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A Retrospective Study Of How New Faculty Report The Use Of Mentoring Relationships To Make Sense Of Their Multiple Roles
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Book Synopsis A Retrospective Study of how New Faculty Report the Use of Mentoring Relationships to Make Sense of Their Multiple Roles by : Jonathan David Rohrer
Download or read book A Retrospective Study of how New Faculty Report the Use of Mentoring Relationships to Make Sense of Their Multiple Roles written by Jonathan David Rohrer and published by . This book was released on 1997 with total page 612 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book New Faculty written by C. Lucas and published by Springer. This book was released on 2002-08-15 with total page 294 pages. Available in PDF, EPUB and Kindle. Book excerpt: Successfully launching an academic career in the challenging environment of higher education today is apt to require more explicit preparation than the informal socialization typically afforded in graduate school. As a faculty novice soon discovers, job success requires balancing multiple demands on one's time and energy. New Faculty offers a useful compendium of 'survival' advice for the faculty newcomer, ranging from practical tips on classroom teaching and student performance evaluation to detailed advice on grant-writing, student advising, professional service, and publishing. Beginning faculty members - and possibly their more experienced colleagues as well - will find this lively guidebook both informative and thought-provoking.
Download or read book Always at Odds? written by Mary C. Wright and published by State University of New York Press. This book was released on 2014-02-07 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt: In surveys, research university faculty often report that they value teaching more than their departments do. This incongruence holds implications for job satisfaction, stress, time spent on teaching, organizational continuity, and even student evaluations. Using an interactionist view of organizations, Mary C. Wright examines the reasons for this lack of agreement between the individual's values and perceptions of organizational leaders' views. She also examines departments in which there is a consensus about the value of teaching, specifically how formal policies, social networks around teaching, and chair leadership can offer an alternative work environment, or a culture of congruence around instruction. The practices and organizational arrangements of these departments offer lessons for administrators, faculty, and faculty developers who wish to create universities conducive to instructional enhancement. Because this book features extensive case studies of science departments, it also holds implications for those interested in constructing productive work environments and enhancing student learning in STEM (science, technology, engineering, and mathematics) fields.
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2006 with total page 682 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Socialization of New Faculty at a Public University in Thailand by : Apipa Prachyapruit
Download or read book Socialization of New Faculty at a Public University in Thailand written by Apipa Prachyapruit and published by . This book was released on 2001 with total page 364 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Mentoring and Academic Success for Women Faculty Members at Research Universities by : Jean Ann Waltman
Download or read book Mentoring and Academic Success for Women Faculty Members at Research Universities written by Jean Ann Waltman and published by . This book was released on 2001 with total page 558 pages. Available in PDF, EPUB and Kindle. Book excerpt: Explores the mentoring experiences of female faculty members at research universities and describes the kinds of mentoring that appear most to support their career success. Asks what women's personal experiences with mentoring have been, what the characteristics of the mentoring relationships are, and what influence academic discipline has on the mentoring needs of female faculty members at research universities.
Book Synopsis American Doctoral Dissertations by :
Download or read book American Doctoral Dissertations written by and published by . This book was released on 1998 with total page 784 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Impact of Multiple Mentoring Relationships on Attrition in the Ed.D. Program by : Tarae Waddell-Terry
Download or read book The Impact of Multiple Mentoring Relationships on Attrition in the Ed.D. Program written by Tarae Waddell-Terry and published by . This book was released on 2014 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research suggests doctoral students leave their programs early due to the lack of mentoring relationships to support degree completion and success. Attrition across disciplines in Ph.D. programs is around 50%. Findings of studies on doctoral student experience solely focusing on Ph.D. programs suggest that mentoring relationships support degree completion. Ed.D. attrition rates and how mentoring contributes to degree completion is not widely studied. This qualitative-narrative study sought to explore how multiple mentoring relationships reduced attrition in an Ed.D. program. The research questions addressed include the following: How do multiple mentoring relationships support success in the Ed.D. program?, How do multiple mentoring relationships impact doctoral student experience in the Ed.D. program?, How do multiple mentoring relationships promote social learning to support success in the Ed.D. program?, What role do multiple mentoring relationships play in psychosocial support to promote success in the Ed.D. program?, and What role do multiple mentoring relationships play in career support to promote success in the Ed.D. program? The conceptual framework for this study reflects the core areas within the literature that support successful degree completion. These core areas include the doctoral student's experience, adult learning, and mentoring. Study participants shared their experiences with mentors across their life domains (academic, personal, and professional) and the support (mechanisms) provided to promote progression and or completion of the program. The study found that participants successfully graduated, moved through coursework, completed the dissertation process, and advanced in their careers as a result of multiple mentoring relationships. Each relationship served a specific purpose in contributing to the participant's progression or degree completion. For instance, family members and friends supported participants with home duties, childcare, encouragement, and praise during their doctoral journey. Supervisors supported the participant's success both academically and professionally. Fellow doctoral students enhanced the learning experience by sharing different perspectives and providing academic and career advice/strategies. Faculty were critical to the academic and dissertation process as well as to scholarly development. Participants expressed the importance of having multiple mentoring relationships to support progression and completion in an Ed.D. program.
