Perspectives in HRD--Mentoring as a Collaborative Learning Process to Improve Undergraduate HRD Student Learning

Autor/inn/en	French, Patrice; Lozano, Lauren
Titel	Perspectives in HRD--Mentoring as a Collaborative Learning Process to Improve Undergraduate HRD Student Learning
Quelle	In: New Horizons in Adult Education & Human Resource Development, 32 (2020) 4, S.70-74 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1939-4225
DOI	10.1002/nha3.20297
Schlagwörter	Human Resources; Labor Force Development; Social Justice; Mentors; Undergraduate Students; Case Studies; Conflict Resolution; Diversity; Student Attitudes; Majors (Students); Teaching Methods; Lecture Method; College Faculty; Teacher Student Relationship; Work Environment; Teacher Attitudes + Suchen Sie Ihr Suchwort? Humankapital; Arbeitskräftebestand; Soziale Gerechtigkeit; Case study; Fallstudie; Case Study; Conflict solving; Konfliktlösung; Konfliktregelung; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Fakultät; Teacher student relationships; Lehrer-Schüler-Beziehung; Arbeitsmilieu; Lehrerverhalten
Abstract	Mentoring is a collaborative tool that can enhance undergraduate Human Resource Development (HRD) program teaching and learning. The purpose of this case study is to document and reflect upon the experience incorporating concepts of diversity and social justice into a conflict management course for undergraduate HRD majors. The co-authors, a student enrolled in the course and a teacher, collaborated to develop a brief lecture and case study designed to highlight concepts and topics of diversity and social justice within the context of a workplace conflict. Within this narrative, we recount experiences collaborating on the case study from an educator and a student's point of view. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01