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Effects Of An Informal Mentoring Program On First Generation College Students Satisfaction And Engagement With The University During Their First Year
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Book Synopsis Effects of an Informal Mentoring Program on First-generation College Students' Satisfaction and Engagement with the University During Their First Year by : Janelle L. Weaver
Download or read book Effects of an Informal Mentoring Program on First-generation College Students' Satisfaction and Engagement with the University During Their First Year written by Janelle L. Weaver and published by . This book was released on 2004 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt: Investigates the effects of an informal mentoring event on first-year, first-generation college students' feelings toward their university, experiences with faculty, and levels of extracurricular involvement.
Book Synopsis Mentoring Undergraduate Students by : Gloria Crisp
Download or read book Mentoring Undergraduate Students written by Gloria Crisp and published by John Wiley & Sons. This book was released on 2017-01-25 with total page 103 pages. Available in PDF, EPUB and Kindle. Book excerpt: Take a critical look at the theory and recent empirical research specific to mentoring undergraduate students. This monograph: Explains how mentoring has been defined and conceptualized by scholars to date, Considers how recent mentoring scholarship has begun to distinguish mentoring from other developmental relationships, Synthesizes recent empirical findings, Describes prevalent types of formalized programs under which mentoring relationships are situated, and Reviews existing and emerging theoretical frameworks. This monograph also identifies empirical and theoretical questions and presents research to better understand the role of mentoring in promoting social justice and equity. Presenting recommendations for developing, implementing and evaluating formal mentoring programs, it concludes with an integrated conceptual framework to explain best-practice conditions and characteristics for these programs. This is the first issue of the 43rd volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
Book Synopsis In This Together by : David Youngeil Kim
Download or read book In This Together written by David Youngeil Kim and published by . This book was released on 2018 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study outlines the impact that a mentorship program directed at first-generation students in university has on the individuals who participate. First-generation students are identified as those whose parents do not have any postsecondary education. Colleges and universities are seeing more non-traditional students pursuing postsecondary studies and first-generation students fall into this group. However, despite the increasing numbers of first-generation students enrolling in university, there have not been many programs introduced to facilitate their transition into university. Concerns about their retention persist as these students are at a greater risk of dropping out as compared to their non-first-generation peers. Additionally, the factors associated with being a first-generation student may be limiting their ability to effectively engage in their academic experiences as well as the array of out-of-classroom offerings available at their campuses. Recognizing the challenges faced by first-generation students, the Ontario provincial government introduced funding for colleges and universities in 2005 to institute programs to address some of these issues. Using this funding, a number of college and universities in Ontario have introduced mentorship programs for first-generation students as they make their transition into their postsecondary studies. This study explored the experience of a group of students in relation to their first-generation identity and how their participation in a mentorship program influences their experience. This study was conducted using a mixed methods approach, using a secondary analysis of survey data and 16 interviews of first-generation students who participated in a mentorship program. Evaluating the experience of these students will help researchers and practitioners to better understand the barriers and strategies to support first-generation students who choose to study at university. The thesis applies a conceptual framework that focuses on three concepts: cultural capital, habitus, and self-efficacy. The findings support previous research that has shown the impact that cultural capital can have on habitus as well as self-efficacy. The results of this study also suggest two new findings: a) That an increase in one's cultural capital can also increase their sense of self-efficacy via the effects of habitus; and b) That a strong sense of self-efficacy can positively affect their habitus.
