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1.
Lichtenberg PA 《Educational gerontology》2011,37(5):409-421
Mentoring junior faculty in geropsychology is becoming more critical due to the paucity of geropsychologists and the financial and talent costs experienced by universities of faculty turnover. This paper presents the unique aspects of mentoring junior faculty as opposed to mentoring of graduate students or interns, and examines some of the author's personal core values in mentoring that have been applied to over 50 junior faculty members. The author presents the RESPECT model as away to view the important and varied tasks involved in successful mentoring of junior geropsychology faculty. The model identifies the mentee as the leader in the mentee-mentor faculty relationship and examines the types of empowerment, support, protection and planning that goes into mentoring. The model, in addition, discusses the personal and emotional relationship the mentee-mentor has and the role of mentor in handling disappointment and assisting the mentee in negotiating conflict. 相似文献
2.
Bob Garvey 《Mentoring & Tutoring: Partnership in Learning》2013,21(1):41-54
This study examined mentoring and organizational socialization among law faculty at American Bar Association (ABA) approved law schools. Data obtained from respondents (n = 298) captured the types of mentoring (formal or informal) occurring in law schools and faculty perceptions of the effectiveness of each type of mentoring. Comparative analysis was used to examine mentoring as an antecedent of organizational socialization by comparing senior mentored faculty to senior non‐mentored faculty, junior formally mentored faculty to junior faculty with more informal types of mentoring, male to female faculty, and majority to non‐majority faculty. Results indicated that senior mentored faculty had higher mean scores than senior non‐mentored faculty on two of the six organizational socialization subscales. However, organizational socialization differences were not significant for other comparisons. The findings regarding mentoring are discussed within the context of diversity and suggestions for future research are provided. 相似文献
3.
Letha A. Chadiha Maria P. Aranda David E. Biegel Ching-Wen Chang 《Journal of Teaching in Social Work》2013,33(4):351-362
Mentoring has received little attention in the social work literature. The career advancement needs, and the importance of mentoring faculty members of color, have not been adequately addressed, nor have mentoring strategies. This article includes a review of the literature, a definition of mentoring, benefits of mentoring for mentors and mentees, and discussion of the need and importance of mentoring junior faculty members of color in schools and departments of social work, along with strategies to achieve this goal. 相似文献
4.
This article reports on a formal mentoring project that ran for eighteen months at the University of Uppsala, in Sweden. It investigates the experiences of fourteen women academics at junior and mid-level who were paired with senior academics. Mentoring occurs informally in academic as well as in other types of organizations, yet little in terms of hard evidence is known about its effects. In this case, the investigators wished to learn if mentoring in an academic context could contribute to a narrowing of the gender gap in Swedish higher education. The conclusion was that mentoring makes enough of a difference to the junior faculty concerned that it should be undertaken openly and made available to all junior faculty members wishing to be mentored. 相似文献
5.
H. Svi Shapiro 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):319-320
This article employs an intersectional analysis of the experiences of Black faculty at an elite US university who have mentored Black undergraduates, and focuses on faculty’s meaning making of their connection to their mentees, and challenges they face in these relationships. Findings reveal that faculty found their shared cultural background enhanced mentoring, and they worked hard to establish trust with their mentees, absent at times in mentees’ relationships with White faculty. Participants shared barriers to engaging in mentoring relationships, with gender and age intersecting with race for unique challenges and benefits for the subjects. Policy recommendations are made to support junior faculty mentors in the tenure granting process, and produce incentives for all faculty to share the responsibility of mentoring. 相似文献
6.
LeoNora M. Cohen Kathleen Cowin Kathryn Ciechanowski Richard Orozco 《Mentoring & Tutoring: Partnership in Learning》2013,21(1):75-97
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
7.
The purpose of this study is to explore empirically the perceptions of senior and junior female faculty members regarding the barriers to success experienced early in the academic career. Twenty‐two pairs of women faculty participated in colleague pairing as part of a mentoring initiative in a faculty development program. A factor analysis of the responses yielded the following three areas of concern: roles and responsibilities, sense of fit and personal security. We analyse the differences between senior and junior women as well as differences before and after participation in the program. Implications of these perceptions for the ability of female faculty members to help themselves and one another succeed professionally in their academic careers are discussed. 相似文献
8.
