Latinos in Higher Education: An Evaluation of a University Faculty Mentoring Program

2002 ◽  
Vol 1 (1) ◽  
pp. 40-50 ◽  
Author(s):  
Silvia J. Santos ◽  
Elena T. Reigadas
Keyword(s):  
Higher Education ◽  
University Faculty ◽  
Mentoring Program ◽  
Faculty Mentoring ◽  
Latinos In Higher Education

scholarly journals Sandia National Laboratories Early Career University Faculty Mentoring Program in International Safeguards.

2020 ◽  
Author(s):  
Alexander Solodov ◽  
natacha peter-stein ◽  
Kyle Hartig ◽  
Eduardo Padilla ◽  
Angela Fulvio ◽  
...  
Keyword(s):  
Early Career ◽  
University Faculty ◽  
Mentoring Program ◽  
Faculty Mentoring ◽  
International Safeguards

scholarly journals Onboarding The Faculty: A Model For Win-Win Mentoring

2014 ◽  
Vol 8 (1) ◽  
pp. 7-22 ◽  
Author(s):  
Susan Eisner
Keyword(s):  
Higher Education ◽  
Career Success ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Faculty Mentoring ◽  
Secondary Literature ◽  
Academic Settings ◽  
Regional College ◽  
Education Academic ◽  
Workplace Setting

Literature finds mentoring to be a substantive, enduring practice in widespread arena, and among the attributes associated with career success and satisfaction. This paper provides a tangible mentoring model that has been operational for several years, and which applies what the literature proscribes to higher education academic settings. The Faculty Mentoring Program (FMP) this paper describes was created by the faculty at an AACSB-accredited School of Business at a mid-sized public regional college as the School anticipated transitions attendant to that accreditation. FMP objectives are consistent with those of mentoring programs interested in optimizing performance and satisfaction of new entrants in any workplace setting, and the reviewed secondary literature establishes and indicates the transferability of FMP core planks to other workplace settings. The phases used to operationalize, assess, and revise that FMP are reported along with strategies used to optimize its reception, impact, and outcomes should that be helpful to those considering if such a construct might be beneficial to pursue in their own settings.

Student perceptions in online higher education toward faculty mentoring

2021 ◽  
pp. 204275302110229
Author(s):  
Dena J AuCoin ◽  
Lisa A Wright
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Student Persistence ◽  
Mentoring Program ◽  
Online Environment ◽  
Faculty Mentoring ◽  
Faculty Mentor ◽  
Online Higher Education

Student persistence is important for students, faculty, and universities and online faculty mentoring supports student persistence to graduation. The online learning environment is increasingly a choice for more undergraduate students, and it continues to grow in popularity as an attractive option for adults. It is crucial to find ways to increase persistence and graduation especially given the increased use of virtual learning during the COVID-19 pandemic. Attrition rates in online learning can be high for a variety of reasons, including persistence and engagement. Faculty mentors in the online environment can strengthen connections and relationships with undergraduate students, and it is important to ask for and evaluate these student perceptions. This mixed methods study surveyed and interviewed undergraduate students in an online university to understand both their experiences with faculty mentoring in the online environment and the potential of a faculty mentor program in a large online university. The purpose of this study was to explore the perceptions and experiences of four undergraduate student mentees with their faculty mentor at a large online university using mixed methods research design. In addition, survey data from one department are analyzed to guide future mentoring programs in online learning environments. Findings from the study indicate belief that mentoring and encouragement from faculty would enhance students’ scholarly experience. Students indicated they would like to participate in a faculty mentoring program, and it was clear that students welcome and appreciate the opportunity to further cement a professional relationship between themselves and faculty. This article makes a unique contribution to higher education research, providing a potential model for others seeking guidance in mentoring in online higher education. The data analysis and research indicate that a larger scale mentoring program might be more valuable for students.

Graduates giving back – a mentoring program for MBA students

2015 ◽  
Vol 4 (3) ◽  
pp. 200-212 ◽  
Author(s):  
Ann Darwin
Keyword(s):  
Higher Education ◽  
South Australia ◽  
Value Added ◽  
Master Of Business Administration ◽  
Mentoring Program ◽  
Education Students ◽  
Content Type ◽  
Mba Students ◽  
A Value ◽  
The University

Purpose – The purpose of this paper is to discuss the challenges and obstacles encountered in the implementation of a mentoring program for Master of Business Administration (MBA) students at the University of South Australia (UniSA) Business School. The paper starts with an exploration into the need for a mentoring program, the trial and subsequent four years of implementation. The paper also explores the network model of mentoring and the reasons why this, rather than a more traditional model, was chosen for the program’s implementation. Design/methodology/approach – This exploratory case study uses data from over 600 students and their alumni mentors over a five-year period to evaluate and improve the program as well as cultivating a critical community of adult learners. Findings – Feedback from students indicates that the mentoring program is regarded by most as a value-added feature of their early learning as it offers support, if and when it is required, from those who have been there before. Research limitations/implications – Results are limited to one institution. However, as research into mentoring for higher education students is thin on the ground, this study contributes to our understanding of the positive impacts of mentoring on student success. Practical implications – This paper emphasizes the importance of business leaders giving back to their alma mater through mentoring current MBA students. It shows how mentoring can support learning and management development. Originality/value – This is an original study which explores ways to increase the learning of higher education students for positive social outcomes.

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