈥� They say that 鈥渢he classes are so wonderful鈥� that they are 鈥渉ard in a good way.鈥� They ask, 鈥淲hy can鈥檛 this be my regular school?鈥�

It seems then that the one thing needful is a place to be who they are right now and to explore who they might be, intellectually, emotionally and personally. Gradgrind wouldn’t be happy, but maybe social critic Charles Dickens would. To that end, I am pleased.

Interested in 优蜜视频鈥檚 Academy, which provides year-round enrichment classes for bright young minds in the Los Angeles area? Email Academy@educationaladvancement.org for more information about the upcoming Winter Session, which will take place January 11 鈥� March 6!

Kate was 优蜜视频鈥檚 Apprenticeship Program Coordinator. Prior to moving to the Los Angeles area, Kate worked as an educator for over five years in Washington, D.C.

What is mentoring?

The role of the Mentor is recognized in many parts of society as well as many cultures throughout time. One of the earliest known mentorships was from Homer鈥檚 epic poem The Odyssey. The Mentor in The Odyssey is described as a wise friend that helps to guide Telemachus in discovering his inheritance. According to Dr. Susan Miller and Dr. Anne Frederickson of The American Academy of Child and Adolescent Psychiatry,

Mentor did not guide Telemachus to discover the riches of plundered Troy, rather he guided the young man鈥檚 yearning for his father and heritage. Perhaps the same can be applied to mentorship, which guides us to understand the inheritance within us and our full potential in our chosen profession.

Mentors today are still guiding our youth, young professionals and prot茅g茅s in the same manner. Without Mentors to guide us along the path of possibility, we wouldn鈥檛 know our true potential.

What does mentoring look like today?

True mentoring today is not just an activity; it develops a lasting relationship between the Mentor and Apprentice that can be a highly meaningful experience.

Effective Mentors are trusted counselors that support their Apprentices鈥� ideas while giving constructive feedback so the prot茅g茅s may grow. Mentors often include community volunteers, researchers, educators, university students and career professionals. Creating a worthwhile experience for everyone involved is often an intentional process and requires research and interest surveys. Structured instrumental mentorships often involve a third party to pair Apprentices with Mentors for a designated time period. This is how our Apprenticeship Program works. The majority of mentorships in education use this method because younger students often do not have the opportunity to create a spontaneous relationship with working professionals in their community (Clasen1987).

There are two types of mentoring in today鈥檚 society that support this idea: Informal Mentoring and Structured Mentoring. Informal Mentoring is a casual relationship, typically between a more experienced senior and a less experienced junior that provides long-term council. Structured Mentoring is designed to create an entire culture that reflects the proactive development within the company or organization. Structured Mentors are matched with their prot茅g茅s to offer council as they pursue specific goals or topics. Here at 优蜜视频, we incorporate both types of mentoring in our high school Apprenticeship Program by offering our youth experiential learning opportunities and guidance on career choices.

The length of time in which a structured mentorship takes place depends on the goals of the mentorship and the age of the Apprentice. Elementary students often seek relationships by semester, while high school students need long-term support with strong academic focus. Regardless of the duration, the most important factor in establishing a mentorship is the commitment among all parties involved.

Why do gifted youth need mentoring? And how can you help?

Gifted students crave depth and challenge in their area of interest, which they often do not receive in the traditional classroom. They don鈥檛 want to just memorize facts; they want to see the subject come to life. Mentoring allows gifted students the opportunity to see practical applications in their field of interest and gives them the depth and challenge they need.

In addition to creating academic challenge not present in the traditional classroom, Mentors can provide gifted students with career guidance. Developing a connection with a Mentor can give gifted students the self-confidence they need to pursue the career of their dreams, and exposure to new ideas while creating real-world connections also supports occupational direction.

The Mentor-Apprentice relationship is extremely beneficial to both participants, and if prepared carefully, can make a lasting difference in their lives. Mentorship inspires students to reach new academic heights while building a community centered in emerging talent. At 优蜜视频, we have the opportunity to guide Apprentices and acknowledge and support the true capabilities of our gifted youth. By becoming a Mentor, you can, too.

We are currently accepting applications as well as securing Mentors for our 2014 Apprenticeship Program. If you are interested in learning more, please visit the Apprenticeship page of our website or contact us at Apprenticeship@educationaladvancement.org.

How has mentorship affected your educational or career path? Please share with us in the comment section below!

• References
  Clasen, D., and M. Hanson. Double Mentoring: A Process for Facilitating Mentorships for Gifted Students. Vol. 10. N.p.: n.p., n.d. Print. Roeper Review.
• Colangelo, Nicholas, and Gary A. Davis. “Mentoring: A Time-Honored Option for Education of the Gifted and Talented.” Handbook of Gifted Education. Boston: Allyn and Bacon, 1991. N. pag. Print.
• “Experience Pays: Mentoring.” Http://www.experiencepays.qld.gov. Queensland Government, n.d. Web. 21 Dec. 2012. <http://www.experiencepays.qld.gov.au/pdf/eii/epas/retain/mentoring.pdf>.
• “Guidance for Mentors.” Http://www.mrc-cbu.cam.ac.uk. Medical Research Counsel, n.d. Web. 21 Dec. 2012. <http://www.mrc-cbu.cam.ac.uk/equality/MRC%20Guidance%20for%20Mentors.pdf>.
• Miller, Susan M., M.D., and Anne Frederickson, M.D. “Mentorship Matters: Mentor and Telemachus.” Mentorship Matters: Mentor and Telemachus | American Academy of Child & Adolescent Psychiatry. http://www.aacap.org/cs/root/developmentor/mentorship_matters_mentor_and_telemachus, n.d. Web. 21 Dec. 2012. <http://www.aacap.org/cs/root/developmentor/mentorship_matters_mentor_and_telemachus>.
• VanTassel-Baska, Joyce. Serving Gifted Learners beyond the Traditional Classroom: A Guide to Alternative Programs and Services. Waco, TX: Prufrock, 2007. Print.
• Wickman, Floyd, and Terri Sjodin. Mentoring. N.p.: McGraw Hill, 1997. Print.