Exploring mentors’ perceptions of the benefits and challenges of mentoring in a constellation model

Abstract

ABSTRACTIn a mentoring constellation model, mentoring is conceptualized as a set of meaningful relationships with multiple mentors. Mentoring constellation models move away from hierarchical ‘one-mentor to one-mentee’ models; multiple mentors support different mentoring functions, without an expectation that one mentor has expertise in all areas. Utilizing results of an interview study with 26 faculty (academic staff), we explored the perceived benefits and challenges of mentoring undergraduate students in a constellation model in our institutional context. Six themes were derived from these analyses and their implications for academic development are discussed. We conclude that a mentoring constellation model offers interesting potential for community-building and should be structured to scale mentoring efforts.KEYWORDS: Mentor developmentmentoringmentoring constellationmentoring modelsrelationship-rich education AcknowledgmentsWe are grateful to our colleagues who participated in the interviews and appreciative of their dedication to mentoring relationships. We also thank the facilitators and members of a writing workshop attended by the first author for constructive advice in the development of this manuscript.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsMaureen Vandermaas-PeelerMaureen Vandermaas-Peeler, PhD, is Director of the Center for Research on Global Engagement and Professor of psychology at Elon University. She studies sociocultural contexts of teaching, learning, and mentoring. She co-edited Excellence in Mentoring Undergraduate Research (2018), co-led a ‘Mentoring for Learner Success’ university-wide project (2020-22), and has numerous presentations and publications on related topics.Jessie L. MooreJessie L. Moore, PhD, is director of the Center for Engaged Learning and Professor of both professional writing and rhetoric and higher education. She authored Key Practices for Fostering Engaged Learning (2023) and co-edited five books on engaged learning topics. She co-edits the Series on Engaged Learning and Teaching and the Center for Engaged Learning Open Access Book Series.