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Shared wisdom: a collaborative autoethnography on mentorship and women supporting women in academia Mentoring & Tutoring: Partnership in Learning Pub Date : 2024-03-22 Kelly R. Maguire, Amy M. Anderson, Tara E. Chavez
In this collaborative autoethnography, three female professors sought to reflect on personal discoveries from their recent research examining the benefits of women supporting women in academia. The...
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A qualitative evaluation of mentors’ experiences of a Black, Asian and Minority Ethnic mentor scheme for clinical psychologists Mentoring & Tutoring: Partnership in Learning Pub Date : 2024-03-21 Afsana Faheem, Nina Higson-Sweeney, Öykü Eyüboğlu, Susanne Wilczoch, Khyati Patel, Mehak Gandhi, Josie. F. A. Millar
Inequalities in the clinical psychology profession extend to the uptake and recruitment of clinical psychologists from Black, Asian, and Minority Ethnic (BAME) backgrounds. Mentoring schemes can he...
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Editorial overview: mentoring across disciplines Mentoring & Tutoring: Partnership in Learning Pub Date : 2024-03-15 Nathan R. Templeton, Nahed Abdelrahman, Jordan Donop, Supritha Kannan, Theophile Muhayimana, Kristina Hall
Published in Mentoring & Tutoring: Partnership in Learning (Vol. 32, No. 2, 2024)
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Effects of E-Mentoring on Japanese clerical employees’ vocational identity during teleworking Mentoring & Tutoring: Partnership in Learning Pub Date : 2024-03-10 Makiko Kodama
This study examined the effect of e-mentoring on vocational identity during teleworking; it clarified the relationship between teleworkers’ vocational identity and e-mentoring compared with that of...
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They say goodbye, we say hello: understanding the relational phases of equity-minded STEMM graduate-undergraduate mentorship Mentoring & Tutoring: Partnership in Learning Pub Date : 2024-03-07 Annie M. Wofford
Mentoring relationships are among the most crucial forms of developmental support for students in higher education. While mentorship has been widely studied, researchers’ conceptualizations and fra...
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The hallmarks of high-quality online tutoring: a higher ed MM-GT study Mentoring & Tutoring: Partnership in Learning Pub Date : 2024-03-05 Danielle Kearns-Sixsmith
Tutoring promotes student achievement, academic independence, and the reduction of anxiety. While ample studies support tutoring for enhancing student success, few address how to evaluate tutoring....
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Mentorship for capacity building among young scholars in knowledge translation, research, and practice in universities in Kenya Mentoring & Tutoring: Partnership in Learning Pub Date : 2024-03-05 Caroline Sabina Wekullo, James Bill Ouda, Enid Keseko, John Oyula Shiundu, Wesangula Poipoi Moses
Mentoring is instrumental in professional development and capacity building to enhance attitude, skills, and knowledge. It’s need in Kenyan higher education institutions cannot be overstated. Howev...
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I see you in me: measuring mentee-mentor identification in peer-mentoring relationships Mentoring & Tutoring: Partnership in Learning Pub Date : 2024-02-13 Archie L. Bates III, Joel K. Cartwright, Lissa V. Young
This study developed identification measures between U.S. Service Academy cadet squad members and squad leaders in peer-mentoring relationships, highlighting identification as an important antecede...
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Mentor teachers’ descriptions of preferred actions related to scenarios describing emotionally challenging episodes in work-based learning Mentoring & Tutoring: Partnership in Learning Pub Date : 2024-02-08 Henrik Lindqvist, Maria Weurlander, Linda Barman, Annika Wernerson, Robert Thornberg
Work-based learning is an influential period of teacher education, where a mentor teacher is assigned to support the student teacher. Mentoring conversations between the mentor teachers and student...
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Editorial overview: mentoring and the integration of knowledge Mentoring & Tutoring: Partnership in Learning Pub Date : 2024-01-30 Nathan R. Templeton, Nahed Abdelrahman, Jordan Donop, Supritha Kannan, Theophile Muhayimana, Kristina Hall
Published in Mentoring & Tutoring: Partnership in Learning (Vol. 32, No. 1, 2024)
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Mentoring in developing, engaging with, and sustaining research teams that aligns with health and risk communication principles: apples and oranges or apples and apples? Mentoring & Tutoring: Partnership in Learning Pub Date : 2024-01-30 Daniela B. Friedman, Lorie Donelle, Sue E. Levkoff, Jean Neils-Strunjas, Dwayne E. Porter, Andrea Tanner, James R. Hebert
We are an interdisciplinary group of colleagues dedicated to partner engagement and team science. This influences our academic work, informs our research mentorship and capacity-building initiative...
