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At least 19 records
All sourcesNASA NTRSDOE OSTI
DOE OSTI2025

Postdoctoral insights on mentoring excellence: a framework for best practices at Sandia National labs

The Sandia National Laboratories Strategic Plan FY24-FY27, updated for FY25, outlines Sandia’s two Big Labs-wide Goals, Accelerate Innovation and Lead in Modern Engineering. The goal of Accelerate Innovation is that “by FY27, Sandia will be a leader in scientific, engineering and operational innovation and an employer of choice for highly innovative and creative talent.” Sandia’s postdocs are leaders in innovation, well-versed in emerging techniques and cutting-edge methods, and capable of acting as a highly agile technical force across domains at the lab. As a federally funded research and development center (FFRDC), Sandia National Laboratories attracts top doctoral talent by offering a unique opportunity for postdoctoral researchers to develop at the crossroads of government, academia, and industry, working in multi-disciplinary teams and performing cutting-edge, mission-specific research that responds to immediate needs of national interest. However, this creates unique opportunities and demands of both postdoctoral appointees and the Sandia staff who act as their mentors, making mentorship key to attract talent. Since 2007 the Sandia Postdoctoral Development (SPD) Board, originally Postdoc To Professional (PD2P), a networking group at Sandia composed of a voluntary board of current postdocs and two staff liaisons, has advocated for postdoctoral development within Sandia National Labs. In this white paper, SPD board members and the Sandia Postdoctoral Development Office, organized in 2019, have come together to develop a comprehensive overview of the postdoctoral mentoring landscape at Sandia National Labs as we currently know it. By scouring various forms of data from efforts since 2018, we’ve compiled a community-derived perspective on what makes postdoctoral mentorship at Sandia unique. First, we analyze working sessions held between mentors and mentees to develop a comprehensive map of who is involved in postdoctoral mentorship at the lab and how the responsibilities are divided amongst mentors and mentees. We then combine multiple forms of data, including exit surveys, annual surveys, and community workshops, to identify the specific challenges that mentors and mentees encounter at the national lab. Finally, we use text mining and sentiment analysis to analyze mentoring award data to develop an idea of what postdocs are self-identifying as excellent mentorship within the lab. It is our goal that this white paper act as an ongoing resource to the postdoc and postdoc mentoring communities and provide a firm foundation for further conversations on the future of postdoctoral mentorship at Sandia National Labs.

99 GENERAL AND MISCELLANEOUS↗
NASA NTRS2008

Mentoring SFRM: A New Approach to International Space Station Flight Controller Training

The Mission Operations Directorate (MOD) of the Johnson Space Center is responsible for providing continuous operations support for the International Space Station (ISS). Operations support requires flight controllers who are skilled in team performance as well as the technical operations of the ISS. Space Flight Resource Management (SFRM), a NASA adapted variant of Crew Resource Management (CRM), is the competency model used in the MOD. ISS flight controller certification has evolved to include a balanced focus on development of SFRM and technical expertise. The latest challenge the MOD faces is how to certify an ISS flight controller (operator) to a basic level of effectiveness in 1 year. SFRM training uses a two-pronged approach to expediting operator certification: 1) imbed SFRM skills training into all operator technical training and 2) use senior flight controllers as mentors. This paper focuses on how the MOD uses senior flight controllers as mentors to train SFRM skills. Methods: A mentor works with an operator throughout the training flow. Inserted into the training flow are guided-discussion sessions and on-the-job observation opportunities focusing on specific SFRM skills, including: situational leadership, conflict management, stress management, cross-cultural awareness, self care and team care while on-console, communication, workload management, and situation awareness. The mentor and operator discuss the science and art behind the skills, cultural effects on skills applications, recognition of good and bad skills applications, recognition of how skills application changes subtly in different situations, and individual goals and techniques for improving skills. Discussion: This mentoring program provides an additional means of transferring SFRM knowledge compared to traditional CRM training programs. Our future endeavors in training SFRM skills (as well as other organization s) may benefit from adding team performance skills mentoring. This paper explains our mentoring approach and discusses its effectiveness and future applicability in promoting SFRM/CRM skills.

