Mondisa, J. L. & Main, J., in press. Mentors’ Perceptions of their African-American Undergraduate Students’ Challenges. Journal of Negro Education.
Mondisa, J. L., in press. Examining the Undergraduate, Graduate, and Professional Experiences of African-American STEM PhD Mentors. Journal of Negro Education.
Mondisa, J. L. & Adams, R. S. (2020). A Learning Partnerships Perspective of How Mentors Help Protégés Develop Self-authorship. Journal of Diversity in Higher Education. Advance online publication. https://doi.org/10.1037/dhe0000291
Mondisa, J. L. (2020). The Role of Social Capital in African-American STEM Mentoring Relationships. Journal of Women and Minorities in Science & Engineering, 26(2), 125-153.
Liker, J., Lander, E., & Mondisa, J.L. (2019). Unpacking The Possibilities. Lean & Six Sigma Review, 19(1), 10–17.
Finelli, C. & Mondisa, J.L. (2019). An innovative graduate course in engineering education research: How well does it meet course goals?, in 2019 Frontiers in Education Conference Proceedings, October 12-15, 2016, Cincinnati, OH.
Mondisa, J. L. (2018). Examining the Mentoring Approaches of African-American Mentors. Journal of African American Studies, 22(4), 293-308. doi:10.1007/s12111-018-9411-y
Mondisa, J. L. & McComb, S. A. (2018). The Role of Social Community and Individual Differences in Minority Mentoring Programs. Mentoring & Tutoring: Partnership in Learning, 26(1), 91-113, doi: 10.1080/13611267.2018.1445432
Mondisa, J. L. & McComb, S. A. (2015). Social Community: A Mechanism to Explain the Success of STEM Minority Mentoring Programs. Mentoring & Tutoring: Partnership in Learning, 23(2), 149-163. doi:10.1080/13611267.2015.1049018