Book Synopsis The Impact of Faculty Academic Mentoring on First-Generation Undergraduate Students by : Gustavo Salazar
Download or read book The Impact of Faculty Academic Mentoring on First-Generation Undergraduate Students written by Gustavo Salazar and published by . This book was released on 2017 with total page 324 pages. Available in PDF, EPUB and Kindle. Book excerpt: The quality of the relationship between mentors and mentees has gained considerable research interest in business-related fields but little ground in the academic sphere. This study examined the effectiveness of an existing faculty mentoring program that had been underway for several years at a small, private, religiously affiliated university. A convergent, parallel, mixed methods design was used to collect quantitative and qualitative data. Current and former undergraduate participants of the mentoring program were invited to volunteer for online surveys assessing the quality of their mentoring relationship in the program. That same pool was also invited to volunteer for group interviews. A Mann-Whitney U test was used to examine differences in the quality of mentoring relationships, and regression analysis was conducted to determine how different qualities of the mentoring relationship predicted mentoring outcomes. Quantitative results indicated no statistical significance for quality differences and mentoring outcome. Relationship quality, as measured by concepts of authenticity, empowerment, and engagement, was not found to predict mentoring outcomes. The qualitative analyses revealed five themes: 1) faculty and peer mentoring differences, 2) the influences of networking on the mentee, 3) mentees’ need for resources and information, 4) the mentees’ need to be meaningful and purposeful, and 5) the influence of role modeling. The divergent result in the quantitative and qualitative strands did not demonstrate an association between relationship quality and mentoring outcomes. Therefore, secondary qualitative analysis was conducted within the framework of the concepts of authenticity, empowerment, and engagement. These results revealed that the quality of the relationship between mentor and mentee lead to continued participation in the academic mentoring program or cessation of participation altogether. The results of this research demonstrated that careful academic mentor selection and rigorous mentor training do not mitigate mentees' negative experiences. Implications for academic mentoring programs include the recommendation that universities take a semi-structured approach to academic mentor selection and build in a trial period where mentees can opt-out or opt-in with a differently available mentor(s). A fluid path to mentor assignment can increase the likelihood of mentees having positive experiences, resulting in their continued participation in academic mentoring programs.
Book Synopsis Unraveling the Impact of Community College Mentoring Programs on the Experience of First- Generation Transfer Students at Four-year Institutions by : Viola J. Miller
Download or read book Unraveling the Impact of Community College Mentoring Programs on the Experience of First- Generation Transfer Students at Four-year Institutions written by Viola J. Miller and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract While the value of mentoring has long been presumed in the literature as well as in practices, little is known about the success of formal, and informal mentoring practices (Crisp, 2010; Crisp & Cruz, 2009; & Ward & Ball, 2016). In addition, there is a lack of research on community college student mentoring in higher education literature in general. Moreover, the scholarship on mentoring focuses on the four-year colleges. Yet, mentoring for the first-generation community college student isn't well documented. However, in this study, of particular concern is the impact of mentoring and the experiences of the first-generation community college transfer students (FGCCTSs), as it applies to their academic success, and their retention upon transfer to the four-year college. Conversely, through a narrative inquiry approach, this study concentrated on interviews and survey data to construct a conclusion on the impact of mentoring. Findings reveal that the impact of mentoring has a positive influence on their college experiences, and that mentoring is an effective retention strategy, positively influencing FGCCTS' transfers to four-year colleges and even post-baccalaureate education. Through mentorship, participants were able to academically succeed, persist, and graduate despite a myriad of challenges. As a result of this study's findings, I suggest institutions more closely assess their budgets to fund and support formal and informal mentoring strategies. In addition, to being effective for the FGCCTS the benefits will positively affect the administrators, guidance counselors, academic advisors, directors of mentoring programs, policy makers and educational leaders, at both community colleges and four-year colleges.
Book Synopsis Mentorability by : Victoria Gandaría Black
Download or read book Mentorability written by Victoria Gandaría Black and published by . This book was released on 2020 with total page 412 pages. Available in PDF, EPUB and Kindle. Book excerpt: Higher education institutions have emphasized retention as one of the measurable outcomes linked with institutional performance, state and federal funding appropriations, and publicized rankings (Hagedorn, 2012). Therefore, higher education institutions intentionally have become more focused on providing a robust first-year college experience, including high-impact practices intended to help with adjustment, transition, and retention of students during their first year. One high-impact practice is a formal mentoring program focused on relationship building, positive peer support, and social guidance (Kuh, Cruce, Shoup, Kinzie, & Gonyea, 2008; Kuh, Kinzie, Buckley, Bridges & Hayek, 2006). More specifically, peer mentoring is an important component of a student’s first year and undergraduate experience (Crisp & Cruz, 2009; Crisp et al., 2017; Gershenfeld, 2014; Jacobi, 1991; Miller, 2004). Mentorability is a term that conceptualizes mentees’ ability to engage in a mutually beneficial and developmental relationship (Reddick, 2014). It focuses on mentees understanding of their role and responsibilities engaging in the relationship. This study