Huning, Therese↗
NASA NTRS2011

A Framework for Successful Research Experiences in the Classroom: Combining the Power of Technology and Mentors

Authentic research opportunities in the classroom are most impactful when they are student-driven and inquiry-based. These experiences are even more powerful when they involve technology and meaningful connections with scientists. In today's classrooms, activities are driven by state required skills, education standards, and state mandated testing. Therefore, programs that incorporate authentic research must address the needs of teachers. NASA's Expedition Earth and Beyond (EEAB) Program has developed a framework that addresses teacher needs and incorporates the use of technology and access to mentors to promote and enhance authentic research in the classroom. EEAB is a student involvement program that facilitates student investigations of Earth or planetary comparisons using NASA data. To promote student-led research, EEAB provides standards-aligned, inquiry-based curricular resources, an implementation structure to facilitate research, educator professional development, and ongoing support. This framework also provides teachers with the option to incorporate the use of technology and connect students with a mentor, both of which can enrich student research experiences. The framework is structured by a modeled 9-step process of science which helps students organize their research. With more schools gaining increased access to technology, EEAB has created an option to help schools take advantage of students' interest and comfort with technology by leveraging the use of available technologies to enhance student research. The use of technology not only allows students to collaborate and share their research, it also provides a mechanism for them to work with a mentor. This framework was tested during the 2010/2011 school year. Team workspaces hosted on Wikispaces for Educators allow students to initiate their research and refine their research question initially without external input. This allows teams to work independently and rely on the skills and interests of team members. Once teams finalize their research question, they are assigned a mentor. The mentor introduces himself/herself, acknowledges the initial work the team has conducted, and asks a focused question to help open the lines of communication. Students continue to communicate with their mentor throughout their research. As research is completed, teams can share their investigation during a virtual presentation. These live presentations allow students to share their research with their mentor, other scientists, other students, parents, and school administrators. After the initial year of testing this authentic research process, EEAB is working to address the many lessons learned. This will allow the program to refine and improve the overall process in an effort to maximize the benefits. Combined, these powerful strategies provide a successful framework to help teachers enhance the skills and motivation of their students, preparing them to become the next generation of scientists, explorers, and STEM-literate citizens of our nation.

Graff, Paige Valderrama↗
NASA NTRS2013

Female and Male Interns and Their Mentors? Perception of Workforce Skill Development

Participants in this study were student interns and mentors taking part in the 2012, 10- week Langley Aerospace Research Student Scholars (LARSS) summer internship program in Hampton, Virginia. The study examined mentors and student interns' ratings of their preparedness in basic knowledge and skills. The study focused on three primary areas: 1) overall evaluation of knowledge and skills by mentors and interns; 2) male and female interns' perceptions of their own skills in these key areas; and 3) mentors' perceptions of their student interns' knowledge and skills in the same areas by gender. Overall mentors were more positive about their interns' improvement in 12 of 17 areas assessed than were the student interns. There were no significant gender differences in how mentors rated their male and female interns' abilities in these workforce skills, but there were four key areas where female interns rated their own abilities lower than did their male peers: analytical thinking, computational skills, computer skills and technical skills. Implications of these findings are discussed.

Hall, Cathy W.↗
DOE OSTI2026

ARM Lead Mentor Selection Process

The Atmospheric Radiation Measurement (ARM) Program was created in 1989 with funding from the U.S. Department of Energy (DOE) to develop several highly instrumented ground stations to study cloud-formation processes and their influence on radiative transfer. This scientific infrastructure provides for fixed sites, mobile facilities, an aerial facility, and a data archive available for use by scientists worldwide through the ARM Climate Research Facility—a scientific user facility. The ARM Climate Research Facility currently operates more than 300 instrument systems that provide ground-based observations of the atmospheric column. To keep ARM at the forefront of climate observations, the ARM infrastructure depends heavily on instrument scientists and engineers, known as Mentors. Mentors must have an excellent understanding of instrumentation theory and operation for their instrument areas and have comprehensive knowledge of critical scale-dependent atmospheric processes. They must also possess the technical and analytical skills to develop new data retrievals that provide innovative approaches for creating research-quality data sets. The ARM Facility seeks the best overall qualified candidate, or team when appropriate, that can fulfill Mentor requirements in a timely manner. The roles and responsibilities of the ARM Instrument Operations Manager are provided in Appendix A. The key role and responsibilities and detailed responsibilities of ARM Lead Mentors are provided in Appendix B and Appendix C, respectively.

