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Assessing graduate faculty perceptions of the faculty‐student mentorship dynamic 评估研究生院教师对师生导师动态的看法
New Directions for Teaching and Learning Pub Date : 2023-11-14 DOI: 10.1002/tl.20568
Channing R. Ford, Mark J. Sciuchetti, Michael Burns, Regina Moses, Kimberly Wickersham, Dana Ingalsbe, Allison Newton
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引用次数: 0
Implementation of a faculty student mentor program and lessons learned 教师学生导师计划的实施和经验教训
New Directions for Teaching and Learning Pub Date : 2023-11-14 DOI: 10.1002/tl.20569
Erica L. Rowe, Sarah M. Zamiela
{"title":"Implementation of a faculty student mentor program and lessons learned","authors":"Erica L. Rowe, Sarah M. Zamiela","doi":"10.1002/tl.20569","DOIUrl":"https://doi.org/10.1002/tl.20569","url":null,"abstract":"The purpose of this article is to describe the creation and implementation of a faculty student mentoring program at an accelerated school of pharmacy, and to review ‘best practices’ relating to mentoring programs.","PeriodicalId":35492,"journal":{"name":"New Directions for Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139277273","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
“I'll be there for you”: A review of research on beneficial dissertation mentoring practices "我会在你身边"：有益的学位论文指导实践研究综述
New Directions for Teaching and Learning Pub Date : 2023-11-14 DOI: 10.1002/tl.20564
Claire H. Major
{"title":"“I'll be there for you”: A review of research on beneficial dissertation mentoring practices","authors":"Claire H. Major","doi":"10.1002/tl.20564","DOIUrl":"https://doi.org/10.1002/tl.20564","url":null,"abstract":"Many doctoral students fail to finish their degrees, often stopping out at the dissertation stage. This article reviews successful dissertation mentoring practices, focusing on mentors' roles in aiding the completion of these degrees. Drawing on Kram's mentoring support framework—psychosocial and career/instrumental factors—the review employs qualitative meta‐synthesis to integrate qualitative research findings. The synthesis reveals that successful dissertation mentorship hinges on mentors' expertise, passion, care, and representation. Key findings underscore the value of trust‐building, setting high expectations, nurturing professional relationships, mutual respect, and encouragement. Moreover, career and instrumental support are crucial, encompassing accessibility, guidance, coaching, resource provisioning, modeling, feedback, and advocacy. The study highlights the alignment of effective dissertation mentorship with Kram's framework, spanning psychosocial and career/instrumental dimensions. It underscores the significance of tailored mentorship in facilitating doctoral students' successful dissertation completion and overall academic achievement.","PeriodicalId":35492,"journal":{"name":"New Directions for Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139276400","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Faculty – Graduate teaching assistant mentoring model: Chaos theory in action 学院 - 研究生助教指导模式：混沌理论在行动
New Directions for Teaching and Learning Pub Date : 2023-11-14 DOI: 10.1002/tl.20565
Jamie Harrison, Sedighe Zamani Roodsari
{"title":"Faculty – Graduate teaching assistant mentoring model: Chaos theory in action","authors":"Jamie Harrison, Sedighe Zamani Roodsari","doi":"10.1002/tl.20565","DOIUrl":"https://doi.org/10.1002/tl.20565","url":null,"abstract":"In this study, collaboration has been revisited between an American faculty member and an international graduate teaching assistant during a unique faculty‐student mentoring model within principles of chaos theory. The role of culture, beliefs about language learning and teaching had been studied closely to improve faculty/international students’ cooperation in academic settings. The research focused on the nature of the collaborative experience of a faculty member and a graduate teaching assistant in designing and implementing an authentic language learning experience into a graduate level linguistic course and the role of dynamism and chaos theory evident in this mentoring model. Participants engaged in collaborative planning of a language learning experience embedded into a graduate level linguistic course. Reflective journals of participants and assignments were analyzed to better understand the experiences of the collaborators and the ways their culture, beliefs, and mentoring model impacted andragogical choices for instruction and learning of participants and students. Through self‐study, the researchers explored their professional identity and their academic flexibility within the organizational boundaries. The results of the study unveiled the complexity and chaos of each phase of cooperation and how the participants applied flexibility to achieve a more linear teaching/learning process. The collaboration between American faculty and international GTA under the shadow of chaos twisted by culture, beliefs, and hierarchy could still generate novice andragogical practices in higher education to contribute implications for collaborative work across cultures and hierarchies.","PeriodicalId":35492,"journal":{"name":"New Directions for Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139277920","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Mentoring in the classroom: Applying self‐determination theory to extend faculty teaching beyond the content 课堂辅导:运用自我决定理论将教师教学延伸到教学内容之外
New Directions for Teaching and Learning Pub Date : 2023-09-01 DOI: 10.1002/tl.20558
Grant R. Jackson, Tara Stevens
{"title":"Mentoring in the classroom: Applying self‐determination theory to extend faculty teaching beyond the content","authors":"Grant R. Jackson, Tara Stevens","doi":"10.1002/tl.20558","DOIUrl":"https://doi.org/10.1002/tl.20558","url":null,"abstract":"","PeriodicalId":35492,"journal":{"name":"New Directions for Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135297998","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Nurturing research habits through modeling of faculty research: A method of student mentorship 通过教师研究模型培养研究习惯:一种学生指导方法