employed a phenomenological approach in examining how 17 mentees described their lived experiences of and how they perceived their ability to commit, contribute, and engage in a peer mentoring partnership in a formal mentoring program at an Hispanic Serving Institution. The key findings of the study demonstrated: (1) mentorability as a process: from unclear expectations to viewing a mentor as a lifeline for success; (2) mentees as information seekers and mentors as influential contributors; and (3) communication and open-mindedness as key mentee contributions, trust as a gatekeeper for relationship formation, and mentorability as multi-level of exchange including understanding a mentee’s role extends beyond the reciprocity with the mentor to other peers. Drawing from three social science theories, this study introduces a mentorability conceptual model for practice derived from findings from the study (Astin, 1993; Lin, 2001; Cropanzano et al., 2017). Additional findings, and implications for future research, practice, and theory are discussed
Book Synopsis What Do They Say? by : Jeffrey Andrew Bolster
Download or read book What Do They Say? written by Jeffrey Andrew Bolster and published by . This book was released on 2021 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research indicates that the term mentor in the context of higher education currently has multiple definitions and is used to describe a variety of programs, efforts, and formal as well as informal activities. In recent years, interdisciplinary perspectives on traditional undergraduate students have been converging around the idea that the functions and characteristics of mentoring students could be shared across the institution, creating what Daloz Parks (2000) has called a mentoring environment. This sharing of responsibility has the possibility to address what Baxter Magolda (2009) has recently identified as missing in higher education, a "holistic, theoretical perspective to promote the learning and developing of the whole student" (p. 621). A review of the literature from psychology, sociology, and student affairs documents this attempt to consider a more integrated and collaborative approach to college as a mentoring environment. The purpose of this research was to understand better how these students perceived, received, understood, and experienced one aspect of their college experience: mentoring. This qualitative study used thematic analysis to consider the input of 12 undergraduate students who have recently or will soon graduate from a private, four-year, faith-based liberal arts university in Southern California. The study was guided by the following research questions: How do graduating seniors attending a private, traditional, faith-based, four-year liberal-arts university describe mentoring? How do the students describe the formal and/or informal mentoring they have received during their college years? What suggestions do the students have for improving the university's formal and informal mentoring efforts? Based on extensive data analysis, findings revealed that students spoke to the transformative nature of relational and participatory experiences with faculty, staff and administrators as well as the value of opportunities to interact with several important adult mentors. Irrespective of efforts categorized as formal or informal mentoring, participants spoke more to the value of campus leaders showing an interest in their personal and professional development. Recommendations are offered for faculty, staff and administrators regarding a more holistic and collaborative approach to college as a mentoring environment. Beyond this study, the recommendations discussed should be considered based on individual, institutional suitability.
Book Synopsis The Formation and Impact of Formal and Informal Mentoring Upon Undergraduate Academic Performance and Attitudes by : Kent L. Dolezal
Download or read book The Formation and Impact of Formal and Informal Mentoring Upon Undergraduate Academic Performance and Attitudes written by Kent L. Dolezal and published by . This book was released on 2016 with total page 690 pages. Available in PDF, EPUB and Kindle. Book excerpt: The following work investigates the state of undergraduate mentoring at Southern Illinois University-Carbondale in January 2013. It goes on to investigate the impacts of those mentoring experiences on students' academic performance as measured by Dean's List attainment and graduation. The primary source for data is a researcher-designed survey that was administered to over 1000 undergraduates. It also uses publicly available records obtained from SIU-C. After a survey of relevant literature, the construction and administration of the survey are presented as well as what records were obtained from SIU-C. This is followed by a presentation of the dataset as a whole, with emphasis on how representative it is of the undergraduate student body. Summary statistics and correlations of explanatory variables are provided. The document then presents three chapters of empirical analysis. These three chapters all follow a pattern of first establishing the research questions and hypotheses to be investigated, an exploration of data that particularly applies to this section of analysis, and a brief explanation of the major methodology followed. Each empirical chapter finishes by showing how each hypothesis was specifically investigated, the results obtained, and a discussion on the validity and application of those results. Avenues of future research are also presented when applicable. The first empirical chapter delves into what type of student receives what type of mentoring. The document contributes to the literature in its investigation of how previous mentoring experiences impact the incidence and type of mentoring utilized by students at the university level. The next section looks services provided by mentors and how these impact a student's attitude about the institution and their place in it. Finally, the investigation turns to how mentoring impacts academic performance. The primary measure of academic performance is the attainment of the Dean's List, a measure not seen in previous literature. The document ends with a brief conclusion where policy ramifications are discussed. The extensive appendix included empirical tables not included in the text of the document, human subject committee approval, and the survey and its consent form.