47 OTHER INSTRUMENTATION↗
NASA NTRS1985

Mentoring as a communication channel: Implications for innovation and productivity

The impact of a formalized mentoring program as a communication channel for enhancing information distribution, innovation, and productivity is investigated. Formal and informal approaches to mentoring are discussed. Interviews with 11 members of formal mentor-protege teams indicate communications in the mentoring relationship can affect individual and organizational innovation and productivity.

Avant, L.↗
DOE OSTI2026

Multi-Semester Mentoring and GPA Trajectories in SPINS: A Longitudinal Program Evaluation of STEM Scholars

This exploratory longitudinal program evaluation examined GPA trajectories among 14 STEM scholars participating in the Scholarly Partnership in Nuclear Security (SPINS) mentoring program at an HBCU. Using de-identified administrative data (37 scholar-semester observations), the study compared baseline and latest term GPAs anchored to each scholar’s first funded semester. A Wilcoxon signed-rank test was used to assess within-student change. Mean GPA increased modestly from 3.46 (SD = 0.30) at baseline to 3.61 (SD = 0.33) at the latest observed semester, with 12 of 14 scholars (85.7%) showing net improvement (median change = +0.12). The Wilcoxon signed-rank test indicated a statistically significant positive shift (W = 18, p = 0.030). However, scholars entered the program with a high baseline GPA, and ceiling effects were evident for several participants. Grounded in Social Cognitive Career Theory, findings suggest that multi-semester participation in SPINS is associated with GPA stability and modest improvement in an already high-performing cohort. Results should be interpreted cautiously given the small sample size and single-group design. The study highlights the value of sustained, culturally responsive mentoring at an HBCU while underscoring the need for larger evaluations with comparison cohorts and broader psychosocial outcomes. An evidence-informed mentoring framework is proposed to strengthen multi-semester support.

42 ENGINEERING↗
NASA NTRS1994

Mentoring for 2000 and beyond

Today, more than 40 percent of the United States workforce are women. However, only a small percentage of working women are employed in science or engineering fields. The numbers of women in engineering and math professions have actually decreased since 1984. Last year, a mentoring program was created at NASA Ames Research Center aimed at encouraging young girls to stay in school, increasing their self confidence and helping them perform better academically. Teachers at the Ronald McNair Intermediate School matched fifth through eighth grade students with women engineers at NASA Ames. Results from a year-end survey submitted by the mentees indicated that the program was successful in achieving its first-year goals; more than one student reported that she felt 'really special' because of her mentor's efforts. The NASA Ames Mentor program has continued into the 1992-93 academic year with both returning mentor/mentee pairs and new participants.

Guerra, K. M.↗
NASA NTRS2002

How mentors affect workers' interests and involvement at work

Survey data about experience with mentors were collected from 95 workers at NASA's Jet Propulsion Laboratory. The findings raise questions about reliance on formal mentorships unconnected to proteges' daily work experience and discouragement of supervisor-mentor relationships.

organization knowledge communication mentor↗
NASA NTRS1994

Mentoring, Type, and Coping with Change

Formal mentoring programs can help meet organizational goals. A case study at JPL illustrates the dey elements of a successful mentoring program. In the full-day training session, interpretation of two tools (the Meyers-Brigg Type Indicator and Invest in Your Values) helps participants to understand and appreciate the wide range of human norms. Career training within the program helps individuals cope with change.

mentoring career training↗
NASA NTRS2009

Mentoring SFRM: A New Approach to International Space Station Flight Control Training

The Mission Operations Directorate (MOD) of the Johnson Space Center is responsible for providing continuous operations support for the International Space Station (ISS). Operations support requires flight controllers who are skilled in team performance as well as the technical operations of the ISS. Space Flight Resource Management (SFRM), a NASA adapted variant of Crew Resource Management (CRM), is the competency model used in the MOD. ISS flight controller certification has evolved to include a balanced focus on development of SFRM and technical expertise. The latest challenge the MOD faces is how to certify an ISS flight controller (Operator) to a basic level of effectiveness in 1 year. SFRM training uses a twopronged approach to expediting operator certification: 1) imbed SFRM skills training into all Operator technical training and 2) use senior flight controllers as mentors. This paper focuses on how the MOD uses senior flight controllers as mentors to train SFRM skills.

