Channing R. Ford, Mark J. Sciuchetti, Michael Burns, Regina Moses, Kimberly Wickersham, Dana Ingalsbe, Allison Newton
{"title":"Assessing graduate faculty perceptions of the faculty‐student mentorship dynamic","authors":"Channing R. Ford, Mark J. Sciuchetti, Michael Burns, Regina Moses, Kimberly Wickersham, Dana Ingalsbe, Allison Newton","doi":"10.1002/tl.20568","DOIUrl":"https://doi.org/10.1002/tl.20568","url":null,"abstract":"","PeriodicalId":35492,"journal":{"name":"New Directions for Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139277933","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this article is to describe the creation and implementation of a faculty student mentoring program at an accelerated school of pharmacy, and to review ‘best practices’ relating to mentoring programs.
本文旨在介绍一所速成药学院的师生指导计划的创建和实施情况，并回顾与指导计划相关的 "最佳实践"。
{"title":"Implementation of a faculty student mentor program and lessons learned","authors":"Erica L. Rowe, Sarah M. Zamiela","doi":"10.1002/tl.20569","DOIUrl":"https://doi.org/10.1002/tl.20569","url":null,"abstract":"The purpose of this article is to describe the creation and implementation of a faculty student mentoring program at an accelerated school of pharmacy, and to review ‘best practices’ relating to mentoring programs.","PeriodicalId":35492,"journal":{"name":"New Directions for Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139277273","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Many doctoral students fail to finish their degrees, often stopping out at the dissertation stage. This article reviews successful dissertation mentoring practices, focusing on mentors' roles in aiding the completion of these degrees. Drawing on Kram's mentoring support framework—psychosocial and career/instrumental factors—the review employs qualitative meta‐synthesis to integrate qualitative research findings. The synthesis reveals that successful dissertation mentorship hinges on mentors' expertise, passion, care, and representation. Key findings underscore the value of trust‐building, setting high expectations, nurturing professional relationships, mutual respect, and encouragement. Moreover, career and instrumental support are crucial, encompassing accessibility, guidance, coaching, resource provisioning, modeling, feedback, and advocacy. The study highlights the alignment of effective dissertation mentorship with Kram's framework, spanning psychosocial and career/instrumental dimensions. It underscores the significance of tailored mentorship in facilitating doctoral students' successful dissertation completion and overall academic achievement.
{"title":"“I'll be there for you”: A review of research on beneficial dissertation mentoring practices","authors":"Claire H. Major","doi":"10.1002/tl.20564","DOIUrl":"https://doi.org/10.1002/tl.20564","url":null,"abstract":"Many doctoral students fail to finish their degrees, often stopping out at the dissertation stage. This article reviews successful dissertation mentoring practices, focusing on mentors' roles in aiding the completion of these degrees. Drawing on Kram's mentoring support framework—psychosocial and career/instrumental factors—the review employs qualitative meta‐synthesis to integrate qualitative research findings. The synthesis reveals that successful dissertation mentorship hinges on mentors' expertise, passion, care, and representation. Key findings underscore the value of trust‐building, setting high expectations, nurturing professional relationships, mutual respect, and encouragement. Moreover, career and instrumental support are crucial, encompassing accessibility, guidance, coaching, resource provisioning, modeling, feedback, and advocacy. The study highlights the alignment of effective dissertation mentorship with Kram's framework, spanning psychosocial and career/instrumental dimensions. It underscores the significance of tailored mentorship in facilitating doctoral students' successful dissertation completion and overall academic achievement.","PeriodicalId":35492,"journal":{"name":"New Directions for Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139276400","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this study, collaboration has been revisited between an American faculty member and an international graduate teaching assistant during a unique faculty‐student mentoring model within principles of chaos theory. The role of culture, beliefs about language learning and teaching had been studied closely to improve faculty/international students’ cooperation in academic settings. The research focused on the nature of the collaborative experience of a faculty member and a graduate teaching assistant in designing and implementing an authentic language learning experience into a graduate level linguistic course and the role of dynamism and chaos theory evident in this mentoring model. Participants engaged in collaborative planning of a language learning experience embedded into a graduate level linguistic course. Reflective journals of participants and assignments were analyzed to better understand the experiences of the collaborators and the ways their culture, beliefs, and mentoring model impacted andragogical choices for instruction and learning of participants and students. Through self‐study, the researchers explored their professional identity and their academic flexibility within the organizational boundaries. The results of the study unveiled the complexity and chaos of each phase of cooperation and how the participants applied flexibility to achieve a more linear teaching/learning process. The collaboration between American faculty and international GTA under the shadow of chaos twisted by culture, beliefs, and hierarchy could still generate novice andragogical practices in higher education to contribute implications for collaborative work across cultures and hierarchies.
