Tracie Marcella Addy, Nii A. Addy, Brett Hendrickson, Khadijah A. Mitchell
Abstract Inclusion in formal classroom environments continues to be a major focus in higher education, but there has been less emphasis on inclusive instructor‐student mentorship, which has a significant impact and can have a number of positive outcomes for learners. In this article, we describe major principles of inclusive mentorship, as well as models and structures that support inclusion. We explore specific topics such as the positionalities and mindsets of inclusive mentors, values, and intentions, the power of formal and informal mentorship structures, and the critical role of constellation mentorship. We highlight recommended practices for mentoring diverse learners through three case examples that collectively span the undergraduate, graduate, and pre‐professional levels. These case examples draw upon the rich experiences of co‐authors who have mentored a number of students and trainees, won mentorship awards, successfully founded and led mentorship programs, and studied effective mentorship practices. This topic fills an important gap in the literature, by addressing and providing evidence‐based practices that support inclusive mentorship.
{"title":"Supporting mentees through inclusive mentorship","authors":"Tracie Marcella Addy, Nii A. Addy, Brett Hendrickson, Khadijah A. Mitchell","doi":"10.1002/tl.20554","DOIUrl":"https://doi.org/10.1002/tl.20554","url":null,"abstract":"Abstract Inclusion in formal classroom environments continues to be a major focus in higher education, but there has been less emphasis on inclusive instructor‐student mentorship, which has a significant impact and can have a number of positive outcomes for learners. In this article, we describe major principles of inclusive mentorship, as well as models and structures that support inclusion. We explore specific topics such as the positionalities and mindsets of inclusive mentors, values, and intentions, the power of formal and informal mentorship structures, and the critical role of constellation mentorship. We highlight recommended practices for mentoring diverse learners through three case examples that collectively span the undergraduate, graduate, and pre‐professional levels. These case examples draw upon the rich experiences of co‐authors who have mentored a number of students and trainees, won mentorship awards, successfully founded and led mentorship programs, and studied effective mentorship practices. This topic fills an important gap in the literature, by addressing and providing evidence‐based practices that support inclusive mentorship.","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":"135297993","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}
Yasi Mojab, Arghavan Zolfaghari, Rory E. Kim, Terrence F. Graham, Ian S. Haworth
{"title":"Mentorship and leadership for doctor of pharmacy students in an international undergraduate program","authors":"Yasi Mojab, Arghavan Zolfaghari, Rory E. Kim, Terrence F. Graham, Ian S. Haworth","doi":"10.1002/tl.20560","DOIUrl":"https://doi.org/10.1002/tl.20560","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":"135298330","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}
Benjamin A. Johnson, Rachel Arocho, Anton O. Tolman
Abstract This article focuses on professional development by exploring two faculty education programs that create opportunities for faculty to learn best practices for mentoring students in scholarly work. These programs promote the inclusion of diverse and underrepresented student populations in research experiences; help faculty develop as effective, ethical mentors; and improve support for long‐term student achievement.
{"title":"Mentoring by design: Examples of effective faculty development programs","authors":"Benjamin A. Johnson, Rachel Arocho, Anton O. Tolman","doi":"10.1002/tl.20563","DOIUrl":"https://doi.org/10.1002/tl.20563","url":null,"abstract":"Abstract This article focuses on professional development by exploring two faculty education programs that create opportunities for faculty to learn best practices for mentoring students in scholarly work. These programs promote the inclusion of diverse and underrepresented student populations in research experiences; help faculty develop as effective, ethical mentors; and improve support for long‐term student achievement.","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":"135299011","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 Cruz, Maureen Vandermaas‐Peeler, Eric E. Hall, Amy L. Allocco, Kate Patch, Jennifer Hamel, Jacqueline McLaughlin
In 2015, the United Nations General Assembly unveiled a set of 17 sustainable development goals (SDGs), in the form of complex, even controversial, challenges that have global implications. Inherent in each of the SDGs was the need for collaboration, communication, and coordination across conventional disciplinary and geo-political divides. The sheer magnitude of goals such as “affordable and clean energy” and “reduced inequalities” (“The 17 goals: Sustainable development, n.d.”) also necessitated the cultivation of new approaches to problem-solving, focusing less on identifying ready solutions and more on navigating ambiguity in creative and constructive ways. Organizations around the world mobilized in response to the challenge of meeting these goals, and higher education was no exception. The SDGs identified a clear role for universities under the heading of education, with a particular emphasis on increasing access. In addition to access, higher education theorists, in particular, have articulated a broader role for the university as “a driver for the achievement of the full set of goals, through their role in human formation, knowledge production, and innovation” (Chankseliani & McCowan, 2021, 1). While the theorists speak to academic research, the SDGs suggest that universities are responsible for providing students with opportunities to develop the skills and dispositions required to grapple with these incredibly complex—some might even say wickedly complicated—global challenges. Exactly how universities might address this pedagogical responsibility remains an open question. To explore how that question might be answered, this chapter describes a multi-institutional survey-based research study intended to provide an overview of current mentoring practices related to global education. Our findings suggest that new forms of mentoring have emerged which seek to provide the collaborative, convergent, and integrative context to develop the next generation of “wicked problem” solvers (Edmundson, 2016). Mentored experiences are not the only modality through which students might gain the knowledge and awareness necessary to navigate global challenges. In many cases, attention to the SDGs has been integrated into disciplinary curricula, in models ranging from individual stand-alone courses to full integration across degree programs (Rusinko, 2010). The challenge with curricular models is that they often focus on one or two SDGs at the expense of others, and/or they provide students with limited exposure to cross-disciplinary thinking. For these reasons, many general education programs have also sought to integrate attention to SDGs, which serve to bolster long-standing values embedded in general education, including the cultivation of inter- and multi-disciplinary perspectives (Phillips, 2018; Wiek et al., 2015) as well as the fundamental civic mission that undergirds many public universities (Pasquerella, 2018). Outside of specific courses, schola