The advantages and challenges of cross-cultural mentoring relationships in counselor education are discussed, with specific attention to the importance for minority junior faculty as well as for the profession. 相似文献
9.
高校青年教师导师制的现实困境和解决之道 总被引：6，自引：0，他引：6
蔡向雄 《广东技术师范学院学报》2008,(8)
高校青年教师导师制对于促进青年教师专业成长,增强青年教师的责任感、使命感和职业意识具有积极作用,也有利于促进教师之间的沟通与协调.然而,高校青年教师导师制在实施过程中仍面临不少问题,面解决的关键在于建构平等对话的语境和文化,以及确立多向交互式指导关系,强化监督、考评工作,并落实相关配套措施. 相似文献
10.
AbstractTo be successful, junior faculty must properly manage their time in the face of expanding responsibilities. One such responsibility is supervising undergraduate research projects. Student research projects (either single or multi-student) can be undertaken as a full-time summer experience, or as a part-time academic year commitment. With many potential undergraduate research formats, and with different types of students, junior faculty may find challenges in forming their research group, establishing a structure that promotes student productivity, picking an appropriate project, or in effectively mentoring their students. This article draws from the authors’ experiences to help junior faculty navigate these complexities so that all parties reap the benefits of undergraduate research in interdisciplinary mathematical disciplines. 相似文献
11.
Lesley University in Cambridge, Massachusetts, USA, has established an adjunct mentoring process in response to its growing number of adjunct faculty. Lesley’s adjunct corps serves in Lesley programs offered both on and off campus. The primary goals of the mentoring program are to support excellence in teaching, and to engage in mentoring that begins at hiring and provides continued professional development to the adjunct faculty member. This article underscores the general need for adjunct mentoring in postsecondary institutions, and describes Lesley University’s Adjunct Mentoring Program – developed specifically in anticipation and response to this need. The article outlines the program’s main elements, the principles that underlie it, and the place of such a program in higher education today. It is precisely because part‐time faculty members in postsecondary institutions often assume a number of roles – teacher assistant, annually hired adjunct, internship supervisor – that adjunct mentoring programs are a responsibility, and not a choice. 相似文献
12.
Lucila D. Ek Patricia D. Quijada Cerecer Iliana Alanís Mariela A. Rodríguez 《Equity & Excellence in Education》2013,46(4):539-553
In order to create more diverse communities and greater social justice in academia, a group of Chicana/Latina junior faculty at a Hispanic Serving Institution (HSI) established a research collaborative, Research for the Educational Advancement of Latin@s (REAL). Using a co-operative inquiry and dialogical epistemology, we document how REAL is an agency of transformative resistance to combat racism and sexism within academia. Also we reveal the importance of peer “muxerista mentoring” as an ideology and practice in building a supportive community in the bid for tenure. We provide implications and recommendations for the retention, tenure, and promotion of Chicana/Latina faculty. 相似文献
13.
Maureen Vandermaas-Peeler Paul C. Miller Tim Peeples 《Mentoring & Tutoring: Partnership in Learning》2015,23(5):377-393
Although an increasing number of studies have examined students’ participation in undergraduate research (UR), little is known about faculty perceptions of mentoring in this context. The purpose of this exploratory study was to investigate four aspects of mentoring UR, including how faculty define high-quality UR mentoring and operationalize it in practice; what the perceived benefits and challenges of UR participation are for mentors and students; how mentoring relates to faculty perceptions of their other roles (teachers, advisors, and scholars); and how participation in various communities of practice influences UR mentoring. Sixty faculty respondents at a private, midsized comprehensive institution completed an online survey. In a series of qualitative analyses, responses to open-ended questions were coded as instrumental, psychosocial, or blended. Analyses revealed that faculty perceptions of UR mentoring were impacted by faculty approach to UR mentoring and faculty rank. These findings may be helpful in the development of UR programs and faculty support programming. 相似文献
14.
