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Full-Text Articles in Education
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
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 …
Mentorship In Counselor Education: A Scoping Review, Gideon Litherland, Gretchen Schulthes, Edward Ewe, Kaj Kayij-Wint, Kok-Mun Ng
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
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.
A Phenomenological Study On The Informal Learning Experiences Of Female Mid-Level Administrators, Kathryn L. Curameng
A Phenomenological Study On The Informal Learning Experiences Of Female Mid-Level Administrators, Kathryn L. Curameng
Dissertations
Purpose: The purpose of this phenomenological study is to identify and describe the informal leadership development experiences of female mid-level administrators in private nonprofit higher education.
Methodology: This phenomenological study identifies and describes the informal leadership development experiences of female mid-level administrators in private nonprofit higher education institutions in California. Respondents were selected based on specific criteria and recommendations of a sponsor. The researcher collected data through semi-structured interviews and observations of participants.
Findings: Examination of the qualitative data from interviews with 16 female mid-level administrators working in private nonprofit higher education yielded nine major findings. These included 2 unexpected …
An Exploration Of The Lived Experiences Of Special Education Teachers Engaged In Mentoring Programs For Novice Teachers, Donna M. Sowerby
An Exploration Of The Lived Experiences Of Special Education Teachers Engaged In Mentoring Programs For Novice Teachers, Donna M. Sowerby
Walden Dissertations and Doctoral Studies
Abstract Beginning special education teachers often leave the field within the first 3–5 years of employment. There is ample research available on mentoring programs for beginning teachers. However, limited research exists on mentoring programs for beginning special education teachers. The purpose of this qualitative study was to explore the lived experiences of novice special education teachers in urban schools to broaden the current understanding regarding their perceptions of mentoring. Self-determination theory was the conceptual framework for examining the mentoring relationships and the participants’ perceptions. Using a phenomenological approach, in-depth face-to-face interviews were used with a purposeful sample of 10 novice …
An Exploration Of The Lived Experiences Of Special Education Teachers Engaged In Mentoring Programs For Novice Teachers, Donna M. Sowerby
An Exploration Of The Lived Experiences Of Special Education Teachers Engaged In Mentoring Programs For Novice Teachers, Donna M. Sowerby
Walden Dissertations and Doctoral Studies
Abstract Beginning special education teachers often leave the field within the first 3–5 years of employment. There is ample research available on mentoring programs for beginning teachers. However, limited research exists on mentoring programs for beginning special education teachers. The purpose of this qualitative study was to explore the lived experiences of novice special education teachers in urban schools to broaden the current understanding regarding their perceptions of mentoring. Self-determination theory was the conceptual framework for examining the mentoring relationships and the participants’ perceptions. Using a phenomenological approach, in-depth face-to-face interviews were used with a purposeful sample of 10 novice …
Magnetic Hallway Huddles: Attract And Retain High-Quality Professionals, David Wolff, Carissa Gober, Donna Zerr
Magnetic Hallway Huddles: Attract And Retain High-Quality Professionals, David Wolff, Carissa Gober, Donna Zerr
Open Educational Resources - Teaching and Learning
This presentation was conducted for a national conference about mentoring. The authors discussed Tinto’s Model of Institutional Departure and Schlossberg’s Model for Analyzing Human Adaptation to Transition as theoretical frameworks to explain the transition and retention of university professors. The focus on the study was the three authors who transitioned to the same university during the 2022-2023 academic year. Authors discussed their experiences of the transition and found themes related to the mentoring process that that acclimated them to the institution and influenced their retention.