Education Commons^™

Relational Supervision: Jegnaship And Eldering As Emancipatory Pedagogy For Black Teacher Supervision, Michael Strozier Jr., Melanie M. Acosta

Journal of Educational Supervision

The case delves into the historical and cultural roots of African education, emphasizing the vital role of elders and community in the learning process. It examines the impact of African educational philosophies, particularly from the Nile and Niger river valleys, on the development of character, humanness, and spirituality. The case explores the adaptation of these philosophies by African people during the Middle Passage and their application in Western contexts for the supervision of African American teachers. By interweaving culture, history, education, and storytelling, the authors aim to highlight the unique contributions of African American educational experiences. They argue that these …

The Impact Of Mentoring Practices On New Faculty And Staff, Paige Lloyd

Education Theses and Dissertations

Annually, schools nationwide welcome new educators to their facilities that bring with them a vast array of experiences. Onboarding tools such as mentoring or induction programs are often a customary practice, utilized to provide new educators with skills to assist them in the classroom as well as acclimate them to their new organization. Mentoring is often synonymous with induction programs and associated with the pairing of an experienced educator with a novice to the field or location that can offer support from instructional and classroom strategies to campus policies. With recent shifts in education and an ever-present national teacher crisis …

Mentor Teacher Positioning During Pedagogical Documentation With Early Childhood Preservice Teachers, Melissa Renee Westfall

Doctoral Dissertations

Teacher education research shows that partnerships among mentor teachers and preservice teachers facilitate meaningful professional development when both are afforded the opportunity to assume dynamic positions of teacher and learner. The purpose of this qualitative, descriptive case study was to explore mentor positioning and pedagogical documentation at a university-based early childhood center with five mentor teachers (MTs) and five undergraduate preservice teachers (PTs). It explored the efficacy of pedagogical documentation review as a tool to facilitate moments of reciprocal mentoring. Through the framework of cultural-historical activity theory and subject positioning theory, I investigated how mentors positioned themselves during pedagogical documentation …

Embracing Identities And Affirming Agency: Exploring Effective Mentorship For Women Doctoral Students In Engineering Disciplines Using An Intersectional Lens, Jennifer Brown

All Dissertations

Positive mentoring experiences are crucial for retaining and advancing those who hold marginalized identities in STEM, as they foster a greater sense of belonging and self-efficacy that encourage these students to persist in their fields. Marginalized identities in STEM include, but are not limited to, women, BIPOC (Black, Indigenous, and People of Color), low-income, first-generation, neurodivergent, and members of the LGBTQ+ community. Oftentimes, these identities intersect, introduce additional nuance in interactions within engineering spaces, and affect the mentoring support that both mentees and their mentors require.

Prior research has shown the reciprocal value that is created when graduate students are …

How Peer Mentors Support The Transition Of First-Year College Students, Blair Prevost

Dissertations and Doctoral Documents from University of Nebraska-Lincoln, 2023–

This qualitative, multiple case study examined how peer mentors at a public, four-year university supported the transition of first-year college students. Using Schlossberg’s (Anderson et al., 2021) Transition Framework the study was guided by the following questions: 1) How did peer mentors, in light of the Approaching Transitions phase in Schlossberg’s (Anderson et al., 2021) theory, help first-time students understand their college transition? 2) In what ways did peer mentors directly provide support to first-time students to help first-time students as they transition to college? 3) With what other support resources, whether on or off campus, did peer mentors connect …

Pro Se: Speech & Debate Mentoring Program For Justice-Impacted Youth Community-Engaged Learning Experiences Of Cornell University Students, Nia Clements, Paola Falcon, Ria Sodhi, Matt Saleh

The SUNY Journal of the Scholarship of Engagement: JoSE

The Pro Se Speech and Debate Program is a student-led engaged learning program at Cornell University, housed within the New York State School of Industrial and Labor Relations (ILR). In this initiative, Cornell undergraduate and graduate students engage with justice-impacted youth (ages 14-17) in Central New York to provide mentorship and educational offerings. Cornell students serve as “speech and debate coaches” and peer mentors to youth involved in the Central New York Health Home Network’s (CNYHHN) “Restorative Integrated Youth Services” (RIYS) diversion program in Utica, New York. The primary goal of the program is to empower youth by building self-advocacy …