Natalie A. Tran 《Mentoring & Tutoring: Partnership in Learning》2014,22(4):302-315
While numerous scholars have investigated the role of mentoring in the success of women of color in faculty positions, few have examined how mentoring affects the development of women leaders of color in higher education. Using qualitative data gathered from interviews with women leaders of color at Hispanic-serving institution, this study presents findings from cross-case studies to provide insights into perceptions of mentoring and various types of mentorship across the different levels within the organization. Supported by the empirical data, this paper challenges traditional notions of mentoring and advocates for a more critical approach to mentoring to reflect the multidimensionality of the mentoring process and explores how mentoring can be used as a strategy to facilitate institutional change. 相似文献
15.
Laurette Bristol Anne E. Adams B. Gloria Guzman Johannessen 《Mentoring & Tutoring: Partnership in Learning》2013,21(5):396-414
In this paper, we examined the collaborative mentoring processes of a transnational network. A narrative approach was employed to explore the mentoring practices and experiences of 19 women involved in the CURVE-Y-FRiENDs (C-Y-F) network. Their mentoring practices go beyond transnational, ethnic, discipline, and university borders. The processes employed in the network can be conceptualized as pathways to professional relationships. The narratives of C-Y-F members illustrated collaborative mentoring as an expression of the personal and professional dimensions of support, which must be part of academic life. Collaborative mentoring relationships and discourse provided a response to the current inconsistencies in faculty mentoring practices and have implications for the ways in which administrations and faculty in general initiate more empathetic structures and procedures that better meet the mentoring needs of women and minority faculty in academia. 相似文献
16.
Mentors and Muses: New Strategies for Academic Success 总被引：2，自引：0，他引：2
Mentoring programs in higher education institutions have met with mixed success. In response to the limitations inherent in the dominant approaches to mentoring, we present an example of a unusual mentoring program, the New Scholars Network (NSN). The NSN is a variant of traditional mentoring approaches, having evolved from mentoring into musing. Framed within a radical humanist philosophy, musing is a process of creating peer communities that facilitates connections between naturally developing relationships, shared power, and collective action. Through mentoring as musing new faculty have the potential to evolve as change agents in the institution, instead of assimilating into the existing system. 相似文献
17.
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
18.
Gregory A. Diggs Dorothy F. Garrison-Wade Diane Estrada Rene Galindo 《The Urban Review》2009,41(4):312-333
Through a comprehensive literature review, this article identifies and discusses barriers to recruitment and retention of
faculty of color. Marginalization, racism and sexism manifested as unintended barriers are presented as a few of the barriers
faculty of color face in successfully navigating the tenure process. Informed by this literature review, we conducted a self-study
that presents the experiences of four faculty of color navigating the tenure process in a predominately white Research Institution.
The purpose of this study was to share the experiences of three junior faculty of color as they navigate the tenure process,
and one tenured faculty of color who is informally mentoring them through the process. This article highlights the findings
of one component of a broader study: focus group discussions about how diversity efforts and activities are subsequently evidenced
in teaching, research agendas and service. Four themes are presented: Academic Identity; Confronting Diversity, Mentoring,
and Safe Spaces. A discussion of the consequences of these findings on faculty of color retention and recruitment is included.
Recommendations are made to other predominately white institutions on how to address issues facing faculty of color. 相似文献
19.
Vicente M. Lechuga 《Higher Education》2014,68(6):909-926
Scholars have offered numerous approaches and best practices for mentoring faculty, many of which have provided valuable insight into the complex nature of the mentoring process. Yet, little attention has been paid to how faculty mentoring practices can influence a mentee’s intrinsic motivation. Through a series of 15 interviews with faculty members from mathematics, engineering, and life science, coupled with the use of self-determination theory, the author demonstrates how disciplinary backgrounds influence their needs for autonomy, competency, and connectedness, which effects their intrinsic motivation to engage in scholarly work. The author highlights three themes that speak to the notion of “non-intrusive” mentoring practices that can help foster and sustain motivation, and argues that future research is needed to shed more light on how disciplinary cultures influence mentoring. 相似文献