BEGIN:VCALENDAR VERSION:2.0 METHOD:PUBLISH PRODID:-//Telerik Inc.//Sitefinity CMS 14.4//EN BEGIN:VTIMEZONE TZID:Central Standard Time BEGIN:STANDARD DTSTART:20231102T020000 RRULE:FREQ=YEARLY;BYDAY=1SU;BYHOUR=2;BYMINUTE=0;BYMONTH=11 TZNAME:Central Standard Time TZOFFSETFROM:-0500 TZOFFSETTO:-0600 END:STANDARD BEGIN:DAYLIGHT DTSTART:20230301T020000 RRULE:FREQ=YEARLY;BYDAY=2SU;BYHOUR=2;BYMINUTE=0;BYMONTH=3 TZNAME:Central Daylight Time TZOFFSETFROM:-0600 TZOFFSETTO:-0500 END:DAYLIGHT END:VTIMEZONE BEGIN:VEVENT DESCRIPTION:Speaker Information: \nJoel Malin\, Assistant Professor\, Depar tment of Educational Leadership\, Miami University of Ohio &\; Don Hack mann\, Professor\, Education Policy\, Organization and Leadership\, Univer sity of Illinois at Urbana-Champaign\nWe present findings from a study of educational leadership professors who have received the Jay D. Scribner Aw ard\, in recognition of their practices as exemplary mentors of doctoral s tudents and novice faculty. This study was intended to learn why faculty m embers engage in mentoring and to identify activities and supports they pr ovide for their mentees. Content analysis was conducted of the 148 nominat ion letters written in support of the Scribner recipients. Semi-structured interviews were held with the 12 award recipients and 24 individuals they had mentored. Mertz’s conceptual model of mentoring was used to guide dat a analysis and the identification of themes. Findings revealed that the Sc ribner recipients were intrinsically motivated to mentor doctoral students and junior faculty because of deep commitment to the future of the educat ional leadership profession. \nMentors and mentees reported that relations hips primarily emerged informally\, included individual and group mentorin g experiences\, were characterized by relational equality\, and frequently resulted in long-term research partnerships and deep friendships. Activit ies were tailored to mentees’ unique needs\, based upon their career stage s and institutional contexts\, and experiences were aligned with Mertz’s c ontinuum of mentoring relationships. Given the descriptions of group mento ring arrangements\, it may be beneficial to redefine mentoring to include an array of situational consultations and group experiences\, so students and novice faculty can recognize and access supports that depart from trad itional mentee-mentor dyads. Additional research is needed to identify mec hanisms that promote universal access to mentoring\, particularly for fema les and persons of color.\nCost: \nFree\nContact: \nDr. Jennifer Delaney\n 217-333-7828\ndelaneyj@illinois.edu\nSponsor: \nHigher Education Collabora tive and the Forum on the Future of Public Higher Education DTEND:20170410T173000Z DTSTAMP:20240328T175249Z DTSTART:20170410T163000Z LOCATION:IL\,USA\,Champaign SEQUENCE:0 SUMMARY:Mentoring for the professoriate: Insights from exemplary faculty me ntors and their mentees UID:RFCALITEM638472271697651293 X-ALT-DESC;FMTTYPE=text/html:
Speaker Information:
\nJoel Malin\, Assista nt Professor\, Department of Educational Leadership\, Miami University of Ohio &\; Don Hackmann\, Professor\, Education Policy\, Organization and Leadership\, University of Illinois at Urbana-Champaign
\nWe presen t findings from a study of educational leadership professors who have rece ived the Jay D. Scribner Award\, in recognition of their practices as exem plary mentors of doctoral students and novice faculty. This study was inte nded to learn why faculty members engage in mentoring and to identify acti vities and supports they provide for their mentees. Content analysis was c onducted of the 148 nomination letters written in support of the Scribner recipients. Semi-structured interviews were held with the 12 award recipie nts and 24 individuals they had mentored. Mertz’s conceptual model of ment oring was used to guide data analysis and the identification of themes. Fi ndings revealed that the Scribner recipients were intrinsically motivated to mentor doctoral students and junior faculty because of deep commitment to the future of the educational leadership profession.
\nMentors a nd mentees reported that relationships primarily emerged informally\, incl uded individual and group mentoring experiences\, were characterized by re lational equality\, and frequently resulted in long-term research partners hips and deep friendships. Activities were tailored to mentees’ unique nee ds\, based upon their career stages and institutional contexts\, and exper iences were aligned with Mertz’s continuum of mentoring relationships. Giv en the descriptions of group mentoring arrangements\, it may be beneficial to redefine mentoring to include an array of situational consultations an d group experiences\, so students and novice faculty can recognize and acc ess supports that depart from traditional mentee-mentor dyads. Additional research is needed to identify mechanisms that promote universal access to mentoring\, particularly for females and persons of color.
\nCost:
\nFree
\nContact:
\ nDr. Jennifer Delaney
\n217-333-7828
\ndelaneyj@illinois.edu
Sponsor:
\nHighe r Education Collaborative and the Forum on the Future of Public Higher Edu cation
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