Mentoring Processes in Higher Education

93 Pages·2016·1.302 MB·English

by  DeAnna M. Laverick (auth.)

SPRINGER BRIEFS IN EDUCATION
DeAnna M. Laverick
Mentoring
Processes in
Higher Education
123
SpringerBriefs in Education
More information about this series at http://www.springer.com/series/8914
DeAnna M. Laverick
Mentoring Processes
in Higher Education
123
DeAnna M.Laverick
Department ofProfessional Studies
inEducation
Indiana University of Pennsylvania
Indiana, PA
USA
ISSN 2211-1921 ISSN 2211-193X (electronic)
SpringerBriefs inEducation
ISBN978-3-319-39215-8 ISBN978-3-319-39217-2 (eBook)
DOI 10.1007/978-3-319-39217-2
LibraryofCongressControlNumber:2016941321
©TheAuthor(s)2016
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This book is first dedicated to God and my
family. To my husband, Randy, thank you for
always encouraging me and believing in me.
To my children, Braden and Alaina, cherish
the mentoring relationships that you have
throughout your life. Whether they take place
in academics, athletics, or in personal
relationships, appreciate the role that your
mentors have played and give back by
becoming mentors and positive role models
throughout your lives. To my mom and dad,
you were my first mentors. Thank you for all
that you have done to shape and form me into
being the person and mentor that I am today.
This book is also dedicated to the special
mentors in my life: Dr. Donald McFeely,
Mrs. Janet Kauffman, Mrs. Cheryl Caroff,
Mrs. Carol Marcenzo, Dr. Mary Jalongo,
Dr. Robert Millward, Dr. Anne Creany,
Dr. Susan Fello, Dr. Kelli Paquette,
Dr. Valeri Helterbran, Dr. Sue Rieg, and
Ms. Pamela Sugg. Each one of you has
exertedapositiveinfluenceonmylifeandhas
taught me so much. I appreciate the time and
expertise that you have shared in your own
special way.
Acknowledgments
I would like to first thank Dr. Mary Renck Jalongo for her suggestions, ideas, and
feedback on this publication. Next, I would like to thank the followingindividuals
for their contribution: Ms. Tenesha Ali; Dr. George Bieger; Ms. Abby Bono;
Ms. Megan Carney, Coach William Graham, and the IUP softball team;
Mrs. Melissa Casses; Ms. Kaitlyn Colbert; Ms. Courtney Connell; Ms. Emily
Deyarmin; Ms. Cassandra Fay; Dr. Thomas Frantz; Ms. Kris Glosser; Mr. Willam
Hamilton; Dr. Kelly Heider; Dr. Valeri Helterbran; Ms. Ying Jiang; Dr. Shirley
Johnson;Dr.AliKappel;Ms.AlainaLaverick;Mr.RandallLaverick;Ms.Danielle
Malicky;Dr.JosephMarcoline;Ms.DianeMcCoy;Ms.HannahMercer;Dr.Joann
Migyanka; Ms. Kimberly Mohney; Ms. Nichol Murray; Ms. Laura Nientimp;
Mr. Michael Pampena; Dr. Kelli Paquette; Ms. Alexis Potts; Dr. Sue Rieg;
Ms.AshleyRush;Dr.SusanSibert;Dr.MeghanTwiest;Mr.WilliamVanEmburg;
and Dr. Huachuan Wen. Finally, I would like to thank my graduate assistant,
Ms. Nichol Murray, for her assistance with research and manuscript preparation.
vii
Contents
1 The Mentoring Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
1.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
1.2 Theoretical Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
1.2.1 Theories of Expertise. . . . . . . . . . . . . . . . . . . . . . . . . . . 4
1.2.2 Human and Social Capital Theories. . . . . . . . . . . . . . . . . 5
1.2.3 Influence on Adult Learning. . . . . . . . . . . . . . . . . . . . . . 6
1.3 Mentoring Relationships. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
1.4 Characteristics of Great Mentors . . . . . . . . . . . . . . . . . . . . . . . . 8
1.5 Benefits of Mentoring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
2 Mentoring New and Junior Faculty . . . . . . . . . . . . . . . . . . . . . . . . 15
2.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
2.2 The Importance of Mentors in the Transition
to Higher Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
2.3 Mentoring Programs and Examples of Mentoring New
and Junior Faculty. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
2.3.1 Assignment of Mentors and Timing. . . . . . . . . . . . . . . . . 20
2.3.2 Professional Development and Evaluation
of Mentoring Programs . . . . . . . . . . . . . . . . . . . . . . . . . 21
2.3.3 Promoting Ongoing Communication and Positive
Interactions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
2.4 Topics of Importance for New and Junior Faculty. . . . . . . . . . . . 23
