Parent, Teacher, Mentor, or Psychologist?

This chapter explores the multifaceted role of the applied instructor in the music lesson setting, particularly as it applies to the mentorship relationship. Three established mentorship frameworks are discussed within the context of the music teacher–student relationship. The readers are encouraged to examine their own current practices in terms of the level of support and inclusivity they promote in their studios and to recognize their own qualities as mentors. A large portion of this chapter is dedicated to introducing motivational interviewing—a conversation tool that can be used to handle student concerns in a supportive and productive manner through the elicitation of behavioral change based on the student’s internal motivation, values, and beliefs.

Duoethnography: a mechanism for higher education faculty mentoring

Purpose New faculty often encounters myriad professional and personal challenges during their first year of employment. In order to foster connection, support and critical dialogue throughout this potentially taxing transition, the authors utilized duoethnography to establish a peer mentorship relationship. The purpose of this paper is to describe how duoethnography can cultivate peer mentorship and further understand the experiences of first-year faculty. Design/methodology/approach This qualitative study used duoethnography as a mechanism for peer mentoring for two first-year faculty located within the Midwest and Western regions of the USA. Data sources included an online journal with multiple author entries and e-mail correspondence. Findings The analysis revealed that duoethnography was helpful for maintaining peer mentorship for two counselor education faculty, as they critically evaluated their experiences transitioning into higher education through an online journal. Several key moments of mentoring emerged from the data including navigating tenure, holding hope, balancing and finding place. Research limitations/implications In this study, the authors found the use of duoethnography to be helpful for peer mentorship as the authors navigated unfamiliar settings and established the professional identities as educators. Future studies utilizing duoethnography for peer mentorship may provide insight into experiences in higher education to support faculty professional development. Originality/value Although prior research has examined the experiences of faculty and traditional mentorship, the authors are unaware of research examining the use of duoethnography to establish peer mentorship for new, tenure-track faculty. This manuscript provides higher education faculty a tool for promoting mentorship, critical dialogue, collaboration and transformation through duoethnography.

Factors Influencing Senior Athletic Training Students' Preparedness to Enter the Workforce

Context Athletic training education programs must provide the student with opportunities to learn the roles and responsibilities of the athletic trainer. Objective Investigate factors that help prepare the athletic training student (ATS) to successfully enter the workplace upon graduation from her undergraduate program. Design Exploratory qualitative study using phone interviews. Setting Commission on Accreditation of Athletic Training Education–accredited programs. Patients or Other Participants Twenty-six interviews were conducted with ATSs (7 men, 19 women) who were pursuing an athletic training position postgraduation. Data Collection and Analysis Interview data were transcribed, coded, and analyzed utilizing the specific procedures of grounded theory. Trustworthiness of the data was established by using 2 specific strategies, including (1) member checks and (2) multiple analyst triangulation. Results Two themes emerged from the data explaining the ATS level of preparedness, as they got ready to assume a position in the athletic training workforce: diversified clinical experience along with strong mentorship. Conclusions Athletic training educators need to promote the mentorship relationship between the ATS and clinical instructor as it helps the ATSs gain self-confidence in their clinical abilities. Moreover, by providing variety in clinical experiences the ATS can gain a holistic impression of the field, thus gaining an appreciation for the varying roles within each clinical setting while developing clinical competence and confidence.

Developing the Civic Skills of Public School Youth: A Mixed Method Assessment

This study employed mixed methods to examine the experiences of public high school youth (N=126) who participated in youth-designed and youth-led community action over the course of an academic year. The authors explore the development of leadership skills, attitudes toward school-community, and sense of agency. Quantitative findings demonstrate statistically significant changes in youths’ civic attitudes and skills. Qualitative findings provide nuanced understanding of youths’ experiences with responsibility-accountability, confidence-empowerment, perseverance, leadership, mentorship, relationship, and professional skills.

Factors That Can Influence Mentorship Relationships in Advanced Education: Critical Insight

“Mentoring is a brain to pick, provide an ear to listen, and give a push in the right direction” John C. Crosby. Mentoring, by definition, is a relationship between a more experienced or more knowledgeable person and a less one. This relationship improves the personal and professional growth for the mentee. However, mentoring brings benefits for both individuals involved in such relationship. The mentoring process must be regarded not only from the mentee point of view, but also from the mentor perspective. In effect, both sides work together in order to achieve the best outcome considering the initial defined objectives. Mentoring is a growing phenomenon that has demonstrated positive results. This reality is due to the increase number of students applying for postgraduate training and search for guidance. To verify how this process on advanced studies is conducted, several semi-structured interviews were carried out under the postgraduate engineering programme of a Portuguese university. The focus of these interviews was the identification of the parameters that influence the mentoring process. Topics such educational background, age, previous experiences, gender and longevity of mentoring relationship were queried in this study. This paper aims to understand the perceptions of the mentorship relationship from a group of engineering students in advanced education and connect their point of views with some aspects of the mentoring literature.