Mentoring in Higher Education: The Effects Faculty Mentoring Has on Academic Performance and Satisfaction of Students Enrolled in a Historically Blac PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Mentoring in Higher Education: The Effects Faculty Mentoring Has on Academic Performance and Satisfaction of Students Enrolled in a Historically Blac PDF full book. Access full book title Mentoring in Higher Education: The Effects Faculty Mentoring Has on Academic Performance and Satisfaction of Students Enrolled in a Historically Blac by Dr Theola M. Blakley-Moore. Download full books in PDF and EPUB format.
Author: Dr Theola M. Blakley-Moore
Publisher:
ISBN: 9781478746461
Category : Education
Languages : en
Pages : 170
Get Book Here
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
Author: Dr Theola M. Blakley-Moore
Publisher:
ISBN: 9781478746461
Category : Education
Languages : en
Pages : 170
Get Book Here
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
Author: Conway, Cassandra Sligh
Publisher: IGI Global
ISBN: 1522540725
Category : Education
Languages : en
Pages : 371
Get Book Here
Book Description
An important aspect of higher education is the mentorship of junior faculty by senior faculty. Addressing the vital role mentorship plays in an academic institution’s survival promotes more opportunities and positive learning experiences. Faculty Mentorship at Historically Black Colleges and Universities provides emerging research on the importance of recruiting, retaining, and promoting faculty within Historically Black Colleges and Universities. While highlighting specific issues and aspects of mentorship in college, readers will learn about challenges and benefits of mentorship including professional development, peer mentoring, and psychosocial support. This book is an important resource for academicians, researchers, students, and librarians seeking current research on the growth of mentorship in historically black learning institutions.
Author: National Academies of Sciences, Engineering, and Medicine
Publisher: National Academies Press
ISBN: 0309497299
Category : Education
Languages : en
Pages : 307
Get Book Here
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: Carole J. Bland
Publisher: R&L Education
ISBN: 1607090686
Category : Education
Languages : en
Pages : 231
Get Book Here
Book Description
Few things are more essential to the success of an academic institution than vital faculty members. This book is a rich combination of findings from the literature and practical tools, which together assist academic leaders and faculty in implementing and participating in a successful formal mentoring program that can be used as a strategy for maintaining the vitality of a diverse faculty across all stages of an academic career. In Faculty Success through Mentoring, the authors describe the tangible benefits of formal, traditional mentoring programs, in which mentor-mentee interactions are deliberate, structured, and goal-oriented. They outline the characteristics of effective mentors, mentees, and mentoring programs, and cover other models of mentoring programs, such as group and peer mentoring, which are particularly suited for senior and mid-career faculty. Also included are tools that institutions, mentors, and mentees can use to navigate successfully through the phases of a mentoring relationship. One of the unique features of this book is its explicit attention to the challenges to effective mentoring across genders, ethnicities, and generations. No matter what role one plays in mentoring, this book is an invaluable resource.
Author: DeAnna M. Laverick
Publisher: Springer
ISBN: 3319392174
Category : Education
Languages : en
Pages : 93
Get Book Here
Book Description
This book portrays the various ways in which mentoring occurs in higher education. Targeting the stakeholders who benefit from mentoring, namely faculty, graduate and undergraduate students, and their professional colleagues, this book supports those who are involved in the mentoring process. It synthesizes the professional literature on mentoring and shares examples of effective practices that address the needs of mentors and their protégés. The book describes mutual benefits of mentoring, along with the characteristics of effective mentors and the ways in which they may support their protégés. The relationships discussed in Mentoring Processes in Higher Education surround mentoring new faculty; peer mentoring for professional development; mentoring through research, scholarship, and teaching opportunities; and mentoring through field experiences, athletics, and student organizations. The book shares the voices of mentors and their protégés as it illustrates how mentoring relationships form the basis for reflection, a transaction of ideas, and growth in knowledge and skills to ultimately advance the institution and field through a collaborative environment in which stakeholders thrive and are valued for their contributions. The cyclical effect of positive mentoring is illuminated through real-life examples that show how protégés eventually become mentors in a continual process of support.
Author: Renee Tura Alexander
Publisher:
ISBN:
Category : Educational equalization
Languages : en
Pages : 214
Get Book Here
Book Description
Author: Cheron H. Davis
Publisher: Emerald Group Publishing
ISBN: 1787548406
Category : Education
Languages : en
Pages : 272
Get Book Here
Book Description
This book focuses on the experiences of underserved student and faculty at historically Black colleges and universities. Encompassing institutional supports, identity development, and socialization patterns, it explores how “outsider” perspectives will impact future research and practice, while also emphasizing issues of diversity and inclusion.
Author: Gloria Crisp
Publisher: John Wiley & Sons
ISBN: 1119382335
Category : Education
Languages : en
Pages : 124
Get Book Here
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: Raina M. Dyer-Barr
Publisher:
ISBN:
Category :
Languages : en
Pages :
Get Book Here
Book Description
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.
Author: Thomas Ioor Bourgeois
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages :
Get Book Here
Book Description
The number of students attending public universities is increasing in the United States. These students are diverse in terms of age, ethnicity, socio-economic status, and academic abilities. Some are the first in their families to attend college. These varied backgrounds and experiences often result in students who are under-prepared for college. Increasing academic success and retention of students are a constant struggle at many institutions of higher education. The current study investigated the academic performance (GPA) and retention rates of freshmen students who were part of the mentoring program at Mississippi State University. The results indicated that students who were part of the mentoring program performed better academically and also were retained at a higher rate than that of those students were not part of the mentoring program. Incoming college freshmen need access to as many university resources as possible, such as mentoring to aid them in successfully acclimating both academically and socially. Efforts should focus on encouraging faculty interaction beyond the classroom via mentoring. This mentoring interaction will help incoming students not only with a higher GPA, but also with a better chance at remaining at college and ultimately graduating.
