Literaturnachweis - Detailanzeige
| Autor/inn/en | DeAngelo, Linda; Mason, Jessica; Winters, Dana |
|---|---|
| Titel | Faculty Engagement in Mentoring Undergraduate Students: How Institutional Environments Regulate and Promote Extra-Role Behavior |
| Quelle | In: Innovative Higher Education, 41 (2016) 4, S.317-332 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0742-5627 |
| DOI | 10.1007/s10755-015-9350-7 |
| Schlagwörter | Undergraduate Students; Progress Monitoring; Teacher Role; Teacher Student Relationship; Mentors; Interviews; Teacher Surveys; Teacher Motivation; School Support; Barriers; Institutional Characteristics; Context Effect; Teacher Behavior; California |
| Abstract | Faculty-student interaction is critical for quality undergraduate education. Faculty mentorship provides concrete benefits for students, faculty members, and institutions. However, little is known about the effect of institutional context on mentorship. Using data from interviews of 98 faculty at five different California State University institutions, we examined faculty motivations and institutional supports and barriers to mentoring as it occurs outside of formalized programs. We argue that this type of mentoring is distinct from advising and teaching and constitutes extra-role behavior. Further, institutional norms and the culture of the academic profession often hinder mentorship. Implications for policy and practice are discussed. (As Provided). |
| Anmerkungen | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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