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1.
Roger Brindley Pam Fleege Stephen Graves 《Journal of Early Childhood Teacher Education》2013,34(1):33-38
Abstract This paper documents the development of a mentorship project for both inservice and preservice early childhood teachers. This mentorship model was conceived by university faculty who were concerned that developmentally appropriate practice was fast becoming a casualty of the present accountability reform in education, and distressed by the disconnect between the university and the prek‐grade three classroom. The first two years of the model are described with particular emphasis placed on the second year efforts to increase the interaction of preservice and inservice teachers. Central to these efforts has been the two‐way communication resulting from video mentorship, and this paper documents the reactions of the stakeholders to this initiative. The paper closes by discussing the challenges that lie ahead as the mentorship model continues to evolve. 相似文献
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Marcia V. Fuentes Adriana Ruiz Alvarado Jennifer Berdan Linda DeAngelo 《Research in higher education》2014,55(3):288-307
This study seeks to understand the factors that contribute to a type of student–faculty interaction known to have particular benefits for students, faculty mentorship. Using three-time-point data from the Cooperative Institutional Research Program at the University of California, Los Angeles, this study employed structural equation modeling to investigate the relationship between contact and communication with faculty in the first year of college and faculty mentorship in the senior year. Results suggest that early interaction with faculty serves as a socialization process in college that leads students to have more meaningful interactions with faculty later in college, in the form of mentorship. The study extends the field’s understanding of faculty mentorship and offers important implications for institutional practices. 相似文献
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Marcia A. Shobe Yvette Murphy-Erby Jared Sparks 《Mentoring & Tutoring: Partnership in Learning》2013,21(5):446-460
Social work faculty experience increasing demands to develop and maintain a research portfolio that includes external funding and publications. Given the increase in research expectations, more part-time instructors are needed to teach courses. In addition to the literature review, we briefly describe a pilot part-time faculty mentorship project developed by our school to build a strong, connected, and consistent part-time faculty team. However, we also wanted to examine mentorship programs at other schools/departments of social work; as a result, we conducted an exploratory research study with social work deans and directors nationwide. Findings suggested that while schools of social work are more likely to employ greater numbers of faculty overall, departments tend to have higher teaching expectations for full-time tenure-track faculty. Despite variability among responses, most schools and departments provide some form of support to part-time faculty members; a lack of resources was given as the primary reason for limited mentorship activities. 相似文献
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Nadine M. Kalin Daniel T. Barney Rita L. Irwin 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):353-367
In this article we articulate a view of mentoring that extends into interactive and relational forms, fostering a redefinition of traditional roles and practices within mentor‐protégé models. From the perspectives of a senior administrator and two assistant professors, we revisit the mentoring spaces and relations within which we were engaged while working in an approach to arts‐based educational research known as a/r/tography during dissertation research projects. From our interconnected experiences, we propose a framing of the intersections between a/r/tographic research and mentorship informed by complexity thinking. We analyzed our work together while deconstructing the ways in which we have supported and unsettled each other. Through narrative inquiry we share reflections from dissertation research experiences, while also describing patterns of an emerging pedagogy of mentoring within higher education that we term complexity thinking mentorship. Borrowing from complexity theory, this conception of mentorship attends to the specific conditions of redundancy, decentralized control and diversity as being facilitative of evolving change and insight within graduate student research development. 相似文献
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Faculty-student interaction is critical for quality undergraduate education. Faculty mentorship provides concrete benefits for students, faculty members, and institutions. However, little is known about the effect of institutional context on mentorship. Using data from interviews of 98 faculty at five different California State University institutions, we examined faculty motivations and institutional supports and barriers to mentoring as it occurs outside of formalized programs. We argue that this type of mentoring is distinct from advising and teaching and constitutes extra-role behavior. Further, institutional norms and the culture of the academic profession often hinder mentorship. Implications for policy and practice are discussed. 相似文献
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Allison B. Smith Elizabeth A. Taylor 《Mentoring & Tutoring: Partnership in Learning》2016,24(5):346-364
The number of women working and participating in intercollegiate athletics has steadily increased the past four decades. This has led for a need to develop women as leaders within collegiate athletics and one way of doing this is through mentoring. Mentoring provides guidance in regard to both the professional development and psychosocial support. In our research, we investigated mentoring within the college athletics environment by interviewing female athletic directors and female graduate assistants. Four themes emerged from the interviews: (a) importance of mentorship; (b) quality of mentorship; (c) availability, and (d) lack of female mentorship. Our research builds on the idea that mentorship is important and valued by both the mentor and protégé but the key is determining how to best connect the two groups. This would possibly lead to higher job satisfaction, higher employee retention, and more productive work environment. 相似文献