The Perceptions And Lived Experiences Of African American Female Faculty At Predominantly White Institutions: A Phenomenological Study, Jasmine L. Jackson

Doctoral Dissertations and Projects

This qualitative phenomenological approach aims to understand the perceptions and lived experiences of African-American female faculty at predominantly White institutions and the strategies used to overcome barriers. The theory guiding this study is intersectionality theory, introduced by Kimberlè Crenshaw, discovering the multilayers of discrimination that women face and providing a template to encourage antidiscrimination. This theory adequately addresses the focus of this inquiry because it highlights the discrimination often experienced by African-American female faculty and the experiences of various individuals from the targeted population. This study's methodology was based on interviews with different African-American female faculty at predominantly White institutions. …

Mentorship In Counselor Education: A Scoping Review, Gideon Litherland, Gretchen Schulthes, Edward Ewe, Kaj Kayij-Wint, Kok-Mun Ng

Teaching and Supervision in Counseling

Mentorship has been widely lauded as meaningful for trainees in their professional development. To better understand the gaps in the scholarship of mentorship in counselor education, a scoping review was conducted to examine peer-reviewed research from 2005-2020. Results found eligible articles (n = 18) met the eligibility criteria. Implications from this study include improving conceptual rigor of mentorship outcomes in counselor education research, further investigating how underrepresented identities may benefit from mentorship, and tailoring mentorship interventions for the learning context and graduate level for counselor education students.

Preparing Future Leaders In The Arts Through The Community Arts Engagement Certificate Program: What I Learned From Teaching The First Introductory Seminar, Sharon Davis Gratto

Research and Reflection on Learning and Teaching in Higher Education

The University of Dayton’s Community Arts Engagement certificate program was recently launched with the teaching of its first introductory seminar. The program and this course were conceived to be broader in scope for arts majors than the more familiar arts administration minor program. Several of the outcomes of the seminar—both those planned and those unforeseen—can be informative in thinking more expansively about experiential learning and community collaboration in arts education or other disciplines. This article represents a narrative description of the program and its introductory seminar and a personal reflection after teaching the seminar for the first time.

Faculty Of Color In The Academy: A Perspective On Cross-Cultural Mentoring, Sherrise Y. Truesdale-Moore

The Journal of Advancing Education Practice

Research has indicated that students’ race and their experiences and sense of belonging are associated with the racial characteristics of the faculty. This highlights the importance of recruitment and retention for faculty of color (FOC) in higher education. A formal faculty mentoring program is essential to providing an academic atmosphere that nurtures, supports, and develops faculty members’ teaching and research skills to assist them in feeling a sense of belonging within the university community is essential. However, finding the right mentoring program that addresses the daunting challenges among FOC is challenging. Upon reviewing the higher education faculty data and literature …

Challenging Anti-Black Racism: To Improve The Efficacy And Success Of Black Administrators. Organization Improvement Plan, Rohan N. Hollingsworth

The Dissertation-in-Practice at Western University

The success of Black students has been at the forefront of discussion and planning in many school boards. As a result, we have seen many solutions and proposed solutions addressing anti-Black racism. Some of these solutions included de-streaming courses, revisions on how Black students were suspended, and the inclusion of culturally relevant pedagogy and critical race theory in the curriculum, to name a few. These institutionally proposed solutions are all great and even add value to the educational experience of Black students.