Huning, Therese↗
DOE OSTI2024

Tribute to Kenneth Sauer (1931–2022): a mentor, a role-model, and an inspiration to all in the field of photosynthesis

Abstract Kenneth (Ken) Sauer was a mainstay of research in photosynthesis at the University of California, Berkeley and the Lawrence Berkeley National Laboratory (LBNL) for more than 50 years. Ken will be remembered by his colleagues, and other workers in the field of photosynthesis as well, for his pioneering work that introduced the physical techniques whose application have enriched our understanding of the basic reactions of oxygenic photosynthesis. His laboratory was a training ground for many students and postdocs who went on to success in the field of photosynthesis and many others. Trained as a physical chemist, he always brought that quantitative approach to research questions and used several spectroscopic methods in his research. His broad scientific interests concerned the role of manganese in oxygen evolution, electronic properties of chlorophylls, energy transport in antenna complexes, and electron transport reactions. He was also an enthusiastic teacher, an enormously successful mentor who leaves behind a legion of scientists as his abiding legacy, a lover of music and the outdoors with many interests beyond science, and a dedicated family man with a great sense of humility. In this tribute, we summarize some aspects of Ken Sauer’s life and career, illustrated with selected research achievements, and describe his approach to research and life as we perceived it, which is complemented by reminiscences of several current researchers in photosynthesis and other fields. The supporting material includes Ken Sauers’s CV and publication list, as well as a list of the graduate students and postdocs he trained and of researchers that spent a sabbatical in his lab.

Plant Sciences↗
NASA NTRS1984

MENTOR: Adding an outlying receiver to an ST radar for meteor-wind measurement

Radar scattering from ionized meteor trails has been used for many years as a way to determine mesopause-level winds. Scattering occurs perpendicular to the trails, and since the ionizing efficiency of the incoming meteoroids depends on the cosine of the zenith angle of the radiant, echoes directly overhead are rare. Stratosphere-troposphere (ST) radars normally sample within 15 deg of the vertical, and thus receive few meteor echoes. Even the higher powdered mesosphere-stratosphere-troposphere (MST) radars are not good meteor radars, although they were used to successfully retrieved meteor winds from the Poker Flat, Alaska MST radar by averaging long data intervals. It has been suggested that a receiving station some distance from an ST radar could receive pulses being scattered from meteor trails, determine the particular ST beam in which the scattering occurred, measure the radial Doppler velocity, and thus determine the wind field. This concept has been named MENTOR (Meteor Echoes; No Transmitter, Only Receivers).

Roper, R. G.↗
NASA NTRS1979

Solar heating and hot water system installed at Southeast of Saline, Unified School District 306, Mentor, Kansas

The solar system, installed in a new building, was designed to provide 52 percent of the estimated annual space heating load and 84 percent of the estimated annual potable hot water requirement. The liquid flat plate collectors are ground-mounted and cover a total area of 5125 square feet. The system will provide supplemental heat for the school's closed-loop water-to-air heat pump system and domestic hot water. The storage medium is water inside steel tanks with a capacity of 11,828 gallons for space heating and 1,600 gallons for domestic hot water. The solar heating facility is described and drawings are presented of the completed system which was declared operational in September 1978, and has functioned successfully since.

Source record↗
NASA NTRS2004

A NASA SHARP Mentoring Experience Utilizing GP-B

The goal of this program is to increase the participation and success rates of students who are traditionally underrepresented in science, mathematics, technology , and geography. Students are selected based on aptitude and oi nterests. It is a NASA sponsored, 8 week program.

Estes, Howard↗