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Preparing future leaders: what should we know about mentoring? Mentoring & Tutoring: Partnership in Learning Pub Date : 2024-01-30 Laura S. McCorkle, Lindsay L. Diamond, Hsiu-Wen Yang, Jami Swindell
A recent review of literature indicated limited research about the preparation of doctoral students in early intervention/early childhood special education (EI/ECSE). The purpose of this pilot stud...
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Facilitating academic and social integration among first-year university students: is peer mentoring necessary or an additive measure? Mentoring & Tutoring: Partnership in Learning Pub Date : 2024-01-30 Zeljana Pavlovic, Lucas M. Jeno
Peer mentoring has shown beneficial effects in facilitating academic and social integration among first-year students in higher education. Previous research is, however, limited by the exclusion of...
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Apartheid and mentoring: from silencing to re-centering previously marginalised voices in the chronicles of higher education mentoring Mentoring & Tutoring: Partnership in Learning Pub Date : 2024-01-30 Amy Padayachee, Fumane Khanare, Ntombizandile Gcelu, Samantha Kriger, Nomthandazo Buthelezi, Andile Ngidi, Noluthando Hlazo
The authors of this paper adopted a transformative framework in this article to examine how the legacy of apartheid continues to manifest within higher education in South Africa. In particular, the...
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Supporting vocational education interns: what motivates associate teachers and what are the perceived benefits? Mentoring & Tutoring: Partnership in Learning Pub Date : 2024-01-30 Nathalie Gagnon, Andréanne Gagné, Julie Courcy
In Québec (Canada), vocational training centres hire their teachers based on their occupational skills and knowledge. Often without prior pedagogical training, teachers must complete a bachelor uni...
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Editorial overview: mentoring throughout the process of professional practice Mentoring & Tutoring: Partnership in Learning Pub Date : 2023-12-04 Nathan R. Templeton, Nahed Abdelrahman, Jordon Donop, Supritha Kannan
Published in Mentoring & Tutoring: Partnership in Learning (Vol. 31, No. 5, 2023)
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Immediate and long-term outcomes of the Scholars Committed to Opportunities in Psychological Education (SCOPE) Program Mentoring & Tutoring: Partnership in Learning Pub Date : 2023-12-04 Madison W. Silverstein, Yara Mekawi, Josephine Au, Ana Martinez de Andino, Cassidy Brydon, Melissa Miller, Kennedy Chatman
Persistent racial inequities in the field of psychology have resulted in exclusion and marginalization of racially/ethnically minoritized (REM) students. This manuscript discusses the effectiveness...
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Patterns of formal and informal support within teacher induction – latent classes and their implications for novices’ competence and well-being Mentoring & Tutoring: Partnership in Learning Pub Date : 2023-12-04 Julian Burger, Philipp Schulz, Margarete Imhof
Studies on mentored learning to teach commonly focus on the quality of formally arranged mentoring relationships, leaving aside the informal sources of support that surround the mentor-mentee dyad....
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Tutors visualized through metaphorical narratives: a role unquestioned? Mentoring & Tutoring: Partnership in Learning Pub Date : 2023-12-04 María J. Hernández-Amorós, María A. Martínez Ruiz, LLuisa Aitana Sauleda
Do tutors in higher education have a clear vision of their role? Using qualitative methodology, this case study interprets and analyses the metaphorical narratives constructed by a group of 50 tuto...
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Examining the perceptions of teacher candidates’ participating in a state-funded “Grow your own” initiative and exploring strategies that will retain them Mentoring & Tutoring: Partnership in Learning Pub Date : 2023-12-04 Joy Myers, Bryan S. Zugelder, Oris Griffin
This article addresses a familiar topic, teaching shortages across the United States. To situate our study, we explore the impact that Grow Your Own (GYO) programs are making across K-12 schools an...