Book Synopsis Paving the Way Toward Faculty Careers in Higher Education by : Norina L. Columbaro
Download or read book Paving the Way Toward Faculty Careers in Higher Education written by Norina L. Columbaro and published by . This book was released on 2015 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: Research focusing on online doctoral programs in preparation for academic careers consistently reveals a perception that online doctoral degree programs lack opportunities for social learning, mentoring, and submersion in the academic culture (Adams & DeFleur, 2005; Flowers & Baltzer, 2006; Columbaro, 2007; Guendoo, 2007; Good & Peca, 2007; Columbaro & Monaghan, 2009; DePriest, 2009). In addition, the value of mentoring within doctoral programs has been addressed in several empirical studies (Green & Bauer, 1995, Golde & Dore, 2001; Paglis, Green, & Bauer, 2006; Creighton, Parks, & Creighton, 2007; Mullen, 2006; 2008; 2009). However, little research has specifically attended to the mentoring experiences of online doctoral students and their perceptions of how those experiences prepared them for tenure-track employment within four-year, land-based higher education institutions.The purpose of this study was to explore the existence and nature of mentoring relationships within online doctoral degree programs. Further, it explored how these relationships prepare online doctoral degree graduates for full-time, tenure-track employment in four-year, land-based higher education institutions. The following research questions guided this study:1) How did graduates of online doctoral degree programs, currently employed as tenure-track faculty members at four-year land-based colleges or universities, experience mentoring while completing their online doctoral degree programs? 2) How did mentoring relationships prepare these graduates to become tenure-track faculty members in four-year, land-based colleges and universities? The study was informed by social learning theory in that it explores the role and purpose of interpersonal mentoring relationships in supporting doctoral students, as well as preparing them to serve as faculty in higher education environments. The research design employed basic interpretive qualitative research approach using semi-structured interviews focusing on participants' critical mentoring episodes to explore their experiences and perceptions. The lens through which findings were analyzed was social constructivism in that it accounted for the varied experiences and meaning making of individuals in their doctoral education mentoring relationships. Findings from this study may provide insight for academic institutions adopting online doctoral degrees as part of their strategic direction and for prospective online doctoral students.
Book Synopsis Empowering the Faculty by : Gaye Luna
Download or read book Empowering the Faculty written by Gaye Luna and published by . This book was released on 1995 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Empowering the Faculty by : Gaye Luna
Download or read book Empowering the Faculty written by Gaye Luna and published by Jossey-Bass. This book was released on 1995-04-14 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report synthesizes mentoring literature in terms of conceptual frameworks, mentoring arenas, and roles and functions of mentors and proteges. Further discussed are the dynamics of mentoring for empowering faculty members as leaders and the importance of mentoring women and minorities in academe. Planning mentoring and faculty mentoring models are shared with the focus of developing and empowering faculty and ultimately benefiting the institution.
Book Synopsis The Role and Prevalence of Faculty Mentoring Among African American and Latino Undergraduates in Different Institutional Contexts: a Mixed Methods Study by : Raina M. Dyer-Barr
Download or read book The Role and Prevalence of Faculty Mentoring Among African American and Latino Undergraduates in Different Institutional Contexts: a Mixed Methods Study written by Raina M. Dyer-Barr and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: While the higher education mentoring literature is quite extensive, it largely discusses faculty mentoring in respect to graduate students. Knowledge about faculty mentoring among undergraduate students in general, and underrepresented undergraduate students in particular, in the extant literature is largely the result of the (mis)appropriation of what researchers know about faculty mentoring among graduate students to undergraduate students; very little research has actually been conducted that investigates faculty mentoring among undergraduates. This study explores the role and prevalence of faculty mentoring among underrepresented undergraduate students. Utilizing a mixed methods approach, a secondary analysis of data collected from participants in the Summer Research Opportunities Program (SROP) was conducted to determine the role, importance, and benefits of faculty mentoring among underrepresented students, from their perspective. It also probes the prevalence of faculty mentoring among African American and Latino undergraduates particularly and whether it differs for these students based on the institutional context of the colleges and universities they attend. Additionally, this research explored the relationship between faculty mentoring and these students0́9 collegiate satisfaction. The findings suggest that underrepresented undergraduates generally find faculty mentoring relationships to be an important, beneficial, and valuable asset to their collegiate experiences and outcomes, especially their educational goals and aspirations. The findings also indicate that differences exist in the prevalence of faculty mentoring for these students based on the research emphasis and selectivity of their institutions; these findings have important implications for researchers, students, institutions, and practitioners. Ultimately, this work highlights the role of faculty mentoring among underrepresented undergraduate students and recommends that institutions and practitioners seriously commit to devising, developing, and evaluating strategies to foster these relationships and increase their occurrence among underrepresented undergraduate students.
