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DTSTART:20251102T020000
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BEGIN:VEVENT
DESCRIPTION:Speaker Information: \nJoel Malin\, Assistant Professor\, Depar
 tment of Educational Leadership\, Miami University of Ohio &amp\; 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:20260613T002731Z
DTSTART:20170410T163000Z
LOCATION:IL\,USA\,Champaign
SEQUENCE:0
SUMMARY:Mentoring for the professoriate: Insights from exemplary faculty me
 ntors and their mentees
UID:RFCALITEM639168892515500867
X-ALT-DESC;FMTTYPE=text/html:<p class="speakerinfo"><span class="event-head
 ing speakerinfo">Speaker Information:</span> </p>\n<p>Joel Malin\, Assista
 nt Professor\, Department of Educational Leadership\, Miami University of 
 Ohio &amp\; Don Hackmann\, Professor\, Education Policy\, Organization and
  Leadership\, University of Illinois at Urbana-Champaign</p>\n<p>We 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. </p>\n<p>Mentors 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.</p>\n<p class=
 "cost"><span class="event-heading cost">Cost:</span> </p>\n<p>Free</p>\n<p
  class="contact"><span class="event-heading contact">Contact:</span> </p>\
 n<p>Dr. Jennifer Delaney</p>\n<p class="contact">217-333-7828<br>\n<a href
 ="mailto:delaneyj@illinois.edu">delaneyj@illinois.edu</a></p>\n<p class="s
 ponsor"><span class="event-heading sponsor">Sponsor:</span> </p>\n<p>Highe
 r Education Collaborative and the Forum on the Future of Public Higher Edu
 cation</p>
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