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ERIC Number: ED494655
Record Type: Non-Journal
Publication Date: 2006-Apr-12
Pages: 18
Abstractor: Author
Reference Count: 29
ISBN: N/A
ISSN: N/A
You Should--I Should: Mentoring Responsibilities as Perceived by Faculty, Alumni, and Students
Edwards, Jennifer L.; Gordon, Sue Marquis
Online Submission, Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, 2006)
What do students and faculty say that they and each other should do to create an effective mentoring relationship? A collaborative team of eleven students, five alumni, and three faculty members interviewed multiple members of their constituency in a distributed learning doctoral program to find the answers. We used a stratified sampling frame that included gender, race, length of time in the program or graduation date, geographic location, and mentor to randomly select 20 percent of the students and 15 percent of the alumni to interview. Half of the 20 faculty members were randomly selected based on gender, race, and length of time working in the program. Student researchers interviewed 41 respondents (78 percent of the sample), alumni researchers interviewed 15 graduates (75% of the sample), and three faculty members interviewed 10 of their assigned colleagues (100% of the sample). Respondents spoke more readily about the responsibilities of mentors than of mentees. Overall, 62 percent of the respondents emphasized the mentors' communication responsibility, followed closely by mentees' communication responsibility (58%). The next most frequently mentioned enhancements all targeted areas of faculty responsibility: assist the student academically (48%), provide social-emotional support (36%), have certain positive attributes (32%), and work to establish a good relationship (32%). Only approximately a quarter of the respondents focused on student enhancements other than communication: bring positive personal attributes (29%), establish a good relationship (27%), engage academically (24%), and engage social-emotionally (21%). Areas of agreement and disagreement led to suggestions of ways that faculty and students can foster their interactions. Differences between the findings from the distributed learning setting that was the locus of the study and traditional universities suggest that mentoring researchers need to pay increased attention to the context of the setting, the type of students, and the particular respondent.
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A