Although these strategies greatly enhance students’ experience, they fail to challenge the status quo of society. These strategies …

Teacher Candidate Self-Efficacy And Ability To Teach Literacy: A Comparison Of Residency And Traditional Teacher Preparation Models, Doreen L. Mazzye, Michelle A. Duffy, Richard L. Lamb

Journal of Global Education and Research

This comparative study explored self-efficacy and ability for scientifically-based literacy instruction between a traditional and residency model of teacher preparation. Pre-/post-survey data was collected using the Teachers’ Sense of Efficacy for Literacy Scale. Mentor teachers completed a modified version of the survey on candidates’ abilities. Data were analyzed using paired sample t-tests, independent sample t-tests, and a trend analysis. Results revealed that candidates in the Residency Model held higher levels of self-efficacy for literacy instruction than in the Traditional Model. Mentor teachers rated candidates in the Residency Model as more able to teach literacy than those in the …

New Secondary Mathematics Teachers’ Perceptions Of Their Experience In A New Teacher Induction Program In A School District In Tennessee, Ashley Miller

Ed.D. Dissertations

New teachers felt unprepared as they entered their first year of teaching and were leaving the teaching field at a high rate every school year. Tennessee, like many other states, had a critical shortage of secondary mathematics teachers. Secondary mathematics has been considered a high-needs subject area. New teacher induction programs were developed to help support new teachers and aid in their retention; however, the state of Tennessee did not have a requirement for mentoring or induction support for new teachers. The purpose of this qualitative case study was to explore new secondary mathematics teachers’ perceptions of their experiences in …

Maurer School Of Law, Iu Northwest Partner On Law Scholars Program, James Owsley Boyd

Keep Up With the Latest News from the Law School (blog)

The Indiana University Maurer School of Law, working in collaboration with Indiana University Northwest, has established a new program to act as a pipeline into law school, the schools announced today (June 27).

The Indiana University Northwest Law Scholars Program will substantially reduce tuition for up to four IU Northwest graduates interested in pursuing a legal education in Bloomington, as well as supply qualifying students with dedicated faculty mentorship to help ensure their success.

Evaluation Of Personalized Learning, Jorly Thomas

Education Theses and Dissertations

The persistent challenges surrounding student achievement continue to raise questions about the effectiveness of personalized learning methods, and educators seek a reliable means to determine if the implementation of personalized learning can lead to improved academic outcomes. Improvement science presents a promising approach, providing iterative inquiry cycles and data-driven decision-making strategies that can empower teachers to make informed decisions (Regional Educational Laboratory Program, 2017). The purpose of this study was to examine the effects of personalized learning on reading achievement in sixth-grade students on a Texas middle-school campus. While prior research has demonstrated promising outcomes with this learning method (Pane …

Transactional And Transformational Leadership In The Superintendency: A Phenomenological Study Of Three Upper Peninsula Superintendents’ Experiences, Lisa A. Coombs-Gerou

All NMU Master's Theses

This study aimed to analyze and provide an understanding of how three rural public school superintendents in the Upper Peninsula of Michigan practiced transformational leadership. Transformational leadership includes the elements of idealized influence, inspirational motivation, intellectual stimulation, and individual consideration (Burns, 1978). Transformational superintendents must lead our schools to provide students with the best educational opportunity. The study focused on the superintendents experiences in deciding to become a superintendent, their beliefs about leadership, and how they approached decisions through a transactional or transformational process. The study also sought to provide insight into the relationship with their school board and how …

Leadership Identity Development Among Aspiring Women Leaders In Higher Education: A Phenomenological Study Of Formal Mentoring, Malia E. Roberts

Dissertations

Men have held the majority of presidencies, vice-presidencies, deanships, and other top administrative positions on college campuses since 1950 (Parker, 2015). The disproportionately low representation of women holding leadership roles in higher education is even more urgent considering few women ever reach the senior most leadership levels (Hannum et al., 2015). As such, the American Council on Education not only identified the need to increase the presence of women in leadership positions and to cultivate a pipeline of future leaders, but also the need to provide formal leadership training opportunities for women (Howard & Gagliardi, 2018). While various higher education …

Chapter 5- Needs Assessment And Data Analytics: Understanding Your Constituencies, Neal Legler

