S11. Mentoring

Structure

p49. intro and Abstract

ABSTRACT The purpose of this study was to sekct an institution that has mandated mentoring as part of its mission and examine how its faculty practice mentoring. This study selected SUNY Empire State College (ESC), an institution with a 28-year history of mentoring, and examined its faculty's definitions and theories about mentoring nontraditionul students. The understanding gained about mentoring practices at ESC was evaluated in relation to the theoretical literature. Results of the study pointed to a discrepancy between mentoring theory and practice. The results of the study showed that the model of mentoring practiced at ESC is one that is driven largely by student needs and demands. Mentoring at ESC has developed practices that deviate from some of the norms established in the literature. Overall, faculty participants see the main objective of mentoring as helping students to reach specific goals, in most cases the practical attainment of a degree.

p49. Purpose and scope of Study

p50. Conceptual foundation for the study

p51. The research methodology

p51. The Suny Empire State mentoring model

p56. The transactional process

p58. The mentor / mentee relationship

p59. Some implications for current practice and future directions

Extracted Annotations (11/18/2017, 10:22:05 PM)

"Jacobi 991) (I" (Langer 2001:50)

Jacobi (I 991) (note on p.50)

"In the adult education literature, both Daloz (1999), in Menwr, and Galbraith (1991), in Facilitating Adult Learning: a transactional process, established that the purposes and objectives of mentoring are tied to the goals of learning by transformation." (Langer 2001:50)

"The transactional process is defined as an educational interface in which teacher and student collaborate in such a way that they exchange information useful to both, making the learning experience mutually enriching. This style of learning has been identified as particularly appropriate to adult learners and focuses on the development of the Ieamer, drawing on his or her existing strengths and aptitudes as an adult and resulting in a transformation of the individual. According to Daloz and Galbraith, then, the goal of teaching and mentoring, broadly stated, is help adult learners transform themselves to realize to their own full potential." (Langer 2001:50)

"(Galbraith, 1991)." (Langer 2001:51)

"how the institution defines its parameters on mentoring," (Langer 2001:51)

"'srudent-centered pedagogy'," (Langer 2001:52)

"which allows students to shape their own educational programs through guided independent srudy." (Langer 2001:52)

"ESC specifically mandates mentoring, but not academic management, it has in practice integrated both mentoring and academic advisement under the auspices of its general conception of student-centered pedagogy" (Langer 2001:52)

"mentor, tutor, advise, oversee, and protect; to advocate and provide a model for students; and to facilitate the academic work of their students" (Langer 2001:52)

"Fagenson 989), a mentor is someone who is in a position to look out for another (I person, or to give that person advice" (Langer 2001:52)

"Olian et al. (1988) defined a mentor as a senior member of a profession or organization who provides emotional support, career counseling and advice, professional and organizational sponsorship; someone who shares values and facilitates access to organizational and professional networks." (Langer 2001:52)

"mentor also assumes responsibility for the professional development and goal attainment of the mentee (Crow & Matthews, 1998; Fleming, 1991)." (Langer 2001:53)

"the perceived purpose of menUJring," (Langer 2001:53)

"According to this literature, one important purpose of undergraduate mentoring has long been to assist undergraduate students who are considered 'at risk' (Kerka, 1995)." (Langer 2001:53)

"retention," (Langer 2001:53)

"the perceived objectives of mentoring." (Langer 2001:53)

"academic degrees by students was a more important objective than personal development," (Langer 2001:54)

"I believe that our primary goal should be to get our students through the program to complete their degrees. Most of them come to us looking for credentials. Helping their self-esteem or changing their social/political views should take a back seat!'" (Langer 2001:54)

"These results therefore raise questions about whether the practice of mentoring in higher education should be seen as a nurturing process that requires the degree of in-depth personal relationship, as theorized in the literature, for the process to be effective" (Langer 2001:54)

"how faculty mentors define their roles," (Langer 2001:54)

"ESC mentors view their role primarily as academic rather than personal." (Langer 2001:54)

"mentors are not as collaborative and egalitarian with their students" (Langer 2001:54)