Book Synopsis Utilizing Role Theory and Mentoring to Minimize Stress for New Faculty by : Mary Beth Leidman
Download or read book Utilizing Role Theory and Mentoring to Minimize Stress for New Faculty written by Mary Beth Leidman and published by . This book was released on 2006 with total page 15 pages. Available in PDF, EPUB and Kindle. Book excerpt: Given the complexities of the higher education organizational structure, role conflict exists for all employed in this setting. However, it is particularly apparent with new faculty given the university setting and the expectations to meet performance specific standards. The purpose of this study was to examine and analyze how the development and implementation of an active mentoring program in colleges and universities might reduce stress and anxiety for new faculty. Within the Pennsylvania System of Higher Education, there exists a willingness to address the support needs of newer faculty. Most universities have established a thorough orientation program and, on many campuses, there exists a formal organizational framework for further interaction with new faculty through the efforts of the faculty union, APSCUF [Association of Pennsylvania State College and University Faculty]. However, this has proven not to be enough and several individual academic departments have established both formal and informal mentorship opportunities to ease new faculty's path and make every effort to ensure success for the new hires. This discussion explores the reasoning and the roots of role conflict and a possible remedy for this situation through a mentoring program. It traces the history of two new faculty and the efforts of one department to support the efforts of those individuals. These efforts were undertaken to increase opportunity for achievement and productivity at the earliest stages of career development therefore adding to the overall well being of the Department and by extension, the University. Results show that the new faculty benefit greatly from the opportunity to be mentored and that individuals must be free to shape their own mentorship experiences. Mentoring of new faculty should become the norm in higher education.
Book Synopsis Trajectories to the Professoriate by : Alexis Leo Caballero de Guia
Download or read book Trajectories to the Professoriate written by Alexis Leo Caballero de Guia and published by . This book was released on 2020 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Much can be learned from understanding the mentoring experience of first-generation, minoritized students who have successfully become tenured faculty in the same university system where they began their academic trajectories. This qualitative study examined how first- generation, minoritized University of California faculty experienced mentoring relationships and how those mentoring relationship experiences shaped their pathways toward the professoriate and their desired academic career trajectories. The six participants of this study: 1) were all UC tenured faculty (associate or full professor rank), 2) represented various academic disciplines, 3) studied as undergraduates and/or graduate students in the UC system, 4) identified as being of first-generation minoritized backgrounds, and 5) identified as serving in a mentoring capacity at UC. In their narratives recalling 20-30 years across their academic and professional trajectories, participants experienced diverse types of mentoring relationship experiences, particularly formal-direct mentoring, informal-indirect mentoring, long-standing mentoring, and peer mentoring. Findings revealed that research participants experienced complex and multidimensional mentoring relationships where they were mentored while simultaneously serving as mentors. Participants' aspirations to the professoriate and navigation of their academic careers were shaped by pivotal mentoring moments that positioned them to move from undergraduate to graduate work, from graduate work to post-doctoral or junior faculty positions that placed them on a forward trajectory to the professoriate and within academia. All participants leveraged existing forms of capital, particularly navigational and aspirational capital that interplay with social, familial, resistant, and linguistic capital drawn from their community cultural wealth. The interplay of various forms of capital at pivotal points in their mentoring relationships influenced their aspiration to pursue pathways to the professoriate and shaped their navigation of desired academic career trajectories. Positive mentoring principles, practices, and partnership structures played a pivotal role in the success and forward trajectory of first-generation, minoritized scholars at every level. Understanding the mentoring relationship experiences in this study creates opportunities to widen and optimally pave critical academic and career pathways to graduate school, to the professoriate, and within the academy.
