排序方式： 共有38条查询结果，搜索用时 31 毫秒
1.
This article explores how the library-student liaison program at Eastern Washington University (EWU) Libraries has evolved into an opportunity for students to develop leadership skills. Originally designed to foster better communication between the EWU Libraries and students enrolled at the university, we recognized that the process of achieving established goals for the program provided a vehicle for students' leadership-skill development. To facilitate the leadership process, librarians employed the Social Change Model. Designed specifically for college students, this model engages the student to develop individual capacities to strengthen group activities that foster positive changes in the community and society. 相似文献
2.
In this quasi-experimental mixed methods study, we examined the effectiveness of a faculty-to-faculty mentoring program to increase student success rates in online courses at an American university. Over one semester, 24 faculty mentees worked with 6 faculty mentors on improving course organization and implementing student engagement techniques. Using methodological triangulation, we found positive results for two of our effectiveness measures (i.e., mentor and mentee feedback and mentors’ ratings of mentees’ courses). However, in terms of our third measure (i.e., student learning data), although institutional data showed that there was a 4.1% aggregate increase in online student success after the intervention, the intervention group made no significantly greater gains than two control groups. Our findings highlight some benefits and shortcomings of these types of university initiatives and also emphasize the importance of using triangulation to integrate participant feedback with formal measures of student success. 相似文献
3.
Diane D. Allen Jeanne B. Cobb Susan Danger 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):177-182
This qualitative study examined the impact of mentoring relationships upon preservice and inservice teachers' literacy instruction. Twenty-two undergraduate students seeking teacher certification were assigned in pairs to tutor primary school students in a university reading clinic. Eleven classroom teachers seeking reading specialist certification conducted ten mentoring sessions with each pair of preservice teachers. Purposeful sampling was used to select three of the mentoring teams for data analysis. In two out of three teams, results indicated that preservice teachers expanded their instructional strategies as a result of three components of the mentoring relationship: selection of strategies, organization, and non-judgmental support. All inservice teachers reported increased reflection on and adaptation to their instructional strategies. Findings support the conclusion that early mentoring experiences foster growth for both preservice and inservice teachers. 相似文献
4.
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
5.
Darlene Ciuffetelli Parker Ruth McQuirter Scott 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):405-425
This article details a narrative inquiry journey between a novice pretenured professor and an experienced tenured professor from 2005 to 2009 to illustrate collaborative mentorship. The authors examine the importance of storied inquiry in studying mentoring and describe how their narrative journey as collaborators informed their relationship and respective understandings of the tenure process. Data were collected from written narratives, correspondence, and conversations within a mentorship program. Three dimensions of narrative inquiry are used to explore the themes of writing as nurturing the mentoring relationship and the assimilation into the academy: fear and anxiety along the tenureship path, building community and a collaborative mentorship, and balance between life and academia. 相似文献
6.
Nicole Archard 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):451-472
In this article, I explore the concepts of mentoring and role modeling with regard to developing student leaders within the girls’ school context. The foundation for this discussion lies in two qualitative studies involving staff and students from girls’ schools located in Australia, New Zealand, and South Africa. Both survey and focus groups were used as methods of data collection. Mentoring and role modeling in school settings is reported in this study as taking place in two different forms: student/student and staff/student. This research identified the multidimensional nature of these relationships with regard to female school staff who then became role models for female students. Ultimately, mentoring and role modeling may help female students in developing the knowledge and skills required for leadership as well as assisting in an understanding of gender barriers in relation to leadership roles. 相似文献
7.
Roland?S.?PerssonEmail author 《International journal for the advancement of counseling》2005,27(2):263-276
An egalitarian setting; that is, a setting established on an ideological and cultural basis, in which individual differences traditionally is a sensitive and often problematic issue, the counseling of gifted individuals present a particular problem. Sweden provides the setting in which the current study was carried out. This qualitative case study focuses on how one highly gifted individual—a 27-year-old male—has experienced his school years and university training and how successful counselling for him was construed. The case is argued to be fairly typical, and it is also suggested that Received Mentorship might be the only way to counsel a gifted individual in a forbidding egalitarian setting. The article concludes by proposing a number of recommendations for counselors who work in similar settings. 相似文献
8.
Joseph N. Cooper Michael D. Corral Charles D. T. Macaulay Monique S. Cooper Akuoma Nwadike Michael Mallery Jr 《International journal of qualitative studies in education》2019,32(1):21-46
The purpose of this study was to examine the impact of a holistic development support program at Division I historically White institution (HWI) on Black male former college athletes’ pre- and post-graduation experiences and outcomes. Previous research has documented the myriad of challenges facing Black male college athletes at Division I HWIs including exposure to exploitive athletic sub-cultures, stigmatizing campus climates, and a general lack of support for their psychosocial, personal, and professional development. In response to these disconcerting trends, culturally relevant support programs have been created to address the unique needs of this sub-group. This qualitative case study involved 14 semi-structured individual interviews with seven Black male former college athletes who participated in a culturally relevant holistic development (CRHD) support program. Using the strategic responsiveness to interest convergence (SRIC) theory and the excellence beyond athletics (EBA) framework, key findings revealed participants’ involvement resulted in a range of personal and professional benefits both during and after college. Implications for policies and practices are discussed. 相似文献
9.
Jonathan Kroll 《Mentoring & Tutoring: Partnership in Learning》2016,24(1):44-58
Much like traditional dyadic mentoring experiences, group mentorship has been practiced since time immemorial. Benjamin Franklin, for example, as a young entrepreneur created the Leather Apron Club, a group mentoring experience for a select group of Philadelphia tradesmen. Since the late 1990s, when group mentoring became a serious focus of academic research, scholarship has focused primarily on the rationale for group mentoring and has explored the outcomes. As a community of scholars and practitioners, we have yet to fully explore or explain what we mean by group mentoring. In this article, I bring attention to, establish a foundation, and set appropriate parameters for group mentorship. 相似文献
10.
Stephenie Howard 《Journal of Teaching in Social Work》2017,37(5):513-527
Black students are underrepresented in doctoral programs in social work, and the disparity calls for greater attention to the preparation of such students for doctoral programs. Toward this goal, this article examines the sociocultural influences on the matriculation of Black students in social work who are the first in their family to pursue a doctoral degree. The author expands on the general concept of first-generation college students to capture a more inclusive population of students who may be equally disadvantaged in doctoral programs in social work. The author also identifies strategies social work faculty and administrators can use to facilitate the entry and achievement of Black students in the doctoral pipeline. 相似文献