{"title":"Faculty – Graduate teaching assistant mentoring model: Chaos theory in action","authors":"Jamie Harrison, Sedighe Zamani Roodsari","doi":"10.1002/tl.20565","DOIUrl":"https://doi.org/10.1002/tl.20565","url":null,"abstract":"In this study, collaboration has been revisited between an American faculty member and an international graduate teaching assistant during a unique faculty‐student mentoring model within principles of chaos theory. The role of culture, beliefs about language learning and teaching had been studied closely to improve faculty/international students’ cooperation in academic settings. The research focused on the nature of the collaborative experience of a faculty member and a graduate teaching assistant in designing and implementing an authentic language learning experience into a graduate level linguistic course and the role of dynamism and chaos theory evident in this mentoring model. Participants engaged in collaborative planning of a language learning experience embedded into a graduate level linguistic course. Reflective journals of participants and assignments were analyzed to better understand the experiences of the collaborators and the ways their culture, beliefs, and mentoring model impacted andragogical choices for instruction and learning of participants and students. Through self‐study, the researchers explored their professional identity and their academic flexibility within the organizational boundaries. The results of the study unveiled the complexity and chaos of each phase of cooperation and how the participants applied flexibility to achieve a more linear teaching/learning process. The collaboration between American faculty and international GTA under the shadow of chaos twisted by culture, beliefs, and hierarchy could still generate novice andragogical practices in higher education to contribute implications for collaborative work across cultures and hierarchies.","PeriodicalId":35492,"journal":{"name":"New Directions for Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139277920","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Mentoring in the classroom: Applying self‐determination theory to extend faculty teaching beyond the content","authors":"Grant R. Jackson, Tara Stevens","doi":"10.1002/tl.20558","DOIUrl":"https://doi.org/10.1002/tl.20558","url":null,"abstract":"","PeriodicalId":35492,"journal":{"name":"New Directions for Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135297998","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Nurturing research habits through modeling of faculty research: A method of student mentorship","authors":"Lauren Hays, Michelle Amos","doi":"10.1002/tl.20562","DOIUrl":"https://doi.org/10.1002/tl.20562","url":null,"abstract":"","PeriodicalId":35492,"journal":{"name":"New Directions for Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135297996","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jacob Kelley, Ashley N. Watson, Abdulrahman Bindamnan
Abstract International students bring rich and complex experiences to postsecondary education in the United States. Unfortunately, they too often encounter many challenges along their academic journeys. This article suggests that the practice of mentoring might be enhanced by deploying Yosso's theory of community cultural wealth as a way for faculty members to acknowledge, affirm, and appreciate the capital that international students bring to mentor‐mentee relationships. Three forms of capital, in particular, are examined in relation to mentoring international students: aspirational, familial, and linguistic.
{"title":"More than meets the eye: Community cultural wealth as a theory for mentoring international students","authors":"Jacob Kelley, Ashley N. Watson, Abdulrahman Bindamnan","doi":"10.1002/tl.20561","DOIUrl":"https://doi.org/10.1002/tl.20561","url":null,"abstract":"Abstract International students bring rich and complex experiences to postsecondary education in the United States. Unfortunately, they too often encounter many challenges along their academic journeys. This article suggests that the practice of mentoring might be enhanced by deploying Yosso's theory of community cultural wealth as a way for faculty members to acknowledge, affirm, and appreciate the capital that international students bring to mentor‐mentee relationships. Three forms of capital, in particular, are examined in relation to mentoring international students: aspirational, familial, and linguistic.","PeriodicalId":35492,"journal":{"name":"New Directions for Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135255542","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This chapter focuses on the future of mentoring by focusing on digital mentoring of language and TESOL teachers in higher education with a lens on nurturing the faculty‐student dynamic in primarily online/digital/blended teaching contexts. We also focus on a review of recent extant literature from the last ten years (2012‐2022) on the topic in three key categories. The paper draws upon a framework of connectivism and networked knowledge as well as a constructivist approach to learning. A constructivist model for digital mentoring builds on students’ needs, knowledge, and experience, seeing the instructor and student mentoring dynamic in multi‐faceted ways. Mentoring in a digital era draws on frameworks that suggest that mentors and mentees are part of connected communities, especially digitally connected communities. Digital mentoring has been used across both synchronous and asynchronous learning contexts (e.g., email, videoconference, etc.) and increasingly over social media (e.g., Twitter).