Book Synopsis Perceptions of First-year College Students by : Dyan Robinson
Download or read book Perceptions of First-year College Students written by Dyan Robinson and published by . This book was released on 2018 with total page 296 pages. Available in PDF, EPUB and Kindle. Book excerpt: Almost half of the students who begin college are not retained at the institution in which they began. The purpose of this research was to explore the perceptions of first-year college students and the impact peer mentoring has on student success. This quantitative study utilized the College Student Mentoring Scale to measure perceptions of first-year students. The survey questions students on interrelated constructs which are, Psychological and Emotional Support, Degree and Career Support, Academic Subject Knowledge Support and The Existence of a Role Model. The research found that gender and academic background are factors that impact first-year students’ perceptions of a peer mentoring. Additional findings indicated that response levels were highest for the areas of Academic Subject Knowledge Support and The Existence of a Role Model. It is the intention that this study will add to the limited existent research on peer mentoring in higher education. Also, it will assist in future policies and practices by providing a foundation of the components that influence first-year student success through improving effectiveness of peer mentoring programs.
Book Synopsis Mentoring of First Generation College Students by : Samantha Swift
Download or read book Mentoring of First Generation College Students written by Samantha Swift and published by . This book was released on 2015 with total page 52 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: This quantitative study explored the perceived value of mentoring among mentors and mentees in the Partners for Success Program at California State University, Long Beach. Aspects of academic success were compared between mentees and randomly selected undergraduates not in the program. The sample size was 271 (27 mentors, 136 mentees, and 108 other undergraduates). A self-administered online survey measured values of mentoring, social support, and self-efficacy. GPAs were self-reported. Mentees valued career help significantly more than mentors. Both groups rated teaching, career counseling, and trust most highly. European Americans had significantly higher social support scores than Latino/Hispanics. Among mentees, self-efficacy was positively correlated with academic performance. It is recommended that academic mentoring programs focus their efforts on fostering trust and providing advisement. Special attention should be paid to the availability of social capital, especially among ethnic minorities.
Book Synopsis The Impact of a Mentoring Relationship on College Adjustment and College-related Stress for First-year, First-generation College Students by : Rhea Horton
Download or read book The Impact of a Mentoring Relationship on College Adjustment and College-related Stress for First-year, First-generation College Students written by Rhea Horton and published by . This book was released on 2015 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Community College Students’ Perceptions of the Effects of Peer Mentoring on Their Sense of Belonging by : Bryan Keith Sullins
Download or read book Community College Students’ Perceptions of the Effects of Peer Mentoring on Their Sense of Belonging written by Bryan Keith Sullins and published by . This book was released on 2020 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt: Community college students are less likely to complete their educational objectives than are students who attend 4-year institutions. Students who opt out of the recommended remedial coursework in the foundational subjects of reading, writing, and math may be further disadvantaged when attempting college level coursework. As one way to reduce this disadvantage, peer mentoring’s positive influence on retention, student development, and success in college is well-documented in higher education literature. Additionally, an increasing number of research articles espouse students’ sense of belonging as a critical factor in these same areas. What the extant literature fails to closely examine are the ways in which peer mentoring influences the two dimensions of sense of belonging in college--peer belonging and institutional attachment. This is a descriptive study designed to explore students' perceptions and experiences surrounding the ways in which the peer mentor relationships affected their sense of belonging in college. Using exemplar methodology, I selected mentees who exhibited at least one of the criteria of well-mentored students--students who were mentored in accordance with the college's QEP requirements. The findings in this study suggest sense of belonging was affected by peer mentor interventions. Semi-structured interviews with the well-mentored students in this study suggest when peer mentors behaved in accordance with the exemplar criteria, sense of belonging was improved. With few exceptions, all three participants credited their peer mentors with having influenced their sense of belonging. This study sheds light on the underexplored association between peer mentoring and sense of belonging. The findings in this study suggest peer mentoring is an effective strategy to influence sense of belonging in the areas of connectedness, engagement, and transition. Peer mentors serve as facilitators of sense of belonging when they bridge academic and social aspects of college life for students whom they mentor. The experience gained in this study may be informative to the design, evaluation, or redesign of peer mentor programs at other higher education institutions.
