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1.
In this study, we analyzed the experiences of an educational leadership doctoral student and aspirant to the professoriate (protégé) and an educational leadership professor (mentor) during our two-year mentoring relationship. Collaborative autoethnography was employed, and our analysis relied primarily upon a process-oriented model of mentoring. Four main themes emerged: (a) reciprocal trust, (b) experiential learning, (c) stability and change, and (d) mutual benefit. Our relationship also was marked by several critical features, and we described the timing and sequence of the socialization experience. This productive mentoring relationship offers a detailed model for doctoral students and faculty members who wish to pursue a similar relationship. From our research, we also contribute to the broader mentoring literature, in which previous researchers have rarely delved simultaneously into mentor and protégé experiences. Scholars who study mentoring will gain from insights into the manner in which anticipatory socialization unfolds, as well as critical features that emerge and evolve in the process.  相似文献   

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3.
For more than 40 years, concern has been expressed over the attrition rate of students in Ph.D. programs in American universities. Although there are a number of significant factors at work, attrition of doctoral students in sciences such as anatomy may lead to a dearth of trained teaching anatomists as well as research scientists in the anatomical sciences. Failure to complete the Ph.D. process including the dissertation carries a high cost, not only to the students who fail to complete their programs, but also to society at large due to the expenditure of scarce education resources. A variety of factors have been examined in the various studies, but two stands out of major interest for this article: student personality factors such as perseverance and the level of faculty mentoring/support to the students during the graduate education process. A new approach to providing faculty support based on the needs of the individual student is presented in this article. Situational Leadership® has been developed over the past 40 years by Paul Hersey and Kenneth Blanchard and their associates. This leadership model is unique in that when it is applied to the dissertation process, it requires the faculty member to determine the readiness level of the graduate student. Because each student is a unique individual, the faculty mentor assesses each student based on the specific task at hand in order to provide the appropriate style of mentorship each student requires. Anat Sci Ed 1:194–198, 2008. © 2008 American Association of Anatomists.  相似文献   

4.
This study investigated the extent to which doctoral advisors provided mentoring to their students and if mentor support influenced doctoral student outcomes. Survey results from 477 respondents, across disciplines at two universities, indicated that most students believed mentoring was important and over half of them received mentoring support from their advisor. Regression results showed advisor mentoring was related to student outcomes, but the pattern varied by type of mentoring (psychosocial or career), student outcome (satisfaction, number of presentations, and number of publications), and discipline. Implications for practice and future research are discussed.  相似文献   

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6.
Enhancement of Mentor Selection Using the Ideal Mentor Scale   总被引：1，自引：0，他引：1  
Doctoral students seeking faculty mentors have few tools available to assist them. The Ideal Mentor Scale (IMS) is a new measure designed to help graduate students consider the qualities they as individuals most value in a potential mentor. Ph.D. students at 3 different universities (Ns = 82, 250, 380) contributed to the development and cross-validation of the 34-item IMS. Item frequencies indicated that 2 universal qualities were central to graduate students' definitions of a mentor: communication skills and provision of feedback. Principal factor analysis of the IMS indicated that 3 individual differences dimensions reliably underlaid graduate students' importance ratings of mentor attributes: Integrity, Guidance, and Relationship. In one sample, Guidance and Relationship were significantly related to student satisfaction with their mentor. The IMS is an assessment tool that could individualize the initiation and maintenance of mentoring relationships, enhance communication, and ultimately improve the satisfaction of students with their doctoral education.  相似文献   

7.
Abstract

The paper focuses on the conversations between one student teacher and her mentor during the mentor's first year in that role. Analysis of the conversations makes a modest contribution to the slim but growing literature on the process of mentoring in practice. The research adopts a methodology which not only aims to elicit what the mentor's practice is, but also explicitly aims to promote mentor development. Finally, the paper presents a case for exploring such participatory methodologies in future research on mentoring.  相似文献   

8.
The success of doctoral student mentoring is largely dependent upon faculty members, but structural and institutional obstacles compound deficiencies in the performance of all participants. University leaders must emphasize the value of mentorship in stimulating positive learning conditions and stress the importance of recognizing faculty members engaged in teaching beyond the classroom. Without organizational attention to a quality mentoring program and rewards for mentoring efforts, some faculty members perform as trainers, illusionists, tricksters, and escapists, potentially turning academia into a doctoral circus. If the quality of doctoral mentoring in today's academia is to improve, systemic change is crucial.  相似文献   