Making Connections

Needs assessment is an important early step in the development of a mentoring program because it helps ensure that program resources go toward improving prioritized institutional results. Needs assessment should involve key stakeholders, organized into a needs assessment committee, and then follow a systematic process to collect and analyze quantitative and qualitative data and identify existing organizational needs. Needs are defined as the gap between desired organizational results and current results. They should be considered holistically and at all levels of the organization. As needs are identified, the needs assessment committee works with stakeholders through a combination of group management …

Chapter 18- Case Study Of The Statewide Faculty-To-Student Mentoring Program At Utah State University, Jeff Spears, Kim Hales, Hannah M. Lewis

Making Connections

The purpose of this article is to examine an undergraduate mentorship program through Utah State University (USU). The creation of the Faculty-to-Student Mentorship Program originated in an attempt to increase both retention and graduation rates throughout the statewide system. In the first year, a steering committee was formed, and the mentorship program was piloted on one statewide campus—Uintah Basin. During the next year, the program was expanded to all eight statewide campuses. The steering committee examined available literature regarding existing mentorship programs and identified three shortcomings: lack of theoretical framework, operational definition, and methodological rigor. This article discusses the program …

Chapter 20- Facilitating Leadership Learning Using Co-Mentoring Circles, Kathleen M. Cowin

Making Connections

Time for mentoring aspiring school leaders moving from their roles as veteran teachers, instructional coaches, or deans of students to their new role as K–12 principal certification interns is in short supply in today’s complex schools. Over the past 7 years, 76 interns have participated in co-mentoring circles. Co-mentoring circles offer educators a safe, supportive community in which to learn with others who are uniquely situated to understand the challenges present in today’s K–12 schools. Co-mentoring circles can provide a ready group of co-mentors one can call on without waiting for a specific mentor to be available. These circles are …

Chapter 24- Intentional Onboarding And Mentoring Of New Faculty At Central Michigan University, Sarah Marshall

Making Connections

Recognizing that faculty who are mentored are more likely to successfully navigate the tenure process and become effective members of the academic community, Central Michigan University’s (CMU) College of Education and Human Services (CEHS) developed a comprehensive mentoring and professional development program for all new, full-time faculty. This program provided a network of support, resources, and guidance for navigating inevitable challenges. Prior to the development of this program, departments varied in the ways they encouraged and addressed faculty mentoring. Most informally assigned a faculty mentor, but as our initial assessment demonstrated, little to no mentorship occurred. With the recruitment and …

Chapter 19- The Connections Program: Integrating Mentoring Into The First-Year Experience, Jennifer Grewe, Harrison Kleiner

Making Connections

In this chapter, we will offer a model of successful integration of evidence-based mentorship practices within a robust first-year experience program at Utah State University. The mentoring aspect of the program was built to address the problem of attrition rates of first-year students transitioning to the second year. This approach provides faculty mentoring for every student in the program and addresses how it can be scaled to a large student population. We will discuss how the most at-risk students receive extra focus within this model to help students who lack the educational and social capital to gain mentorship experiences on …

Chapter 25- Mentoring Programs For Staff Of Educational Institutions: Unm Staff Council Mentorship Program, Amy Hawkins

Making Connections

In higher education, staff sometimes feel like the third wheel, the step-child, the forgotten ones sitting on the sidelines as students and faculty bask in the warm glow of academia. Administrators in university settings owe duties to (a) faculty and student needs; and (b) staff development, morale, needs, pay, and benefits. The University of New Mexico’s Staff Council was created so that volunteer university staff elected to serve as councilors can advocate for staff by offering recommendations to the university regarding staff development, morale, needs, pay, and benefits. Each can bring constituent concerns to the full Staff Council and its …

Chapter 14- The Mentoring Program As A Research Project, David Law, Nicole Vouvalis, Andy Harris, Jim Lamuth

Making Connections

Chapter 14, “The Mentoring Program as a Research Project,” helps stakeholders, program coordinators, and researchers distinguish the differences and similarities between program evaluation and program research. If stakeholders choose to include program research, they will need approval from their university’s institutional review board (IRB). Therefore, the second section of this chapter helps stakeholders navigate the IRB. The third section of this chapter describes how theoretical frameworks, operational definitions of mentoring, and methodological designs factor into mentoring programs that contain research. While all formal mentoring programs in academia should include theoretical frameworks, operational definitions, and sound methodology, many do not. The …