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Freshmen’s intention to engage in faculty mentoring: applying the theory of planned behavior Mentoring & Tutoring: Partnership in Learning Pub Date : 2023-12-04 Johanne Huart, Laurent Leduc, Nathanaël Laurent, Natacha Martynow, Déborah Malengrez, Fabienne Compère, Célia Charbaut, Dominique Verpoorten
While faculty to freshmen mentoring (FFM) has been shown to benefit freshmen, not all of them wish to engage in such a program when entering higher education. This questionnaire survey (N = 551) bu...
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Editorial overview: mentoring through shared spaces Mentoring & Tutoring: Partnership in Learning Pub Date : 2023-07-21 Nathan R. Templeton, Jordan Donop, Shinhee Jeong, Supritha Kannan
Published in Mentoring & Tutoring: Partnership in Learning (Vol. 31, No. 4, 2023)
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Meeting eye to eye: the power relations in triadic mentoring of the degree project in teacher education Mentoring & Tutoring: Partnership in Learning Pub Date : 2023-07-13 Lena Manderstedt, Sara Viklund, Annbritt Palo, Hanna Lillsebbas
ABSTRACT This study highlights and discusses power aspects within discourses discerned in articulations on triadic mentoring in degree projects in teacher education in Sweden. Each mentoring triad consisted of a pre-service teacher, a professional teacher acting as co-mentor, and a university mentor. As teacher education is to be based on a scientific foundation and proven experience, a symmetrical
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Student teachers’ perceptions of mentoring as an influencer of their professional teacher identity development Mentoring & Tutoring: Partnership in Learning Pub Date : 2023-06-28 Sonja van Putten, Jessica van Putten, Lizette de Jager
ABSTRACT This study investigated the role of the mentor lecturer in the development of the Professional Teacher Identity (PTI) of 838 fourth-year pre-service teachers while doing Work Integrated Learning at a South African University. The students reflected in group workshops on the role of the mentoring they received in their PTI development. In this qualitative, descriptive case study, a document
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Getting them done: a qualitative study of characteristics of mentors successful in graduating online students in a distance education context Mentoring & Tutoring: Partnership in Learning Pub Date : 2023-06-27 Gary J Burkholder, Morris Bidjerano
Abstract Many doctoral students in online distance education programs are nontraditional students who require mentoring needs that may be different from traditional students. Additionally, time to completion is becoming more important as student debt is a growing public concern. The purpose of the study was to allow faculty (N = 22) in a for-profit, distance education university who have demonstrated
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Promoting sense of belonging and interest in the geosciences among undergraduate women through mentoring Mentoring & Tutoring: Partnership in Learning Pub Date : 2023-06-21 Wenyi Du, Paul R. Hernandez, Amanda S. Adams, Sandra M. Clinton, Rebecca T. Barnes, Melissa Burt, Ilana Pollack, Emily V. Fischer
ABSTRACT Efforts to diversify STEM fields have not completely eliminated higher rates of women leaving certain science, technology, engineering, and mathematics (STEM) disciplines, such as geosciences. A diverse mentorship network is linked to persistence in STEM among college students, but little is known about how it leads to persistence. In particular, does a student’s sense of belonging mediate
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Mentoring faculty: impact, dyads vs. groups, and gender Mentoring & Tutoring: Partnership in Learning Pub Date : 2023-06-15 Françoise Moreau-Johnson, Jean Quirion, Audrey Giles
ABSTRACT Through a quantitative analysis using a cross-sectional survey design, we compared two faculty mentoring programmes (individual and group) that have run for more than 10 years at the Centre for Academic Leadership at the University of Ottawa. We did so to share the lessons with other higher education institutions that are looking at initiating or improving support for faculty members. The
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Editorial overview: mentoring to support professional space Mentoring & Tutoring: Partnership in Learning Pub Date : 2023-04-26 Nathan R. Templeton, Nahed Abdelrahman, Jordan Donop
Published in Mentoring & Tutoring: Partnership in Learning (Vol. 31, No. 3, 2023)
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Case study of a pilot mentoring program in transdisciplinary sciences Mentoring & Tutoring: Partnership in Learning Pub Date : 2023-04-19 A. O. Marabesi, K. D. Kelsey, D. Ajayi
