The Effects of College Mentoring Programs on Academic Performance, Program Satisfaction, and Predicting Students' Further Involvement PDF Download
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Author: Renee Tura Alexander
Publisher:
ISBN:
Category : Educational equalization
Languages : en
Pages : 214
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Book Description
Author: Renee Tura Alexander
Publisher:
ISBN:
Category : Educational equalization
Languages : en
Pages : 214
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Book Description
Author: David L. DuBois
Publisher: SAGE Publications
ISBN: 1483309819
Category : Education
Languages : en
Pages : 601
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Book Description
This thoroughly updated Second Edition of the Handbook of Youth Mentoring presents the only comprehensive synthesis of current theory, research, and practice in the field of youth mentoring. Editors David L. DuBois and Michael J. Karcher gather leading experts in the field to offer critical and informative analyses of the full spectrum of topics that are essential to advancing our understanding of the principles for effective mentoring of young people. This volume includes twenty new chapter topics and eighteen completely revised chapters based on the latest research on these topics. Each chapter has been reviewed by leading practitioners, making this handbook the strongest bridge between research and practice available in the field of youth mentoring.
Author: Elizabeth Nora Brown-Minis
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 252
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Book Description
The purpose of this study was to evaluate the effect of a mentoring program on the retention rate and academic performance of students attending a small suburban community college. In the fall semester of 1996, all first-time, full-time, credit-seeking students participated in the mentoring program. The retention rates, grade point averages and number of courses completed by the students who participated in the mentoring program were compared to the retention rates, grade point averages and number of courses completed by first-tune, full-tune, credit-seeking students who enrolled in the fall semester of 1995 and did not participate in the mentoring program. The study employed quantitative research methods using a quasi-experimental design. The population consisted of 369 first-time, full-time, credit-seeking students enrolled at the college the fall semester of 1996. The comparison group consisted of 289 first-time, full-time, credit-seeking students who enrolled at the college the fall semester of 1995. Retention status was measured by re-enrollment in subsequent semesters over two academic years. Grade point average and number of courses completed were cumulative totals for a two-year academic period. Analysis of the data revealed that there is a statistically significant difference in the number of courses completed over a two-year period by students who participated in the mentoring program as compared to the number of courses completed by students who did not participate in the mentoring program. The data further revealed that there is no statistically significant difference in the retention rate of students who received mentoring as compared to students who did not receive mentoring. However students who were not placed in developmental courses and received mentoring were more likely to be retained than students who were placed in developmental courses who received mentoring. With regard to grade point average the data showed that there is no statistically significant difference in the grade point averages of students who participated in the mentoring program and students who did not participate in the mentoring program.
Author: Drane Andrew Parker
Publisher:
ISBN: 9780355974201
Category : College environment
Languages : en
Pages : 308
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Book Description
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.
Author: Ellen L. Short
Publisher: IAP
ISBN: 168123386X
Category : Education
Languages : en
Pages : 361
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Book Description
The book, Talking About Structural Inequalities in Everyday Life: New Politics of Race in Groups, Organizations, and Social Systems, provides critical attention to contemporary, innovative, and cutting?edge issues in group, organizational, and social systems that address the complexities of racialized structural inequalities in everyday life. This book provides a comprehensive focus on systemic, societal, and organizational functioning in a variety of contexts in advancing the interdisciplinary fields of human development, counseling, social work, education, public health, multiculturalism/cultural studies, and organizational consultation. One of the most fundamental aspects of this book engages readers in the connection between theory and praxis that incorporates a critical analytic approach to learning and the practicality of knowledge. A critical emphasis examines how inequalities and power relations manifest in groups, organizations, communities, and social systems within societal contexts. In particular, suppressing talk about racialized structural inequalities in the dominant culture has traditionally worked to marginalize communities of color. The subtle, barely visible, and sometimes unspeakable behavioral practices involving these racialized dynamics are explored. This scholarly book provides a valuable collection of chapters for researchers, prevention experts, clinicians, and policy makers, as well as research organizations, not?for?profit organizations, clinical agencies, and advanced level undergraduate and graduate courses focused on counseling, social work, education, public health, organizational consultation and advocacy.
Author: National Academies of Sciences, Engineering, and Medicine
Publisher: National Academies Press
ISBN: 0309497299
Category : Education
Languages : en
Pages : 307
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Book Description
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.
Author: Gloria Crisp
Publisher: John Wiley & Sons
ISBN: 1119382335
Category : Education
Languages : en
Pages : 124
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Book Description
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.
Author: Gloria Crisp
Publisher: John Wiley & Sons
ISBN: 1119382327
Category : Education
Languages : en
Pages : 103
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Book Description
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.
Author: Elizabeth M. Zuraw
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 106
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Book Description
This qualitative study investigated mentor perceptions of satisfaction with program participation and its impact on student success. Fifteen on-line survey results and eight interviews provided program satisfaction data from teacher-mentors in one high school in southeastern Pennsylvania. Survey and interview questions were designed to report on satisfaction levels with program participation and support along two themes: (1) satisfaction as it related to the mentor, and (2) satisfaction as it related to mentor-mentee interactions. Student data gathered pre-and post-program participation was evaluated for mentoring impact in the categories of attendance, behavior, and grades. Teacher-mentor data reflected a moderate level of satisfaction in relation to program participation and program support. Teacher-mentors identified issues with a lack of program cohesion, training, and time as those that most negatively impacted their levels of satisfaction. Conversely, group mentor meetings, mentor-mentee relationships, and having served as teacher-mentors were identified as items that positively impacted their levels of satisfaction. A moderate mentoring impact on at-risk students was recognized through an examination of at-risk student data that showed a reduction in behavior incidents and failing grades but an increase in absences. Study results revealed that teacher-mentors need ongoing training and support for mentoring programs to realize a maximum student impact.
Author: Dr Theola M. Blakley-Moore
Publisher:
ISBN: 9781478746461
Category : Education
Languages : en
Pages : 170
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Book Description
The purpose of this mixed methodological study was to examine if faculty to student interaction through formalized mentoring, can be associated with the positive outcomes of academic performance and the college experience, as it relates to graduation and retention rates in a Historically Black College and University within the United States. The study provided information that may contribute to the improvement of the graduation rates of students seeking an undergraduate degree in a HBCU. Formalized mentoring can be tailored to be more personal than professional in becoming actively involved with students, who are experiencing the psychosocial risk factors, in motivating and engaging them during college enrollment (Heisserer, 2002). The underlying relationship between academic performance, graduation rate, and a student's college experience, was tested during the course of this research. The aspects of mentoring can build upon friendship, self-esteem, confidence, and acceptance among others, in overcoming academic failure (Zagenczyk et al., 2009). There is a great need for nurturing of students attending a Historically Black College and University, in promoting successful outcomes and in improving the graduate rates on a national level. The results of this study will provide administrators with important answers on how a formalized mentoring program, can contribute to successful academic performance and student satisfaction for students attending a HBCU. Mentoring can also influence matriculation, academic achievement and completion of course in earning a college degree. The Education Commission of the States (2004) focus on the goal of retaining students upon entry into an institution, while helping them to complete their undergraduate requirement within four to six years. Students, who feel pressure of psychosocial risk factors, must be persistent in fitting into the college environment, through the development of social interaction, self-confidence and eng