9.
This article explores the distinctive mentoring experiences of social work doctoral students at historically black colleges and universities (HBCUs). With a philosophical emphasis on social justice, self-determination, racial identity and pride, and social integration, social work faculty at HBCUs mentor African American and other students in PhD programs for academic achievement and successful leadership in the professoriate. The mentoring experiences at HBCUs are underpinned by tenets from relational/cultural theory and the Black feminist theory of “other mothering.” Using Howard University as a case study, this article examines relational mentoring experiences of PhD students in preparation for the academy and for leadership in social work education and practice.  相似文献   

10.
Abstract

An interdisciplinary mentoring program for graduate teaching assistants, the GTA mentoring program, offers the needed support for graduate students in their training as teacher-scholars. Authors outline the vision and structure of the program and highlight student, faculty, and institutional benefits. This program involves regular meetings of small teams consisting of graduate students and a faculty mentor, as well as larger group meetings of all participants. Benefits include the development of personal and professional relationships, an open forum for the discussion of teaching and research issues, increased professional support, and greater confidence in classroom instruction.  相似文献   

11.
Undergraduate research and creative activities are established high-impact practices that provide students with both advanced knowledge of their academic disciplines and the ability to apply that knowledge to creatively answer questions. At the center of these experiences, is the close relationship between a student researcher and a mentor. Using survey data from 69 recent undergraduate researchers at one university, we investigated the characteristics and impact of these mentor–mentee relationships. We found that active mentoring practices were a significant influence on how competent students perceived themselves as scholars. These practices were more influential than practical aspects of mentoring. Our findings reflect the complicated nature of mentoring in higher education and identify key characteristics of successful mentoring relationships. With greater understanding of this essential component of undergraduate research, we are equipped to make more informed decisions regarding faculty and administrative support for future undergraduate research and creative activities.  相似文献   

12.
Tenure demands for scholarship and publication are increasing, with relatively little research on mentoring junior faculty and less on mentoring to craft journal articles. This qualitative self-study of mentoring experiences of three junior faculty members and their experienced mentor used portraiture methodology to address the research question, How did the mentoring experience, from both mentor’s and mentees’ perspective, reshape our thinking and understanding of the journal article writing process? Portraiture was employed somewhat differently, with mentor and mentee “painting” each other. Five emergent themes were found in the dyadic portraits written by protégés and mentor: beginnings, relationships, fears and worries, support and scaffolding, and outcomes. The mentoring relationships evolved from traditional to more collaborative, simultaneously becoming less hierarchical and involving cognitive and affective aspects. Crafting journal articles involved finding focus, backwards design, iteration, problem-finding, affirmation, and support. Eleven implications offer guidance for mentoring in university contexts and for future research.  相似文献   

13.
Interdisciplinary research is a valuable approach to addressing complex real-world problems. However, undergraduate research mentoring is discussed as an activity that happens in disciplinary silos where the mentor and student scholar share a disciplinary background. By transcending traditional academic divisions, we argue that mentors can train a new generation of scholars who think innovatively and create integrative research questions. We examined a sample of undergraduate students and their faculty mentors to determine the extent to which interdisciplinary research teams exist at George Mason University. Results indicated that interdisciplinary research teams are rare and faculty rank was their main predictor. University administrations can make specific choices regarding recognition and support for interdisciplinary undergraduate research mentoring that also advance institutional mission and values.  相似文献   

14.
As higher education continues to experience a shift in demographics commiserate with the United States population, colleges and universities are making more concerted efforts to recruit men of color as staff, administrators, and faculty to reflect their diversified student bodies. One way to retain men of color staff members is to provide mentoring programs. While there are authors who are examining the benefits of mentoring, there has been little research into how men of color staff members of community college experience mentoring as a mentee and as a mentor. In this study we sought to understand how do men of color experience mentoring, both as mentor to undergraduate men of color and as staff mentees at a community college. The findings of our study include three common themes: investments made by mentors, investing in mentees, and support from administration.  相似文献   

15.
The purpose of this study is to explore the process of coaching a mentor of experienced teachers. In particular, we sought to determine if coaching would help a mentor to compare her espoused beliefs about mentoring to her mentoring behaviors and possibly resolve any dissonance. The mentor and coach (the co‐researchers) participated in a platform conference, three coaching conferences, and a debriefing conference. In the platform conference, the mentor espoused the use of nondirective mentoring behaviors. The mentor and coach used the coaching conferences to review audio recordings of the mentor working with mentees during conferences intended to improve the mentees’ teaching, and to engage in reflective dialogue concerning the mentor’s interpersonal behaviors. The mentor experienced cognitive dissonance on several occasions during the coaching conferences when she discovered her use of directive behaviors in some interactions with mentees. Eventually, the mentor resolved this dissonance, primarily by changing her beliefs about mentoring and shifting from a nondirective to an eclectic platform. We conclude that the coaching of mentoring explored in this study has considerable potential for future research on the coaching process.  相似文献   