{"title":"Mentoring undergraduate research in global contexts (MUR‐GC): An integrated model","authors":"Laura Cruz, Maureen Vandermaas‐Peeler, Eric E. Hall, Amy L. Allocco, Kate Patch, Jennifer Hamel, Jacqueline McLaughlin","doi":"10.1002/tl.20556","DOIUrl":"https://doi.org/10.1002/tl.20556","url":null,"abstract":"In 2015, the United Nations General Assembly unveiled a set of 17 sustainable development goals (SDGs), in the form of complex, even controversial, challenges that have global implications. Inherent in each of the SDGs was the need for collaboration, communication, and coordination across conventional disciplinary and geo-political divides. The sheer magnitude of goals such as “affordable and clean energy” and “reduced inequalities” (“The 17 goals: Sustainable development, n.d.”) also necessitated the cultivation of new approaches to problem-solving, focusing less on identifying ready solutions and more on navigating ambiguity in creative and constructive ways. Organizations around the world mobilized in response to the challenge of meeting these goals, and higher education was no exception. The SDGs identified a clear role for universities under the heading of education, with a particular emphasis on increasing access. In addition to access, higher education theorists, in particular, have articulated a broader role for the university as “a driver for the achievement of the full set of goals, through their role in human formation, knowledge production, and innovation” (Chankseliani & McCowan, 2021, 1). While the theorists speak to academic research, the SDGs suggest that universities are responsible for providing students with opportunities to develop the skills and dispositions required to grapple with these incredibly complex—some might even say wickedly complicated—global challenges. Exactly how universities might address this pedagogical responsibility remains an open question. To explore how that question might be answered, this chapter describes a multi-institutional survey-based research study intended to provide an overview of current mentoring practices related to global education. Our findings suggest that new forms of mentoring have emerged which seek to provide the collaborative, convergent, and integrative context to develop the next generation of “wicked problem” solvers (Edmundson, 2016). Mentored experiences are not the only modality through which students might gain the knowledge and awareness necessary to navigate global challenges. In many cases, attention to the SDGs has been integrated into disciplinary curricula, in models ranging from individual stand-alone courses to full integration across degree programs (Rusinko, 2010). The challenge with curricular models is that they often focus on one or two SDGs at the expense of others, and/or they provide students with limited exposure to cross-disciplinary thinking. For these reasons, many general education programs have also sought to integrate attention to SDGs, which serve to bolster long-standing values embedded in general education, including the cultivation of inter- and multi-disciplinary perspectives (Phillips, 2018; Wiek et al., 2015) as well as the fundamental civic mission that undergirds many public universities (Pasquerella, 2018). Outside of specific courses, schola","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":"135255543","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":"Igniting mentoring relationships with the FIRE<sup>2</sup> toolkit","authors":"Jessie L. Moore, Paul C. Miller","doi":"10.1002/tl.20555","DOIUrl":"https://doi.org/10.1002/tl.20555","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":"135255547","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":"Interactions between self‐regulated learning and assessment for learning in an undergraduate introductory computer science course","authors":"Peggy P. Chen","doi":"10.1002/tl.20548","DOIUrl":"https://doi.org/10.1002/tl.20548","url":null,"abstract":"","PeriodicalId":35492,"journal":{"name":"New Directions for Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45425336","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}
Shelbi L. Kuhlmann, Matthew L. Bernacki, J. A. Greene
{"title":"A multimedia learning theory‐informed perspective on self‐regulated learning","authors":"Shelbi L. Kuhlmann, Matthew L. Bernacki, J. A. Greene","doi":"10.1002/tl.20544","DOIUrl":"https://doi.org/10.1002/tl.20544","url":null,"abstract":"","PeriodicalId":35492,"journal":{"name":"New Directions for Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42642783","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":"Foreword","authors":"E. Peters-Burton, Anastasia Kitsantas","doi":"10.1002/tl.20552","DOIUrl":"https://doi.org/10.1002/tl.20552","url":null,"abstract":"","PeriodicalId":35492,"journal":{"name":"New Directions for Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48641820","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":"Prior achievement in math impacts adolescents’ help‐seeking behavior in interactive learning environments","authors":"Rinat Levy Cohen, Akane Zusho","doi":"10.1002/tl.20550","DOIUrl":"https://doi.org/10.1002/tl.20550","url":null,"abstract":"","PeriodicalId":35492,"journal":{"name":"New Directions for Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43849401","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":"Promoting teachers’ SRL with professional vision experiences of live‐actors simulations and video technology","authors":"B. Kramarski, Orna Heaysman","doi":"10.1002/tl.20549","DOIUrl":"https://doi.org/10.1002/tl.20549","url":null,"abstract":"","PeriodicalId":35492,"journal":{"name":"New Directions for Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43417449","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：