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Some universities rely on their élitism as one mechanism to attract and retain talented faculty. This paper examines two groups of élite and non‐élite universities and the mediating effect that work engagement has on affective commitment and intention to quit. Findings indicate partial support for the mediating effect of work engagement in the non‐élite group but no support in the élite university group. The implications of these diverse results are posed for the management of academics in élite and non‐élite universities, suggesting that a ‘one size fits all approach’ to performance outcomes does not always fit. 相似文献
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Paul R. Hernandez Mica Estrada Anna Woodcock P. Wesley Schultz 《Journal of Experimental Education》2017,85(3):450-468
Mentoring, particularly same-gender and same-race mentoring, is increasingly seen as a powerful method to attract and retain more women and racial minorities into science, technology, engineering, and mathematics (STEM) education and careers. This study examines elements of a mentoring dyad relationship (i.e., demographic and perceived similarity of values) that influenced the perceived quality of mentorship, as well as the effect of mentorship on STEM career commitment. A national sample of African American undergraduates majoring in STEM disciplines were surveyed in their senior year. Overall, perceived similarity, rather than demographic similarity of values, was the most important factor associated with protégé perceptions of high-quality mentorship, which in turn was associated with higher commitment to STEM careers. We discuss the implications for mentoring underrepresented students and broadening participation in STEM. 相似文献
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Given the growing emphasis on academic research output and the challenges encountered in expediting completion of doctoral studies especially, mentorship is increasingly being utilised as a capacity development strategy for supporting scholars to complete post-graduate studies. This article reports on a mentorship project aimed at academic staff enrolled for doctoral studies in a health sciences faculty at a South African university, based on reflections drawn from annual feedback from the mentees and the annual report of the mentor, as well as a focus group conducted with mentees by an independent researcher. Participants found the mentorship, with its combination of individual and group meetings, as well as regular residential writing retreats, to be extremely helpful. A number of key features that enable the mentorship process emerged, and issues relating to supervision and mentorship were highlighted, especially regarding power dynamics. 相似文献
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Martha A. Gabriel Kandra J. Kaufield 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):311-327
This article presents a reciprocal model of mentoring as an alternative approach to more traditional mentoring models. A mentor, experienced with online course delivery and pedagogy, worked with six online instructors over two academic terms within a reciprocal mentorship model. This model was designed to build a collaborative learning relationship which would benefit each partner. The mentoring was scheduled on a just‐in‐time basis in response to each online instructor’s needs. Study results show that the time commitments required to accomplish the goals of the mentoring project were challenging for participants; that post‐secondary institutions have a responsibility to provide multiple supports (including, for example, mentoring assistance) for faculty members teaching online; and that developing a structured mentoring program could facilitate a more effective reciprocal mentoring process, with benefits for both mentors and mentees. 相似文献
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Regina L. Suriel James Martinez Venus Evans-Winters 《Educational Studies A Journal of the American Educational Studies Association》2018,54(2):165-182
Multicultural mentoring has been suggested to support Latin@ faculty success in their careers, yet current literature on effective mentorships of Latin@ faculty is limited. This critical co-constructed autoethnography draws on critical race theory (CRT) and latin@ critical race theory (LatCrit) frameworks to highlight the lived experiences and key elements of an effective gendered cross-cultural mentoring relationship in a Latin@ pretenure faculty dyad working in a predominantly White institution of higher education located in the Deep South of the United States. Drawing upon a methodological rhythm of sorts, a Black scholar acts as a muse providing testimonios and interpretations of a relationship existing among Latin@ scholars in predominantly White intellectual spaces. Findings from this critical co-constructed autoethnography note that a safe colored space supports effective mentoring, familismo, personalismo, enabling effective cross-cultural mentorship. 相似文献