Book Synopsis Lighting the Way by : Philip Sheridan Burnham
Download or read book Lighting the Way written by Philip Sheridan Burnham and published by . This book was released on 2013 with total page 72 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigates whether having a higher education professional serve as a mentor increases the retention rate of first generation college students and the role institutional culture plays in a student's desire to remain at the university. The Principal Investigator (PI) hypothesized that the institution does send subtle messages of inferiority to first generation college students and having a higher education professional serving as an academic mentor does increase the retention of this population. Twelve students within Central Connecticut State University's Educational Opportunity Program took a twenty question online survey which measured students' perception of the campus environment, academic role models, and how the two impact their retention. Four of those twelve students elected to take part in an in-person, follow up interview, which allowed the PI to obtain more elaborative answers. The research shows that having an academic mentor does increase the retention rate of first generation college students and the university does send subtle messages of inferiority to first generation college students. Since most of the research up to this point deals with difficulties faced by first generation college students, the effectiveness of college programs which cater to this population, or what makes a TRIO program successful, this study contributes to the discussion by looking at how academic mentoring influences the perceptions of first generation college students, and how those perceptions affect their retention. Study limitations include the fact that this research focuses on one program on one campus, a small sample, a less diverse sample than desirable, and the tight timeframe. Future research may look at how the experience of Central Connecticut State University students compare to those students at another university and the academic experience of men.
Book Synopsis Mentoring Student Engagement by : Drane Andrew Parker
Download or read book Mentoring Student Engagement written by Drane Andrew Parker and published by . This book was released on 2018 with total page 308 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative study was to determine whether a peer mentoring program at a Midwestern faith-based institution had an impact on student engagement. The dependent variables for this study included four sub-level engagement indicators from the National Survey for Student Engagement (NSSE): collaborative learning, discussions with diverse others, quality of interactions, and supportive environment. The independent variable was participation in the peer mentoring program and the control variables were socioeconomic status (based on receipt of Pell Grant), gender, SAT score, distance from home, and in-state/out-of-state residency. The sample consisted of 296 freshmen students from the 2012–2013 academic year at Mack College who completed the NSSE during the spring of 2013. The entire freshmen class at the college, totaling 741, was invited to complete the NSSE and 296 completed it. Of the number of students who completed the instrument, 76 were enrolled in the residentially-based, peer mentoring program and 220 were not. Ordinary least squares (OLS) regression was utilized for the analysis and preliminary results indicated that participation in the peer mentoring program was not a significant predictor of student engagement levels as represented by NSSE scores. However, some of the other control variables were positively and significantly related to some of the NSSE measures. Furthermore, additional analyses found participation in the peer mentoring program to be significantly related to supportive environment for the students scoring in the lower half for that engagement measure. It was concluded that, while the findings provide reaffirming support of some previous research, other research was challenged, particularly by the minimal amount of significant relationships found in the data analysis. The findings of the study indicate the value as well as direction of further research to promote a better understanding of the dynamics and impacts of peer mentoring programs on student engagement.
Book Synopsis Mélanges d'histoire littéraire offerts à Daniel Mornet par ses anciens collègues et ses disciples français by :
Download or read book Mélanges d'histoire littéraire offerts à Daniel Mornet par ses anciens collègues et ses disciples français written by and published by . This book was released on 1951 with total page 229 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effect of a Mentoring Program on the Self-esteem of First Year, Learning Disabled College Students by : Nathanael I Barnes
Download or read book The Effect of a Mentoring Program on the Self-esteem of First Year, Learning Disabled College Students written by Nathanael I Barnes and published by . This book was released on 2004 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Mentorship in Higher Education by : Sara R. Rinfret
Download or read book Mentorship in Higher Education written by Sara R. Rinfret and published by Taylor & Francis. This book was released on 2024-07-05 with total page 189 pages. Available in PDF, EPUB and Kindle. Book excerpt: As a formal educational instrument, mentorship has received increasing academic and professional interest over the last several decades. Formal or informal mentorship programs are seen as an innovative means of supporting organizational goals and addressing diversity in executive leadership. Most of the attention has been toward mentorship in a professional context, but mentorship also plays a crucial role in the development of both graduate students and faculty members. This book explores the theoretical and practical insights into the use of mentorships within higher education. The research published here show that mentorship matters because it actively encourages faculty to pay it forward, advancing opportunities for students and faculty, focusing on the development of students, and pushing mentors to consider how mentorship can be used to work in a diverse and changing society. The purpose of this book is to help develop the understanding of mentorship, highlight its importance, and hopefully progress the discussion forward with new actions in the field. This volume will be of interest to teachers, students, and researchers of education, public policy and public administration. The chapters in this book were originally published as a special issue of Journal of Public Affairs Education.