"The picture that emerges from the current study, on the other hand, is one of professional educators working in a practical and hierarchical mode to help students" (Langer 2001:54)

"what funct:Wns faculty mentors see themselves serving," (Langer 2001:55)

"how faculty mentors actually practice mentoring" (Langer 2001:55)

"ongoing contact" (Langer 2001:55)

"through the mentor's efforts to make the experience productive for each individual student." (Langer 2001:55)

"he transactional process as a key method for working with non-traditional students." (Langer 2001:56)

"study thus supports Galbraith's (1991) claim that the student's active involvement in the process is crucial to success in mentoting" (Langer 2001:57)

"also correlates with Galbraith's notion that the mentor is not a friend, but rather a facilitator" (Langer 2001:57)

"faculty participants in the current research gave lower ratings to the men toting role of 'collaborator" (Langer 2001:57)

"The teacher/student relationship also passes through stages of development, from guidance challenge to critical reflection to praxis. to" (Langer 2001:57)

"However, the current research did not reveal that mentors see any predictable pattern of development in either students, themselves or in the evolution of the mentor/mentee relationship." (Langer 2001:57)

"In general, transac· tiona! theory specifies a far more personal relationship than what seems to occur at ESC." (Langer 2001:57)

"no emphasis placed on the transformational development of students as individuals" (Langer 2001:57)

"time constraints" (Langer 2001:58)

"assumption that some degree of general educational development is produced in the process of goal-attainment" (Langer 2001:58)

"more fundamentally, mentors reported that the students themselves were motivated by practical goals to seek higher education." (Langer 2001:58)

"different age and rank between mentor and mentee" (Langer 2001:58)

"Faculty mentors seemed to view themselves more as professional educational facilitators for their students than as guides in any larger sense" (Langer 2001:58)

"mentor/mentee relationship as passionate and emotional" (Langer 2001:58)

"Overall, mentors viewed themselves as performing a job" (Langer 2001:58)

"mutually enriching and fulfilling for both mentor and mentee" (Langer 2001:58)

"CoHEN, N.H. (1995) Mentoring Adult Learners: a for educators and trainers (Malabar, FL, guide Krieger Publishing)." (Langer 2001:61)

"CROW, G. & MATTHEws, L.J. (1998) Finding One's Way: how mentoring can lead to dynamic leader>hip (Thousand Oal<s, CA, Corwin Press)." (Langer 2001:61)

"DALoz, L.A. {1999) Mentor (San Francisco, CA, Jossey-Bass)." (Langer 2001:61)

"proteges FAGENSON, E.A. (1989) The mentor advantage: perceived career/job experiences of non-proteges, 10, pp. 309-320. versus :Journal of Organizational Behavior," (Langer 2001:61)

FAGENSON, E.A. (1989) The mentor advantage: perceived career/job experiences of proteges

versus non-proteges, :Journal of Organizational Behavior, 10, pp. 309-320. (note on p.61)

"M.W. (Ed.) (1991) Facilitating Adede Learning: a transacticnai process { Malabar, FL, GALBRAITH, Krieger Publishing)." (Langer 2001:61)

GALBRAITH, M.W. (Ed.) (1991) Facilitating Adede Learning: a transacticnai process {Malabar, FL,

Krieger Publishing). (note on p.61)

"M. Review of AC'.OBI, (1991) Mentoring and undergraduate academic success: a literature review, Educaticnal Research, 61, pp. 505-532." (Langer 2001:61)

AC'.OBI, M. (1991) Mentoring and undergraduate academic success: a literature review, Review of

Educaticnal Research, 61, pp. 505-532. (note on p.61)

"l<ER.KA, S. (1995) Adult Career Counseling in a New Age, Report No. EDO..CE-95-167 (Eric Clearinghouse on Adult) Career) and Vocational Education. ERIC Digest 167)." (Langer 2001:61)

"OUAN, J.D., CARROU., S.J,, GIANNANTON!A, C.M. & FEREN, D. B. (1988) What do proteges look for in Results a mentor? of three experimental studies, Journal of Vocational Behavlor, 33, pp. 15-37." (Langer 2001:62)