{"title":"Trends in digital mentoring for language teachers: Promising practices, caveats, and future directions","authors":"Peggy Semingson, Pete Smith","doi":"10.1002/tl.20557","DOIUrl":"https://doi.org/10.1002/tl.20557","url":null,"abstract":"Abstract This chapter focuses on the future of mentoring by focusing on digital mentoring of language and TESOL teachers in higher education with a lens on nurturing the faculty‐student dynamic in primarily online/digital/blended teaching contexts. We also focus on a review of recent extant literature from the last ten years (2012‐2022) on the topic in three key categories. The paper draws upon a framework of connectivism and networked knowledge as well as a constructivist approach to learning. A constructivist model for digital mentoring builds on students’ needs, knowledge, and experience, seeing the instructor and student mentoring dynamic in multi‐faceted ways. Mentoring in a digital era draws on frameworks that suggest that mentors and mentees are part of connected communities, especially digitally connected communities. Digital mentoring has been used across both synchronous and asynchronous learning contexts (e.g., email, videoconference, etc.) and increasingly over social media (e.g., Twitter).","PeriodicalId":35492,"journal":{"name":"New Directions for Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135297999","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Laura A. Lukes, Silvia Mazabel, Sarah Bean Sherman, Brett Gilley, Shandin Pete
Abstract Scientific research endeavors are increasingly collaborative in nature. As researchers work together in groups of increasing size to develop project goals and implement plans, traditional 1‐1 single faculty‐student mentor models are less relevant as students need input and guidance from the multiple faculty members contributing to the collaborative project. Instead, faculty‐student mentorship models would benefit from being re‐envisioned to facilitate faculty mentors advising multiple student team members and students seeking feedback from multiple faculty team members, while also facilitating complimentary student peer mentorship opportunities. In this article, we present a case study of how student mentorship support was initially designed and managed in a large, complex, and multidisciplinary collaborative science curriculum development effort: the Earth Science Experiential and Indigenous Learning (EaSEIL) project.
{"title":"Designing a collaborative faculty‐student mentoring model in a large, complex science curriculum development team project","authors":"Laura A. Lukes, Silvia Mazabel, Sarah Bean Sherman, Brett Gilley, Shandin Pete","doi":"10.1002/tl.20559","DOIUrl":"https://doi.org/10.1002/tl.20559","url":null,"abstract":"Abstract Scientific research endeavors are increasingly collaborative in nature. As researchers work together in groups of increasing size to develop project goals and implement plans, traditional 1‐1 single faculty‐student mentor models are less relevant as students need input and guidance from the multiple faculty members contributing to the collaborative project. Instead, faculty‐student mentorship models would benefit from being re‐envisioned to facilitate faculty mentors advising multiple student team members and students seeking feedback from multiple faculty team members, while also facilitating complimentary student peer mentorship opportunities. In this article, we present a case study of how student mentorship support was initially designed and managed in a large, complex, and multidisciplinary collaborative science curriculum development effort: the Earth Science Experiential and Indigenous Learning (EaSEIL) project.","PeriodicalId":35492,"journal":{"name":"New Directions for Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135297995","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Channing R. Ford, Kimberly B. Garza, Lindsey E. Moseley
{"title":"Editors’ notes","authors":"Channing R. Ford, Kimberly B. Garza, Lindsey E. Moseley","doi":"10.1002/tl.20553","DOIUrl":"https://doi.org/10.1002/tl.20553","url":null,"abstract":"","PeriodicalId":35492,"journal":{"name":"New Directions for Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135297826","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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