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Summary:

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.

Table of Contents:

• Machine generated contents note: 1. Mentoring Process
• 1.1. Introduction
• 1.2. Theoretical Background
• 1.2.1. Theories of Expertise
• 1.2.2. Human and Social Capital Theories
• 1.2.3. Influence on Adult Learning
• 1.3. Mentoring Relationships
• 1.4. Characteristics of Great Mentors
• 1.5. Benefits of Mentoring
• References
• 2. Mentoring New and Junior Faculty
• 2.1. Introduction
• 2.2. Importance of Mentors in the Transition to Higher Education
• 2.3. Mentoring Programs and Examples of Mentoring New and Junior Faculty
• 2.3.1. Assignment of Mentors and Timing
• 2.3.2. Professional Development and Evaluation of Mentoring Programs
• 2.3.3. Promoting Ongoing Communication and Positive Interactions
• 2.4. Topics of Importance for New and Junior Faculty
• 2.4.1. Observations
• 2.4.2. Syllabi

• 2.4.3. Student Evaluations
• 2.4.4. Scholarship
• 2.4.5. Tenure and Promotion
• 2.5. Mentoring New and Junior Faculty that Include Women and Minoritized Racial and Ethnic Groups
• 2.5.1. New and Junior Faculty Who Are Women
• 2.5.2. New and Junior Faculty from Minoritized Racial and Ethnic Groups
• References
• 3. Professional Development Through Mentoring
• 3.1. Introduction
• 3.2. Mentoring Faculty that Include Women and Minoritized Racial and Ethnic Groups
• 3.2.1. Mentoring Faculty Who Are Women
• 3.2.2. Mentoring Faculty from Minoritized Racial and Ethnic Groups
• 3.3. Co-teaching and Team Teaching
• 3.4. Reflective Practice and Teaching Circles
• 3.4.1. Japanese Lesson Study as a Method of Mentoring
• 3.5. Mentoring Through Curriculum Development
• References
• 4. Mentoring Graduate Students
• 4.1. Introduction
• 4.2. Mentoring Through Scholarly Projects
• 4.3. Mentoring Though Internships and Teaching
• 4.4. Mentoring Graduate Students that Include Women and Minoritized Racial and Ethnic Groups
• 4.4.1. Mentoring Graduate Students Who Are Women
• 4.4.2. Mentoring Graduate Students from Minoritized Racial and Ethnic Groups
• References
• 5. Mentoring Undergraduate Students
• 5.1. Introduction
• 5.2. Mentoring Through Advisement
• 5.2.1. Mentoring Nontraditional Students
• 5.3. Mentoring Through Coursework and Related Projects
• 5.3.1. Lesson Study
• 5.3.2. Expert Residencies
• 5.3.3. Interdisciplinary Collaboration
• 5.3.4. Scholarly Projects
• 5.4. Mentoring Undergraduate Students that Include Women and Minoritized Racial and Ethnic Groups
• 5.4.1. Mentoring Undergraduate Students Who Are Women
• 5.4.2. Mentoring Undergraduate Students from Minoritized Racial and Ethnic Groups
• References
• 6. Mentoring Opportunities Outside of Academic Buildings: Field Experiences, Student Organizations, and Athletics
• 6.1. Introduction
• 6.2. Field Experiences and Internships
• 6.2.1. Mentoring by the University Supervisor
• 6.2.2. Mentoring by the Cooperating Teacher
• 6.2.3. Peer Mentoring
• 6.2.4. Professional Development Schools
• 6.2.5. Co-teaching
• 6.3. Living-Learning Communities
• 6.4. Student Organizations and Athletics
• 6.4.1. Mentoring in Student Organizations
• 6.4.2. Mentoring in Athletics.

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Author/Creator:

Laverick, DeAnna M. , author

Languages:

English

Language Notes:

Item content: English

Main Work:

Mentoring Processes in Higher Education [by Laverick, D.M.]

Related Series:

SpringerBriefs in education (ISSN 2211-1921)

Subjects:

Mentoring in education

Education, Higher

College teachers — Counseling of

College students — Counseling of

General Notes:

Description based on online resource; title from digital title page (viewed on July 29, 2016).

Physical Description:

1 online resource.

Call Numbers:

LB1731.4 .L38 2016eb

ISBNs:

9783319392172 (electronic book)
3319392174 (electronic book)

Other Standard Numbers:

10.1007/978-3-319-39217-2 (source: None)

OCLC Numbers:

952108626

Other Control Numbers:

EBC4562186 (source: MiAaPQ)
[Unknown Type]: ybp13047280