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The literature on educational peer review (EPR) has focused on evaluating EPR's impact on faculty and/or student learning outcomes; no literature exists on the potential organizational impact. A qualitative (case study) research design explored perceptions of 17 faculty and 10 administrators within a school of nursing in an Ontario university regarding the potential impact of an EPR program on organizational goals. Findings suggested that the implementation of an EPR program may increase consistency in the delivery of the curriculum, provide opportunities for faculty development, act as a method of teaching evaluation, and enhance faculty retention. Higher education institutions may be more likely to provide the resources required for EPR if the organizational benefits can be demonstrated. La documentation au sujet de “l'évaluation éducative par les pairs” (educational peer review) (EPR) est centrée sur l'étude d'impact de l'EPR sur les objectifs d'apprentissage (learning outcomes) des enseignants et/ou des étudiants; il n'existe aucune documentation portant sur l'impact organisationnel potentiel. Cette recherche qualitative (études de cas) a permis d'explorer les perceptions à l'égard de l'impact potentiel d'un programme d'EPR sur les objectifs organisationnels de 17 enseignants et 10 administrateurs provenant d'une école de sciences infirmières rattachée à une université de l'Ontario (Canada). Les résultats suggèrent que l'implantation d'un programme d'EPR peut accroître la constance de mise en ?uvre du cursus, fournir des occasions de développement pédagogique, servir de méthode d'évaluation de l'enseignement, et améliorer la rétention du corps enseignant. Les institutions d'enseignement supérieur seront peut‐être davantage susceptibles de fournir les ressources nécessaires à l'EPR si l'on peut faire la preuve de ses bénéfices organisationnels. 相似文献
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Sylvia L. Mendez Jennifer A. Tygret Valerie Martin Conley Rebecca Keith Comas Haynes Rosario Gerhardt 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):439-457
ABSTRACTThis holistic single-case study reports on the benefits mentors derived from participating in the Increasing Minority Presence within Academia through Continuous Training (IMPACT) mentoring program. The IMPACT program was sponsored by the National Science Foundation Office for Broadening Participation in Engineering 15–7680 (awards #1542728 and #1542524). In this program, emeriti faculty were matched with underrepresented minority faculty in the engineering professoriate for career-focused mentorship. The conceptual framework of the Benefits of Being a Mentor grounded this study. Findings indicate mentors appreciate the opportunity to give back and remain engaged in the field, to relive past academic career experiences, and to support the next generation of engineering professors while adjusting to retirement. These findings aligned with the conceptual framework on three factors: rewarding experience, improved job performance, and generativity. Implications for administrators and faculty, as well as additional research areas, are discussed. 相似文献
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《Performance Improvement》2017,56(1):38-45
The University of North Texas offers the prestigious Applied Technology and Performance Improvement (ATPI) program at both undergraduate and graduate levels in the department of Learning Technologies, College of Information. The ATPI program focuses on the multidisciplinary nature of human resource development, performance improvement, and workforce innovations, preparing students for careers as scholars in academic settings or as corporate training consultants and practitioners in business and industry. As a public research university, the ATPI program prepares both scholars and scholar‐practitioners to lead their field through research‐based practices and research dissemination under the mentorship and guidance of strong faculty. Graduates of the program hold high‐level professional and leadership positions both nationally and internationally. 相似文献
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In this article, we explore the personal mentoring experiences of two female scholars of diverse ethnic backgrounds across research-intensive institutions. Female faculty of color face substantial barriers to success in academe including mental and emotional discomfort, being treated as symbolically representing their race and gender, and social isolation. There is a distinct paucity of literature that describes the experiences of American Indian women in the Academy. Many women of Western European descent face similar barriers, regardless of racial majority status. This auto-ethnographic comparative study explores the degree to which the experiences of women from differing ethnicities might lend insight into the ways in which barriers to success both converge and differ at the microlevel. These convergent themes of mentorship have the possibility of providing insights for the development of intentional mentorship practice to support junior faculty and doctoral students engaged in scholarship. 相似文献
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Juanita Johnson‐Bailey Associate Professor 《Mentoring & Tutoring: Partnership in Learning》2013,21(1):7-21
Cross‐cultural mentoring relationships can be sites of struggle around the issues of race, class and gender. In addition, the mentor/protégé relationship offers micro‐cosmic insight into power relations within western society. The authors of this paper, a black woman associate professor and a white male professor, use the example of their mentoring relationship to illustrate six common issues facing academicians involved in these relationships: (1) trust between mentor and protégé; (2) acknowledged and unacknowledged racism; (3) visibility and risks pertinent to minority faculty; (4) power and paternalism; (5) benefits to mentor and protégé; and (6) the double‐edged sword of ‘otherness’ in the academy. Literature is used for review and critique of mentoring in the academy while offering personal examples to illustrate the complexity and success of a 13‐year mentoring relationship between a duo who began their association as teacher/student. 相似文献
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《Performance Improvement》2017,56(10):24-32
The Michigan State University Primary Care Faculty Development Fellowship Program was one of several national programs to prepare primary care physicians for full‐time academic medicine careers. In their new positions as medical faculty, the physician educators would be responsible for developing projects such as curricula, research studies, or new administrative policies. This article explains how we trained novice medical educators to successfully develop curriculum projects. We noticed three vital, generalizable methods that led to success in training novices to develop projects: a clear project assignment, performance‐centered instruction, and personal mentorship. 相似文献