ABSTRACT We conducted a case study on the implementation of an adult mentoring program designed to connect land-grant university graduate students who participated in a transdisciplinary and multi-institutional research project withindustry professionals for the purpose of exposing students to industry practices. Seven mentees and six mentors participated in the study. We employed the theory of planned
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Tutoring during the pandemic: mentoring tutors’ formative experiences using digital and digital multimodal texts Mentoring & Tutoring: Partnership in Learning Pub Date : 2023-04-18 Catherine Susin, Tiffany L. Gallagher
ABSTRACT This survey-design study examined how 228 middle school preservice teachers perceived the implementation of digital and digital multimodal texts during course-required, mentored, tutoring sessions delivered in face-to-face and online settings prior to, during and toward the end of the COVID-19 pandemic. Tutors were able to recognize that texts could be used to elicit affective responses from
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Designing a complementary e-mentoring program for pre-service ELT teachers: online co-mentoring project Mentoring & Tutoring: Partnership in Learning Pub Date : 2023-04-18 Işıl Günseli Kaçar, Hasan Şerif Baltacı
ABSTRACT In this qualitative study, we designed an online mentoring program to complement school-based mentoring to enrich the quality of existing mentoring experiences and explored the impact of this project on the professional development of 12 EFL pre-service teachers in an English-medium university in Turkey and six qualified English teachers. Pre-service teachers were assigned online co-mentors
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How am I doing? Using self-mentoring practices to improve a tenure-track faculty’s online instructional strategies Mentoring & Tutoring: Partnership in Learning Pub Date : 2023-04-18 Théophile Muhayimana
ABSTRACT Junior faculty members face pressure to excel in the threefold mission of their assignment (teaching, research, and service) because the tenure process is complex and requires one to balance many diverse and competing demands. This qualitative study analyzed the self-mentoring practices of a tenure-track faculty who strove to improve his instructional practices in online courses. The study
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“I as a practicum mentor”: identities of mentors of student teachers Mentoring & Tutoring: Partnership in Learning Pub Date : 2023-04-18 Consuelo Garcia, Antoni Badia
ABSTRACT Teachers as mentors have a great impact on shaping the identity of future teachers and how they will behave in the classroom. However, mentoring roles in many countries receive little, if any, training and guidance. The dialogical self theory offers a comprehensive theoretical framework for studying student teachers’ mentor’s identity. The main objective of this research is to study the identities
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Editorial overview: mentoring as a partnership in learning Mentoring & Tutoring: Partnership in Learning Pub Date : 2023-04-04 Nathan R. Templeton, Nahed Abdelrahman, Jordan Donop
Published in Mentoring & Tutoring: Partnership in Learning (Vol. 31, No. 2, 2023)
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Editorial overview: mentoring and the engagement of professional practice Mentoring & Tutoring: Partnership in Learning Pub Date : 2023-02-20 Nathan R. Templeton, Nahed Abdelrahman, Jordan Donop
Published in Mentoring & Tutoring: Partnership in Learning (Vol. 31, No. 1, 2023)
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STEM postdoc mentoring: a social exchange theory-based conceptual framework Mentoring & Tutoring: Partnership in Learning Pub Date : 2023-02-21 Padmashree Rida, Tiffany Karalis Noel, Monica L. Miles
ABSTRACT Building on empirical research that examines the mentoring experiences of minoritized postdocs in science, technology, engineering, and mathematics (STEM) fields, the researchers conceptualized a framework to cultivate inclusive, supportive, and mutually beneficial mentoring relationships among faculty mentors or Principal Investigators (PIs) and postdocs. The paper begins with an introduction
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Developmental mentoring: tailoring a mentoring program to the changing needs of scholar-practitioner EdD students Mentoring & Tutoring: Partnership in Learning Pub Date : 2023-02-19 Rachel Louise Geesa, Kat R. McConnell, Nicholas P. Elam
ABSTRACT Scholar-practitioner doctoral students face a unique set of challenges and developmental milestones throughout their doctoral programs, calling for specialized support. Mentoring is one such support that provides academic, career, and psychosocial support to students throughout their doctoral journey. In this study, we implemented an innovative mentoring pathways program for second-year Doctorate
