CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Faculty mentoring undergraduates: The nature, development, and benefits of mentoring relationships
Tác giả
McKinsey E.
Năm xuất bản
2016
Source title
Teaching and Learning Inquiry
Số trích dẫn
30
DOI
10.20343/teachlearninqu.4.1.5
Liên kết
Tóm tắt
Educational research shows that close student-faculty interaction is a key factor in college student learning and success. Most literature on undergraduate mentoring, however, focuses on planned programs of mentoring for targeted groups of students by non-faculty professionals or student peers. Based on the research literature and student and faculty testimony from a residential liberal arts college, this article shows that unplanned “natural” mentoring can be crucial to student learning and development and illustrates some best practices. It advances understanding of faculty mentoring by differentiating it from teaching, characterizing several functional types of mentoring, and identifying the phases through which a mentoring relationship develops. Arguing that benefits to students, faculty, and institutions outweigh the risks and costs of mentoring, it is written for faculty who want to be better mentors and provides evidence that administrators should value and reward mentoring. Copyright © 2016 The International Society for the Scholarship of Teaching and Learning
Từ khóa
Faculty development; Faculty-student interaction; Mentoring; Student development; Undergraduate teaching
Tài liệu tham khảo
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Nơi xuất bản
University of Calgary
Hình thức xuất bản
Article
Open Access
All Open Access; Gold Open Access
Nguồn
Scopus