Chapter 27- Networked Mentoring Programs In Academia, Dawn E. Chanland

Making Connections

This chapter proposes the value of informal and formalized university networked mentoring programs for the benefit of students, faculty, and staff. As research on networked approaches has proliferated, more university programs that transcend the traditional focus on one-on-one mentoring dyads are also on the rise. Drawing upon the evidence-based and theoretical literatures on networks and formal programs, I discuss four networked approaches that have shown promise to maximize mentoring’s effectiveness in universities. The approaches involve varying degrees of university resource investment. We consider formal program characteristics that predict positive program and relational effectiveness in undertaking networked approaches. In addition, we …

Chapter 3- Cultivating Diverse Forms And Functions Of Mentoring Relationships Within Academia, Audrey J. Murrell, Gloria O. Onosu

Making Connections

While mentoring is shown to have several positive benefits within academia, it is necessary to focus on the range of different high-quality relationships that are a necessary yet complex aspect of mentoring relationships. Thus, mentoring represents a complex, dynamic, and diverse range of mutually beneficial developmental relationships across diverse functions (career and psychosocial) and types (hierarchical, peer, group, and reverse) of mentoring. The impact of mentoring within academia demonstrates that these relationships are essential for developing a wide range of knowledge, skills, and abilities and developing social relationships and networks that are significant for learning, development, success, and well-being. Our …

Chapter 1- Mentoring Origins And Evolution, Bob Garvey

Making Connections

This chapter is in nine parts. The first explores the origins and meanings of mentoring from the Ancient Greek to modern times in different parts of the world. The second section discusses the similarities and differences between mentoring and other developmental relationships.

The third part explores the difficulties in defining mentoring. As an alternative to a definition, the fourth part looks at the dimensions of mentoring and the fifth part explores how the dimensions could be applied in practice. Following this, the sixth section considers a range of mentoring arrangements found in academia and uses the dimensions framework to develop …

Chapter 11- Preparing The Effective Mentee, Dionne Clabaugh

Making Connections

The purpose of this chapter is to help the mentoring program director create, implement, and evaluate academic mentoring programs after identifying structures that can effectively prepare their mentors and mentees for a successful mentoring experience. Some of the considerations explored are mentor program structures that are relationally based, goal-oriented, and grounded in autonomy supportive strategies. This chapter opens with the author’s lens in order to describe a human development approach to mentoring and then how to prepare mentees to be self-directed. The third section portrays mentoring program structures that promote self-directed mentees. This chapter concludes with generalizable findings and recommendations …

Chapter 10- Preparing The Effective Mentor, Natasha Mickel

Making Connections

Mentoring is a central component of teaching and learning in academia that involves mentors ranging from novice to advanced mentoring experience. Mentoring has been found to play a crucial role in successful career development at every professional level in academia. Consequently, it’s imperative that institutions design and implement mentoring programs that prepare mentors, regardless of background, to establish, build, and maintain positive mentoring relationships.

This chapter begins by discussing mentoring and its role in academia. As institutions strive to retain faculty, staff, and students, it serves institutions well to understand how the successful implementation of effective mentoring programs can close …

Chapter 15- Funding The Mentoring Program, Monica Castañeda-Kessel

Making Connections

Chapter 15, Funding the Mentoring Program, provides essential resources for allies who want to implement or enhance their existing mentoring programs. Contextually, the discussion of funding opportunities is framed within the formal and informal mentoring language with one caveat. Informal mentoring program funding does not mean that the funding is easy to acquire or not rigorous to implement. Informal mentoring has strategic advantages for developing employee expertise and other desirable skills. Formal mentoring is the most prevalent type and had organizational advantages of scale. This chapter is composed of four sections. First, a brief overview of the theoretical and …