16.
As schools and HEIs have become partners in initial teacher education, the roles of personnel from both institutions have experienced radical change. Whilst the role of the university tutor as a student support and assessor has diminished, the teacher's role has been extended, to that of the student's subject‐specific mentor. Considering the importance of mentorship in the teacher education process and the lack of evidence on mentoring from the student's perspective, the present study sought to expand on current knowledge and increase understanding of the student's perspective through exploration of postgraduate PE and Dance students’ perceptions of the mentor role and the mentorship relationship at the University of Brighton. This study forms part of a larger, collaborative project between the University of Brighton and Liverpool John Moore's University which is investigating the development and impact of School Based Teacher Education Partnerships. In semi‐structured interviews, 25 students were asked to discuss: ideal qualities for mentoring and the student/mentor relationship; the mentor's role and their influence on the student. Students generally valued a supportive, professional relationship with their mentor which allowed mutual input and a mentor who is approachable and has a depth of subject expertise. These findings indicated the need, in the course of future research, to consider interaction and information exchange in the student/mentor relationship and the perceived and actual role which student and mentor play in this relationship.

Of current interest is the postgraduate student's experience of mentoring, which is highlighted and discussed in the present article. The data discussed here derive from work in the project's early stages at the University of Brighton, and the article is the first in a series which will be presented as the project continues. Future publications will discuss investigations which expand on the present findings and which result from either collaborative inquiry between the two institutions or replication studies to enable cross‐comparison between findings.  相似文献   

17.
This investigation used data collected from students who assessed their instructors' teaching and learning effectiveness. Instructors were community-college career and technical-education faculty enrolled in the Community College Induction Mentoring Program (CCIM), a jointly sponsored program between Iowa State University and the instructors' respective community colleges. These new faculty were involved in a structured mentor/mentee program in which the mentor was involved in a 1-day mentor training program. The mentor/mentee relationship was designed around annual goals with an action plan developed, executed, and assessed for each goal. One component of the mentor/mentee program involved documentation of an effectiveness plan, including students' perception of their mentored-instructors' teaching and, as a consequence, their own learning effectiveness. Students were asked to complete an evaluation instrument comparing their “reactions” and “learning” in classes taught by mentored instructors enrolled in the CCIM program relative to other nonmentored instructors. A total of 9 hypotheses provided the direction of the research. Student ratings were typically higher for new instructors who received peer mentoring. Mentees and mentors consistently reported a high level of satisfaction about their partnership. Supervisors voiced strong support for the program. This paper shares student survey results of mentee/instructor teaching and student learning effectiveness.  相似文献   

18.
Ismael Perez  Janet Bowers 《PRIMUS》2017,27(4-5):526-536
Abstract

Undergraduate research experiences provide excellent examples of high-impact practices. They rely on inquiry-based learning to provide important capstone experiences for the students. However, they are time-intensive for mentor faculty. In an attempt to scale up our faculty’s ability to offer such experiences, we combined a number of projects into one class: the Biomathematics Workshop. This article chronicles the experiences of one student from that class interspersed with comments from his mentor. Our goal is to illustrate some of the twists and turns in his journey and the unexpected but valuable lessons the student (and the mentoring team) learned.  相似文献   

19.
There is a developing interest in mentoring in the educational system in Hong Kong, especially in higher education. Mentoring is looked at as a retention and enhancement strategy for undergraduate education. With the setting up of a mentoring system during the freshmen year, it is hoped that student retention can be increased and academic achievement can be promoted. The study aims to find out the current mentoring practices carried out at the Hong Kong Baptist University. Results are based upon quantitative data collected from 456 students and 79 faculty members engaging in the mentoring programme of the University Life Programme at the university in 1998. The author also conducted insight interviews into the student–mentor relationship and the problems encountered by mentors. The study focuses upon students' perspectives of an ‘effective’ mentor. The implications for resources are discussed as part of a review of the mentoring programme at the university.  相似文献   

20.
Given the importance of mentoring in the academic context, this study proposed five objectives. Analyses of surveys from 145 students across 12 universities and diverse disciplines, revealed first of all, a demographic profile of the typical graduate student protégé and faculty mentor. Second, ten diverse communication strategies emerged that demonstrate how students initiate a mentoring relationship. Third, protégé evaluations of their initiation attempts revealed their efforts to be somewhat ineffective and unduly difficult. Fourth, students reported their mentors to provide primarily psychosocial, rather than career support. And fifth, proteges characterized their mentoring relationships as extremely positive and satisfying. Results throughout are, for the most part, independent of both protégé and mentor demographics (including ethnicity).  相似文献   

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