2.4.1 Observations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
2.4.2 Syllabi. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
2.4.3 Student Evaluations. . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
2.4.4 Scholarship . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
2.4.5 Tenure and Promotion. . . . . . . . . . . . . . . . . . . . . . . . . . 28
ix
x Contents
2.5 Mentoring New and Junior Faculty that Include Women
and Minoritized Racial and Ethnic Groups . . . . . . . . . . . . . . . . . 29
2.5.1 New and Junior Faculty Who Are Women. . . . . . . . . . . . 29
2.5.2 New and Junior Faculty from Minoritized Racial
and Ethnic Groups . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
3 Professional Development Through Mentoring . . . . . . . . . . . . . . . . 35
3.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
3.2 Mentoring Faculty that Include Women and Minoritized Racial
and Ethnic Groups. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
3.2.1 Mentoring Faculty Who Are Women. . . . . . . . . . . . . . . . 38
3.2.2 Mentoring Faculty from Minoritized Racial and Ethnic
Groups. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
3.3 Co-teaching and Team Teaching . . . . . . . . . . . . . . . . . . . . . . . . 40
3.4 Reflective Practice and Teaching Circles. . . . . . . . . . . . . . . . . . . 42
3.4.1 Japanese Lesson Study as a Method of Mentoring. . . . . . . 43
3.5 Mentoring Through Curriculum Development. . . . . . . . . . . . . . . 44
References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
4 Mentoring Graduate Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
4.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
4.2 Mentoring Through Scholarly Projects. . . . . . . . . . . . . . . . . . . . 51
4.3 Mentoring Though Internships and Teaching. . . . . . . . . . . . . . . . 52
4.4 Mentoring Graduate Students that Include Women
and Minoritized Racial and Ethnic Groups . . . . . . . . . . . . . . . . . 54
4.4.1 Mentoring Graduate Students Who Are Women . . . . . . . . 54
4.4.2 Mentoring Graduate Students from Minoritized Racial
and Ethnic Groups . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
5 Mentoring Undergraduate Students . . . . . . . . . . . . . . . . . . . . . . . . 59
5.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
5.2 Mentoring Through Advisement . . . . . . . . . . . . . . . . . . . . . . . . 60
5.2.1 Mentoring Nontraditional Students . . . . . . . . . . . . . . . . . 62
5.3 Mentoring Through Coursework and Related Projects . . . . . . . . . 63
5.3.1 Lesson Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
5.3.2 Expert Residencies . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
5.3.3 Interdisciplinary Collaboration . . . . . . . . . . . . . . . . . . . . 65
5.3.4 Scholarly Projects. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
5.4 Mentoring Undergraduate Students that Include Women
and Minoritized Racial and Ethnic Groups . . . . . . . . . . . . . . . . . 67
5.4.1 Mentoring Undergraduate Students Who Are Women . . . . 67
5.4.2 Mentoring Undergraduate Students from Minoritized
Racial and Ethnic Groups. . . . . . . . . . . . . . . . . . . . . . . . 67
References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Contents xi
6 Mentoring Opportunities Outside of Academic Buildings:
Field Experiences, Student Organizations, and Athletics . . . . . . . . . 71
6.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
6.2 Field Experiences and Internships . . . . . . . . . . . . . . . . . . . . . . . 72
6.2.1 Mentoring by the University Supervisor. . . . . . . . . . . . . . 73
6.2.2 Mentoring by the Cooperating Teacher . . . . . . . . . . . . . . 73
6.2.3 Peer Mentoring. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
6.2.4 Professional Development Schools . . . . . . . . . . . . . . . . . 76
6.2.5 Co-teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
6.3 Living-Learning Communities. . . . . . . . . . . . . . . . . . . . . . . . . . 78
6.4 Student Organizations and Athletics. . . . . . . . . . . . . . . . . . . . . . 79
6.4.1 Mentoring in Student Organizations. . . . . . . . . . . . . . . . . 80
6.4.2 Mentoring in Athletics. . . . . . . . . . . . . . . . . . . . . . . . . . 81
References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83