NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ888865
Record Type: Journal
Publication Date: 2005-Jan
Pages: 4
Abstractor: ERIC
Reference Count: 0
ISSN: ISSN-1740-4622
Getting to Know You: Relationship Development and the Interpersonal Communication Mentor Project
Chudnovsky-Weintraub, Sara
Communication Teacher, v19 n1 p5-8 Jan 2005
First year students perceive their transition to college in a variety of ways. They may look at their first year as a new beginning or chapter in their lives; as either gaining or losing status; as confusing, challenging, or enlightening; or as a pleasant or unpleasant experience. Because these students are "simultaneously trying to adapt to academic demands, new social relationships, and the freedom and responsibility of the campus scene," many institutions implement a first year experience to help incoming students feel connected to the school. In turn, institutions hope this experience will help student retention and decrease issues of concern facing those new to the school. In this activity, students in an upper-level interpersonal communication course helped mentor first year students and, at the same time, analyzed the interpersonal relationships that developed over the course of the semester. Overall, this activity is valuable for many reasons. It helps students connect what they read in their text to what happens in real life, provides students with meaningful examples to share during class discussions, and allows students to make connections between "theory" and "practice" which in turn, helps them internalize the course material. At the same time, first year students receive additional and important support from upper class students who serve as mentors. A list of references and suggested readings is included.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A