Special Issue: Mentoring Undergraduate Students

Autor/inn/en	Crisp, Gloria; Baker, Vicki L.; Griffin, Kimberly A.; Lunsford, Laura Gail; Pifer, Meghan J.
Titel	Special Issue: Mentoring Undergraduate Students
Quelle	In: ASHE Higher Education Report, 43 (2017) 1, S.1-117 (117 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-6970
Schlagwörter	Mentors; Undergraduate Students; Interpersonal Relationship; Educational Research; Theory Practice Relationship; Correlation; Evidence Based Practice; At Risk Students; Program Effectiveness; Student Needs; STEM Education; College Faculty; School Personnel; College Students; Role; Peer Relationship + Suchen Sie Ihr Suchwort? Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Bildungsforschung; Pädagogische Forschung; Theorie-Praxis-Beziehung; Korrelation; STEM; Fakultät; Schulpersonal; Collegestudent; Rollen; Peer-Beziehungen
Abstract	The overarching purpose of this monograph is to move the mentoring conversation forward by offering an updated synthesis of the undergraduate mentoring scholarship published between 2008 and 2015. The compendium of research reviewed provides practitioners and researchers with an evidence-based view of the influence of mentoring on the academic and social integration of undergraduate students. The authors sought to address four specific goals: (1) Identify and understand how empirical knowledge and theory have advanced since the last comprehensive review; (2) Identify and provide clarity about the characteristics that serve to meaningfully distinguish mentoring relationships and programmatic efforts; (3) Integrate theory and research in a way that could provide tentative hypotheses regarding the relationship between the various characteristics and outcomes of mentoring; and (4) Offer evidence-based practices for the administration of formal mentoring programs. Contents of this monograph include: (1) Executive Summary; (2) Foreword; (3) Introduction; (4) Synthesis of Recent Empirical Findings; (5) Contextualizing Mentoring Relationships; (6) Established and Emerging Mentoring Frameworks; and (7) Conclusions and Recommendations. Name and subject indexes are included. (ERIC).
Anmerkungen	Wiley Periodicals, Inc. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01