New Directions for Teaching and Learning Pub Date : 2023-09-01 DOI: 10.1002/tl.20562
Lauren Hays, Michelle Amos
{"title":"Nurturing research habits through modeling of faculty research: A method of student mentorship","authors":"Lauren Hays, Michelle Amos","doi":"10.1002/tl.20562","DOIUrl":"https://doi.org/10.1002/tl.20562","url":null,"abstract":"","PeriodicalId":35492,"journal":{"name":"New Directions for Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135297996","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
More than meets the eye: Community cultural wealth as a theory for mentoring international students 不止于眼前:社区文化财富作为指导国际学生的理论
New Directions for Teaching and Learning Pub Date : 2023-09-01 DOI: 10.1002/tl.20561
Jacob Kelley, Ashley N. Watson, Abdulrahman Bindamnan
{"title":"More than meets the eye: Community cultural wealth as a theory for mentoring international students","authors":"Jacob Kelley, Ashley N. Watson, Abdulrahman Bindamnan","doi":"10.1002/tl.20561","DOIUrl":"https://doi.org/10.1002/tl.20561","url":null,"abstract":"Abstract International students bring rich and complex experiences to postsecondary education in the United States. Unfortunately, they too often encounter many challenges along their academic journeys. This article suggests that the practice of mentoring might be enhanced by deploying Yosso's theory of community cultural wealth as a way for faculty members to acknowledge, affirm, and appreciate the capital that international students bring to mentor‐mentee relationships. Three forms of capital, in particular, are examined in relation to mentoring international students: aspirational, familial, and linguistic.","PeriodicalId":35492,"journal":{"name":"New Directions for Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135255542","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Trends in digital mentoring for language teachers: Promising practices, caveats, and future directions 语言教师数字指导的趋势:有前途的实践、警告和未来的方向
New Directions for Teaching and Learning Pub Date : 2023-09-01 DOI: 10.1002/tl.20557
Peggy Semingson, Pete Smith
{"title":"Trends in digital mentoring for language teachers: Promising practices, caveats, and future directions","authors":"Peggy Semingson, Pete Smith","doi":"10.1002/tl.20557","DOIUrl":"https://doi.org/10.1002/tl.20557","url":null,"abstract":"Abstract This chapter focuses on the future of mentoring by focusing on digital mentoring of language and TESOL teachers in higher education with a lens on nurturing the faculty‐student dynamic in primarily online/digital/blended teaching contexts. We also focus on a review of recent extant literature from the last ten years (2012‐2022) on the topic in three key categories. The paper draws upon a framework of connectivism and networked knowledge as well as a constructivist approach to learning. A constructivist model for digital mentoring builds on students’ needs, knowledge, and experience, seeing the instructor and student mentoring dynamic in multi‐faceted ways. Mentoring in a digital era draws on frameworks that suggest that mentors and mentees are part of connected communities, especially digitally connected communities. Digital mentoring has been used across both synchronous and asynchronous learning contexts (e.g., email, videoconference, etc.) and increasingly over social media (e.g., Twitter).","PeriodicalId":35492,"journal":{"name":"New Directions for Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135297999","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Designing a collaborative faculty‐student mentoring model in a large, complex science curriculum development team project 在一个大型、复杂的科学课程开发团队项目中设计一个合作的师生指导模式
New Directions for Teaching and Learning Pub Date : 2023-09-01 DOI: 10.1002/tl.20559
Laura A. Lukes, Silvia Mazabel, Sarah Bean Sherman, Brett Gilley, Shandin Pete
{"title":"Designing a collaborative faculty‐student mentoring model in a large, complex science curriculum development team project","authors":"Laura A. Lukes, Silvia Mazabel, Sarah Bean Sherman, Brett Gilley, Shandin Pete","doi":"10.1002/tl.20559","DOIUrl":"https://doi.org/10.1002/tl.20559","url":null,"abstract":"Abstract Scientific research endeavors are increasingly collaborative in nature. As researchers work together in groups of increasing size to develop project goals and implement plans, traditional 1‐1 single faculty‐student mentor models are less relevant as students need input and guidance from the multiple faculty members contributing to the collaborative project. Instead, faculty‐student mentorship models would benefit from being re‐envisioned to facilitate faculty mentors advising multiple student team members and students seeking feedback from multiple faculty team members, while also facilitating complimentary student peer mentorship opportunities. In this article, we present a case study of how student mentorship support was initially designed and managed in a large, complex, and multidisciplinary collaborative science curriculum development effort: the Earth Science Experiential and Indigenous Learning (EaSEIL) project.","PeriodicalId":35492,"journal":{"name":"New Directions for Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135297995","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Editors’ notes 编辑说明
New Directions for Teaching and Learning Pub Date : 2023-09-01 DOI: 10.1002/tl.20553
Channing R. Ford, Kimberly B. Garza, Lindsey E. Moseley
{"title":"Editors’ notes","authors":"Channing R. Ford, Kimberly B. Garza, Lindsey E. Moseley","doi":"10.1002/tl.20553","DOIUrl":"https://doi.org/10.1002/tl.20553","url":null,"abstract":"","PeriodicalId":35492,"journal":{"name":"New Directions for Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135297826","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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