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Finding the keystone for Deaf doctoral students’ success: Does mentoring matter? Mentoring & Tutoring: Partnership in Learning Pub Date : 2023-02-15 Ju-Lee A. Wolsey, N. Raschelle Neild, M. Diane Clark
ABSTRACT Mentoring has been an effective strategy that contributed to personal, academic, and career success on all levels. It has played an integral role in doctoral students’ journeys to successfully complete their degrees. Due to limited research regarding the emic experiences and perspectives of Deaf doctoral students and graduates with mentorship during their doctoral studies, data was collected
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Recruiting, retaining, and supporting graduate students of color in PWI education and human services programs Mentoring & Tutoring: Partnership in Learning Pub Date : 2023-02-14 Sarah Tanner-Anderson, Ronda Walker
ABSTRACT The purpose of this study was to examine the perceptions of alumni of color in two graduate programs at a predominantly white institution (PWI) in rural Virginia. Through an electronic survey, alumni from a communication sciences and disorders (CSD) program and an educational leadership program reflected on their perceptions of their program’s recruitment, retention, and mentorship efforts
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Social justice mentorship amidst a pandemic Mentoring & Tutoring: Partnership in Learning Pub Date : 2023-02-13 Karen Ramlackhan, Ann Cranston-Gingras, Nicholas Catania, Inita Knox, Yanlys de la Caridad Palacios
ABSTRACT The pandemic’s rapid impact on higher education and ensuing move to remote learning introduced sudden and unexpected challenges for students and faculty. With the instantaneous switch to distance learning, doctoral student mentors and their mentees had to adapt not only to the lifestyle stresses of the virus, but also to new modes of communication, unfamiliar technology and time and space
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The role of college and faculty mentoring on intellectual engagement, career, interpersonal relationships and personal development perceived by private college versus public university alums Mentoring & Tutoring: Partnership in Learning Pub Date : 2023-02-13 Doo Hun Lim, JoHyun Kim
ABSTRACT This study examined how academic and faculty mentoring experience in public and private colleges make a long-term impact on people’s intellectual lives, careers, interpersonal relationships, and personal development. This study employed a qualitative case study research methodology with twenty-four alumni who graduated from either a private liberal arts college or a public R1 university. For
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Virtual mentoring and coaching through virtual professional leadership learning communities for school leaders: a mixed-methods study Mentoring & Tutoring: Partnership in Learning Pub Date : 2023-02-06 Beverly J. Irby, Roya Pashmforoosh, Rafael Lara-Alecio, Fuhui Tong, Matthew J. Etchells, Linda Rodriguez
ABSTRACT The empirical research examining the effects of virtual mentoring and coaching (VMC) on principal leadership development is limited. Furthermore, little is known about school leaders who engage in virtual professional leadership learning communities (VPLCs) and how much school leaders grow with VPLCs who are also receiving VMC at the same time. The purpose of this study was to examine the
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Peer shadowing graduate assistantships: an autoethnographic study Mentoring & Tutoring: Partnership in Learning Pub Date : 2023-01-17 Jennie Baumann, Ayah Issa
ABSTRACT The unique nature of the COVID-19 pandemic prevented many typical graduate assistantships from occurring due to school-building closures, virtual classes, and stay-at-home orders. As such, the authors address the increase of ‘shadowing’ graduate assistantships at a large land-grant institution. To uphold the governmental stay-at-home regulations per COVID-19, shadowing provided first-year
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Research apprenticeship training promotes faculty-student psychological similarity and high-quality mentoring: a longitudinal quasi-experiment Mentoring & Tutoring: Partnership in Learning Pub Date : 2023-01-13 Paul R. Hernandez, Carinna F. Ferguson, Rachelle Pedersen, Michelle Richards-Babb, Kimberly Quedado, Natalie J. Shook
ABSTRACT High-quality mentoring relationships help college students to achieve their academic potential and career goals. However, less is known about factors that shape the antecedents of mentoring relationships (e.g. mentor-protégé psychological similarity), or the impact of similarities on the development of high-quality mentoring relationships. The current study advances mentoring theory by testing
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Critical traits of graduate student mentors affecting students’ science identity development in an NSF-funded research experiences for undergraduates (REU) program Mentoring & Tutoring: Partnership in Learning Pub Date : 2023-01-11 Patricia Ann Mabrouk, Michael Gapud Remijan
