On Being a Mentor: A Guide for Higher Education Faculty

Autor/in	Johnson, Brad W.
Titel	On Being a Mentor: A Guide for Higher Education Faculty
Quelle	(2006), (272 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-8058-4896-7
Schlagwörter	Leitfaden; Unterricht; Lehrer; Higher Education; Guides; Guidelines; Law Schools; Undergraduate Students; Humanities; Ethics; Department Heads; Deans; Mentors; Case Studies; Teacher Qualifications; Teacher Collaboration; Teacher Student Relationship; School Culture; Gender Differences; Teacher Role; Racial Differences + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Hochschulbildung; Hochschulsystem; Hochschulwesen; Handbuch; Leitfaden; Richtlinien; Geisteswissenschaften; Humanwissenschaften; Ethik; Dean; Dekan; Case study; Fallstudie; Case Study; Lehrqualifikation; Lehrerkooperation; Teacher student relationships; Lehrer-Schüler-Beziehung; Schulkultur; Schulleben; Geschlechterkonflikt; Lehrerrolle; Rassenunterschied
Abstract	This book is the definitive guide for faculty in higher education who wish to mentor both students and junior faculty. It features strategies, guidelines, best practices, and recommendations for professors who wish to excel in this area. Written in a pithy style, this no-nonsense guide offers straightforward advice about managing problem mentor ships and measuring mentor ship outcomes. Practical cases studies, vignettes, and step-by-step guidelines illuminate the process of mentoring throughout. Other outstanding features include: (1) research-based advice on the rules of engagement for mentoring, mentor functions, qualities of good mentors, and methods for forming and managing student-faculty relationships; (2) summaries of the common mentoring relationship phases and guidance for adhering to ethical principles when serving as a mentor; (3) guidance about mentoring specific populations, including undergraduate and graduate students, faculty, and proteges who differ from the mentor in terms of sex and race; and (4) recommendations for department chairs and deans on how to foster an academic culture of mentoring. This book is intended for professors, department chairs, and deans in a variety of educational settings, including colleges, universities, and medical and law schools and is suitable for professors in all fields of study including the sciences, humanities, psychology, education, and management. Following a preface, this book is divided into four parts. Part I, On Mentoring, offers the initial chapters of the book: (1) Why Mentoring Matters; (2) The Contours of Mentoring; and (3) Mentoring in Academe: A Glimpse Inside. Part II, On Being a Mentor, continues with: (4) What Mentors Do: Mentoring Functions; (5) Who Mentors Are: Mentorship-Facilitating Characteristics and Qualities; (6) Designing a Mentorship; (7) The Seasons of Mentorship: Common Relationship Phases; and (8) The Ethical Mentor: Doing No Harm. Part III, On Mentoring Specific Groups, presents: (9) Mentoring Undergraduates; (10) Mentoring Graduate Students; (11) Mentoring Junior Faculty; (12) Mentoring Across Sex; and (13) Mentoring Across Race. Part IV, Managing Mentorships, concludes the book with the remaining chapters: (14) Diagnosis and Treatment of Mentorship Dysfunction; (15) Assessing Mentoring Outcomes; and (16) Recommendations for Department Chairs and Deans. (ERIC).
Anmerkungen	Lawrence Erlbaum Associates. 10 Industrial Avenue, Mahwah, NJ, 07430. Tel: 800-926-6579; Fax: 201-760-3735; e-mail: orders@erlbaum.com; Web site: http://www.erlbaum.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10