Book Synopsis Mentoring Dilemmas by : Audrey J. Murrell
Download or read book Mentoring Dilemmas written by Audrey J. Murrell and published by Psychology Press. This book was released on 1999-03-01 with total page 281 pages. Available in PDF, EPUB and Kindle. Book excerpt: The world is continually changing. As organizations become more diverse, the need to recognize and develop talent within others becomes more critical and more complex. Herein lies the fundamental dilemma that parties to these important relationships face. Based on a recent gathering in Amherst, the contributors of this volume attempted to help each other better understand the issues that they were facing in their own diversified mentoring relationships as mentors, protégés, or both. This volume is the result of their efforts. Organized into three sections, the book focuses on the different types of mentoring perspectives--theoretical, empirical, and experiential. It addresses the following issues: *Developmental relationships--the emerging themes and theoretical models that discuss the experiences of various ethnic populations, *Empirical evidence--qualitative and quantitative research that examines the impact of diverse mentoring relationships, *First-hand accounts--experiences that recount key lessons learned in various situations, including breaking the glass ceiling, among others.
Book Synopsis Cross-cultural Mentoring Relationships in Higher Education by : Geleana Drew Alston
Download or read book Cross-cultural Mentoring Relationships in Higher Education written by Geleana Drew Alston and published by . This book was released on 2014 with total page 364 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this feminist grounded theory study was to explore the nature of the cross-cultural mentoring relationship between Black female faculty mentors and their White female doctoral student mentees. As diversity among faculty and students increases in doctoral education (Bell, 2011; US Digest of Education Statistics, 2009), the likelihood of student-faculty cross-cultural mentoring relationships also increases. Furthermore, these is a small, but growing number of Black female faculty members within institutions of higher education (US Digest of Education Statistics, 2009) and one can assume some of these Black female faculty members serve as mentors for students in pursuit of their doctoral degree. Yet, most of the literature regarding student-faculty cross-cultural mentoring relationships focus on White (an mainly male) faculty mentors and graduate student mentees of color (Berg & Bing, 1990; Gattis, 2008; Waldeck, Orrego, Plax, & Kearney, 1997). Five Black female faculty members and their five White female doctoral students participated in the study. Data were collected using an open-ended protocol and individual interviews lasted 60 to 90 minutes each. After conducting interviews, participants completed a critical incident questionnaire. Ascribing to constructivist grounded theory methodology, I used a systematic inductive approach to analyzing the data that involved memo-writing, multi-step coding, and theoretical sampling. The shared culture of womanhood and motherhood was beneficial to the mentors and mentees as it was an entrée for explorations of unshared cultures such as race, sexual orientation, and other cultures. For the White female doctoral student mentee, the cross-cultural mentoring relationship created an space for learning and self-reflection with regard to racial privilege and the significance of their own Whiteness. Age influenced the power dynamics within their mentoring relationships as 3 out of 5 dyads involved a mentor who was younger than the mentee. In addition, the women expressed their experiences as they negotiated tension involving the power dynamics due to what appears as a binary of two academic cultures, faculty versus administrators. As influenced by the shared and unshared cultures of motherhood and age, participants often share examples of when the roles of the mentee and mentor would temporarily reverse. Participants mentioned the importance of communication and trust while participating in a cross-cultural mentoring relationship. Lastly, the women highlighted the learning that occurred as the mentors and mentees foster and maintained their relationships. The findings of this study yield recommendations for practice and further exploration on the topic of cross-cultural mentoring relationships within various educational contexts, but especially with regard to doctoral education. Ultimately, cross-cultural mentoring relationships have the potential to create space of learning about self and others and can result in personal and professional (and possibly institutional) transformation.
Author :National Academies of Sciences, Engineering, and Medicine Publisher :National Academies Press ISBN 13 :0309497299 Total Pages :307 pages Book Rating :4.3/5 (94 download)
Book Synopsis The Science of Effective Mentorship in STEMM by : National Academies of Sciences, Engineering, and Medicine
Download or read book The Science of Effective Mentorship in STEMM written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2020-01-24 with total page 307 pages. Available in PDF, EPUB and Kindle. Book excerpt: Mentorship is a catalyst capable of unleashing one's potential for discovery, curiosity, and participation in STEMM and subsequently improving the training environment in which that STEMM potential is fostered. Mentoring relationships provide developmental spaces in which students' STEMM skills are honed and pathways into STEMM fields can be discovered. Because mentorship can be so influential in shaping the future STEMM workforce, its occurrence should not be left to chance or idiosyncratic implementation. There is a gap between what we know about effective mentoring and how it is practiced in higher education. The Science of Effective Mentorship in STEMM studies mentoring programs and practices at the undergraduate and graduate levels. It explores the importance of mentorship, the science of mentoring relationships, mentorship of underrepresented students in STEMM, mentorship structures and behaviors, and institutional cultures that support mentorship. This report and its complementary interactive guide present insights on effective programs and practices that can be adopted and adapted by institutions, departments, and individual faculty members.