ABSTRACT Reported herein are the findings from a grounded study probing the impact of graduate student mentors in a National Science Foundation (NSF)-funded research experiences for undergraduates (REU) program (2014–2016) in chemistry & chemical biology at an urban private research university on undergraduates’ development through the lens of self-efficacy and science identity theory. Mentor traits
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From proofreader to mediator: the roles negotiated by NNES tutors in EFL writing tutorials Mentoring & Tutoring: Partnership in Learning Pub Date : 2023-01-09 Lindsay Mack
ABSTRACT Currently, writing centers are expanding to Asian university contexts and hiring Non-native English speakers (NNES) as peer tutors, but there is a paucity of research on the roles NNES tutors play and on tutoring in global contexts. To address this gap, this study interrogates the question: What role do NNES tutors adopt in English a Foreign Language (EFL) writing centers? Through the framework
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Students enrolled in a college autism support program: comparisons with non-enrollees and use of program-sponsored mentoring Mentoring & Tutoring: Partnership in Learning Pub Date : 2023-01-06 Ayla. R. Mapes, Timothy A. Cavell
ABSTRACT Many universities offer autism support programs (ASPs) to support college students with autism spectrum disorder (ASD). Initial studies support the promise of ASPs, but little research has explored which students do and do not enroll, or whether enrollees engage in program-sponsored mentoring. We explored these questions using an online survey and an ex post facto study design. Participants
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Developing a culture of mentoring: promoting, experiencing, and engaging in mentoring through a transitional undergraduate research program for students of color Mentoring & Tutoring: Partnership in Learning Pub Date : 2023-01-05 Courtney L. Luedke, Gresham D. Collom, Tyler N. Henderson
ABSTRACT In this critical qualitative study, we examined how mentoring in a college bridge program for first-year students from historically marginalized backgrounds contributed to the development of a culture of mentoring. Participants included 24 students who participated in Project Scholar, and four staff members who worked for the program. We utilized Yosso’s (2005) Community Cultural Wealth theory
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Building faculty-student relationships in higher education Mentoring & Tutoring: Partnership in Learning Pub Date : 2023-01-04 Molly Dingel, Gemma Punti
ABSTRACT This qualitative research study explores student perceptions of how they build relationships with faculty, including factors that facilitate or undermine these relationships. Building such relationships is an important part of mentoring. Interviews with students reveal the importance of both innovative institutional supports and faculty initiative. Institutional supports that facilitate relationships
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Editorial overview: mentoring in context Mentoring & Tutoring: Partnership in Learning Pub Date : 2022-10-26 Nathan R. Templeton, Shinhee Jeong, Elsa Villarreal, Supritha Kannan
Published in Mentoring & Tutoring: Partnership in Learning (Vol. 30, No. 5, 2022)
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‘Is there anything more to professionalism than knowledge?’—relating theory and practice in a university-based institutionalisation of a third space for preservice teachers Mentoring & Tutoring: Partnership in Learning Pub Date : 2022-10-05 Eli Lejonberg, Ida Katrine R Hatlevik
ABSTRACT This article investigates practices that engage preservice teachers’ ideas of professionalism within the context of a university-based mentoring programme. The case is explored by observation of mentoring sessions, analysis of documents grounding the mentoring sessions, and mentor and mentee interviews. Practices are investigated through the theory of practice architectures and made the subject
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eCanada: measuring mentoring programs on Canadian postsecondary websites Mentoring & Tutoring: Partnership in Learning Pub Date : 2022-09-28 Kelly Hobson, Z.W. Taylor
ABSTRACT No studies have analyzed the presence of mentoring programs on Canadian postsecondary websites. Filling this crucial gap, this study examined the official websites of 96 Canadian postsecondary institutions – which accounts for every university in Canada – to assess the presence of mentoring programs. Results suggest that public institutions (n = 88) were three times as likely to publish mentoring
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An analysis of mentor and mentee roles in a pre-service teacher education program: a Norwegian perspective on the future mentor role Mentoring & Tutoring: Partnership in Learning Pub Date : 2022-09-28 Monika Merket
