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Initial Assessment
Introduction Initial Assessment Module 1: The Promise and Potential of Mentoring Module 2: What is Mentoring? Module 3: The Predictable Cycle of Mentoring Module 4: Qualities of an Effective Mentor Module 5: Mentoring Young Innovators: Learning and Motivation Module 6: Mentoring Tips Final Assessment

Initial Assessment

a. Irregular communication
b. Lack of progress and accountability
c. Unrealistic expectations
d. Failure to evaluate the relationship and act on feedback
a. Encourages your mentee to confidently speak up, ask questions, and even challenge your ideas
b. Promotes a sense of security that enables your mentee to feel secure enough to fully engage in the relationship
c. Breaks down barriers and demonstrates that you are approachable and real
d. All of the above
a. A safety net
b. Improved job prospects
c. New skills
d. Improved jo prospects
a. Counseling
b. Coaching
c. Teaching
d. Mentoring
a. Come prepared to mentoring sessions
b. Spend sufficient time getting to know your mentee
c. Allow the mentee to determine what schedule would be best
d. Meet with your mentee regularly
a. It can be overbearing
b. It inhibits the mentee from taking risks
c. It can create too intimate of a relationship between mentor and mentee
d. The mentee may feel too comfortable and become complacent
a. Slower learning
b. Lowered self-confidence
c. More stress
d. Encouragement
a. Intend to listen, Concentrate, Interrupt for clarification, Maintain eye contact
b. Concentrate, Check for understanding, Repeat often, Use memory aids
c. Intend to listen, Concentrate, Check for understanding, Use memory aids
d. Concentrate, Interrupt for clarification, Repeat often, Maintain eye contact
a. Ignore stress
b. Cut corners
c. Experience quicker learning
d. Need less encouragement
a. It demonstrates value for each individual.
b. It raises your mentee's confidence.
c. It removes barriers for learning.
d. All of the above.
a. Build confidence and competence to ask questions
b. Accept defeat
c. Avoid taking risks
d. Never pursue new ideas
a. Mentors and mentees
b. Mentors only
c. Mentees only
d. No one benefits
a. Curiosity
b. Creativity
c. Storytelling
d. Entrepreneurship
a. Counseling
b. Mentoring
c. Teaching
d. Coaching
a. Relate to participants’ real issues and concerns
b. Allow time for participants to integrate and reflect on information
c. Respect individual unique needs and cultural differences
d. Show flexibility and openness to new ideas
e. All of the above
a. Restating what has been said before responding.
b. Interrupting the speaker before they are finished.
c. Watching for body language and other indicators of mood.
d. Seeking clarification when something is unclear.
a. A willingness to answer questions
b. A safe environment in which people could agree or disagree
c. A clear hierarchy between mentors and mentees
d. A mutual feeling of trust and respect
a. Beginning, development, and product
b. Beginning, middle, and end
c. Purpose, process, and product
d. Origin, development, and result
a. Application, Recreation, Consequence, Significance
b. Attention, Relevance, Confidence, Satisfaction
c. Assurance, Relevance, Consequence, Satisfaction
d. Approval, Recreation, Confidence, Self-reliance
a. Mentoring Agreement
b. Letter to the student
c. Guidebook
d. Verbal contract
a. Ground rules
b. Being prepared
c. Committing to check-ins
d. Laying an educational foundation
a. Make mentoring a two-way commitment.
b. Share personal stories, successes, and challenges.
c. Let you know that you are learning from him/her at the same time he/she is learning from you.
d. All of the above.
a. Learning, trust-based, partnership, goal-focused, and development
b. Trust-based, individuality, goal-focused, and development
c. Partnership, project-focused, development, and learning
d. Trust-based, individuality, project-focused, learning and development
a. Staying on track with your mentee
b. Starting a closure conversation
c. Delivering effective feedback
d. Facilitating mentee learning
a. The innovator must seek a market for the new product or service
b. The innovation must be accepted or adopted by others as a result of active dissemination
c. Both a and b
d. Neither a nor b
a. All members get to know each other.
b. You and they set the ground rules.
c. Trust is established across all team members and with you.
d. All of the above
a. School librarians teach inquiry skills and technology skills that young innovators need to be successful
b. School librarians foster the imagination, curiosity, and creativity of their students through storytelling and information problem solving activities
c. With often rigid schedules, school librarians put a priority on just-in-case learning, rather than just-in-time learning.
d. School libraries often have the resources required to create innovation spaces for students to express their creativity and innovative ideas
a. Identify what the mentee is going to learn
b. Debrief what the mentee took away from the experience
c. Both a and b
d. Neither a nor b
a. Mentoring takes place only one-on-one
b. Mentoring is an organic relationship
c. Mentoring develops many soft skills
d. Mentoring focuses on development intangibles, such as confidence and presence
a. Centered on learning
b. Focused on growth and development
c. Future-oriented
d. All of the above

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The Innovation Destination

 

The Innovation Destination was designed and evaluated by a team from the Center for Digital Literacy at the School of Information Studies, Syracuse University and developed by Data Momentum Inc, in partnership with the Connecticut Invention Convention, By Kids for Kids, New York On Tech, and over 70 school librarians and young innovators.

This site has been serving the youth invention community from 2015 - present.

 

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