scholarly journals An Interview with Gerald Cupchik

2021 ◽  
Vol 3 (1) ◽  
pp. 95-102
Author(s):  
Michael Shaughnessy
Keyword(s):  
Higher Education ◽  
Mentoring Relationship

In this interview, a leading figure in the realm of aestheics, higher education and mentoring responds to some questions about mentoring, the mentoring relationship and the mentoring process.

Academic Advising and Student Persistence

2017 ◽  
pp. 51-73
Author(s):  
Cherié Kay Thriffiley LaRocca
Keyword(s):  
Higher Education ◽  
Adverse Reaction ◽  
Student Success ◽  
Student Retention ◽  
Academic Advising ◽  
Student Persistence ◽  
Positive Impact ◽  
Mentoring Relationship ◽  
Undergraduate Experience

Academic advising is at the forefront of conversations in higher education (Drake, 2011). The mentoring relationship that occurs between students and advisors can be beneficial for both students and institutions, yet academic advising programs may not offer a quality mentoring relationship able to impact student success. When properly constructed, quality academic advising can have a positive impact on a student's undergraduate experience, as well as directly connecting to student persistence. If not constructed properly, the adverse reaction on student success may occur, and particularly can negatively impact student retention. The following chapter will explore quality academic advising, the means by which quality academic advising can be provided, the connection of quality academic advising to student persistence and methods to assess the academic advising process.

Exploring mentoring across gender, race, and generation in higher education

2019 ◽  
Vol 8 (1) ◽  
pp. 2-18 ◽  
Author(s):  
Sydney Freeman Jr ◽  
Frances Kochan
Keyword(s):  
Higher Education ◽  
Mentoring Relationships ◽  
White Female ◽  
Content Type ◽  
Mentoring Relationship ◽  
The Usa ◽  
Extensive Body ◽  
The Relationship ◽  
Practical Implications

Purpose The purpose of this paper is to examine a long-term mentoring relationship between a White female from the Traditional Generation and an African American male from the Xennial Generation, as engaged in a mentoring relationship within higher education institutions in the USA. The study investigated if, how and to what degree the differences and similarities between them influenced their mentoring relationship. Design/methodology/approach The authors used an autoethnographic approach involving extensive questioning, dialoguing, note keeping and analysis over eight months. Findings The analysis suggested that race had the greatest influence on the relationship. The primary reasons for mentoring success were similarities in family backgrounds and commonly held values. Research limitations/implications This study may not be generalizable to mentoring relationships that do not involve cultural differences in race, age or gender. Practical implications The paper offers a model for the types of strategies individuals can use in cross-racial mentoring endeavors to help build and sustain these relationships. It also includes suggestions for individuals engaged in mentoring relationships, which include gender, race or age differences, and organizations seeking to enhance diversity within their institutions. Originality/value There is not an extensive body of research on individual cross-racial, gender and generational mentoring that provides an analysis of the experience of those involved. Additionally, the model presented for examining cross-racial mentoring relationships is unique.

Are you my mentor? A study of faculty mentoring relationships in US higher education and the implications for tenure

2020 ◽  
Vol 9 (3) ◽  
pp. 221-237
Author(s):  
Karen B. Etzkorn ◽  
Ashton Braddock
Keyword(s):  
Higher Education ◽  
Online Survey ◽  
Faculty Perceptions ◽  
Mentoring Relationships ◽  
Senior Faculty ◽  
Content Type ◽  
Mentoring Relationship ◽  
Multicampus System ◽  
Higher Education Organizations ◽  
The Impact

PurposeThis study identifies (1) differences that exist between junior and senior faculty in their beliefs about the impact of mentoring; (2) interest among tenured and tenure-track faculty in participating in a mentoring relationship and (3) the extent to which faculty perceive mentoring as a critical component of the track to tenure.Design/methodology/approachAcross a multicampus system of higher education, 1,017 faculty responded to an anonymous online survey that included both quantitative and open-ended items (response rate 51%).FindingsAlthough all faculty perceive mentoring as valuable, there are significant differences among junior and senior faculty in their beliefs and perceptions about mentoring, as well as their participation in mentoring relationships.Research limitations/implicationsAll five participating campuses operate in the same state under the same governing board, so the findings are not necessarily generalizable to other institutions or populations of faculty.Practical implicationsTo support effective mentoring, it is necessary that higher education organizations institutionalize mentoring and develop a purposeful program in which they train/support mentors and allow for flexibility; it is also critical to solicit input from the faculty at various stages.Originality/valueThis study considered multiple aspects of tenure from multiple institution types within a system of higher education. Furthermore, this study compares junior and senior faculty perceptions and outcomes, which few previous studies have done.

scholarly journals The communicative aspect of the mentoring relationship in higher education

2020 ◽  
Vol 69 (1) ◽  
pp. 51-69
Author(s):  
Marija Jovanović ◽  
Tamara Vukić
Keyword(s):  
Higher Education ◽  
Mentoring Relationship

Cluttering in the Communicative Disorders Curriculum

2009 ◽  
Vol 19 (2) ◽  
pp. 52-57
Author(s):  
John A. Tetnowski
Keyword(s):  
Higher Education ◽  
Doctoral Students ◽  
Communication Disorders ◽  
Educational Opportunities ◽  
Opportunities For Learning ◽  
Communicative Disorders ◽  
Theoretical Issues

Abstract Cluttering is discussed openly in the fluency literature, but few educational opportunities for learning more about cluttering exist in higher education. The purpose of this manuscript is to explain how a seminar in cluttering was developed for a group of communication disorders doctoral students. The major theoretical issues, educational questions, and conclusions are discussed.

Systems of Oppression in Geriatric Clinical Service Delivery

2021 ◽  
pp. 1-3
Author(s):  
Diane L. Kendall
Keyword(s):  
Higher Education ◽  
Service Delivery ◽  
Clinical Setting ◽  
Service Providers ◽  
Hard Work ◽  
Clinical Service ◽  
Meaningful Change ◽  
Important Work ◽  
Speech Language Pathologists ◽  
Medical Institutions

Purpose The purpose of this article was to extend the concepts of systems of oppression in higher education to the clinical setting where communication and swallowing services are delivered to geriatric persons, and to begin a conversation as to how clinicians can disrupt oppression in their workplace. Conclusions As clinical service providers to geriatric persons, it is imperative to understand systems of oppression to affect meaningful change. As trained speech-language pathologists and audiologists, we hold power and privilege in the medical institutions in which we work and are therefore obligated to do the hard work. Suggestions offered in this article are only the start of this important work.

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