ABSTRACT Globally, pre-service teacher education has experienced a practice turn where there is now greater focus on practice in schools and more attention is being paid to mentoring and the role of the school-based mentors. In policy this can be seen through the increased focus on mentoring education, where the intention is to strengthen the mentors’ competence. However, there are vague descriptions
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Mentoring New Online Graduate Teaching Assistants: From Concept to Practice Mentoring & Tutoring: Partnership in Learning Pub Date : 2022-09-27 Cathy Hendon, Kristin Bledsoe
ABSTRACT Much has been written concerning large, public universities and their utilization of graduate teaching assistants (GTAs). However, most small, private colleges and universities do not use teaching assistants for online instruction. Therefore, providing online graduate students opportunities to build and hone their teaching practice is vitally important to the academy’s future. The purpose
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Women’s ways of mentoring: Peer group mentorship as a meaningful developmental experience Mentoring & Tutoring: Partnership in Learning Pub Date : 2022-09-25 Jonathan Kroll, Stacy Blake-Beard, Regina M. O’Neill
ABSTRACT Peer group mentoring can serve as a meaningful developmental experience and outlet for women. Historically, as well as in contemporary contexts, women have been excluded from traditional mentoring relationships and developmental opportunities. In this paper, the authors utilize the lived experiences and voices of one dozen executive-level professional women to highlight how peer group mentoring
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Faculty’s barriers to mentoring freshmen within an interinstitutional context: applying the theory of planned behavior Mentoring & Tutoring: Partnership in Learning Pub Date : 2022-09-25 Johanne Huart, Laurent Leduc, Nathanaël Laurent, Pascal Detroz, Natacha Martynow, Célia Charbaut, Déborah Malengrez, Viviane Vierset, Isabelle Lambert, Laura Gabriel, Anne-Catherine Vieujean, Fabienne Compère, Dominique Verpoorten
ABSTRACT In order to investigate faculties’ barriers to mentoring freshmen within an interinstitutional (and possibly reluctant) context, a questionnaire survey (N = 390), based on the Theory of Planned Behavior, was conducted prior to the inception of a wide mentoring program involving nine Belgian higher education institutions. Stepwise multiple regressions pinpointed the predictors of faculty’s
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Perceived social and academic roles of peer mentors in a pre-health college program Mentoring & Tutoring: Partnership in Learning Pub Date : 2022-09-21 Ashley B. Heim, Emily A. Holt
ABSTRACT Peer mentors can significantly influence the success of undergraduates, particularly in science programs for those identifying as first-generation and historically marginalized. We sought to better understand the roles and expectations of the peer mentors themselves in a pre-health program for first-generation students, many of whom identify as marginalized. Therefore, we asked: (1) What are
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Editorial overview: mentoring for equity and access Mentoring & Tutoring: Partnership in Learning Pub Date : 2022-07-18 Nathan R. Templeton, Shinhee Jeong, Elsa Villarreal, Supritha Kannan
Published in Mentoring & Tutoring: Partnership in Learning (Vol. 30, No. 4, 2022)
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Someone on my side: The experiences of high-achieving, underserved high school students in an e-mentoring college access intervention Mentoring & Tutoring: Partnership in Learning Pub Date : 2022-07-14 Karen D. Arnold, Denise T. Deutschlander, Jonathan S. Lewis
ABSTRACT Lower-income students with outstanding academic credentials often lack the knowledge and support to apply to highly ranked colleges and universities that they would be eligible to attend. This study investigated a national e-mentoring program, CollegePoint, that provided one-to-one mentoring to low- and moderate-income, high-achieving high school students. The 15-month mentoring program covered
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‘Under my wing’: exploring the connection between generativity and mentoring through storytelling Mentoring & Tutoring: Partnership in Learning Pub Date : 2022-07-12 Hannah M. Sunderman, Kate D. Mccain, Lindsay J. Hastings
ABSTRACT The purpose of the current study was to explore the connection between generativity and mentoring. Specifically, ten college students who mentor shared stories illustrating the link they perceived between mentoring and generativity. A cross-case analysis was utilized to explore the data and connect the developmental/environmental factors of leader identity (i.e. motivations to mentor) with