Educational research shows that close student-faculty interaction is a key factor in college student learning and success. Most literature on undergraduate mentoring, however, focuses on planned programs of mentoring for targeted groups of students by non-faculty professionals or student peers. Based on the research literature and student and faculty testimony from a residential liberal arts college, this article shows that unplanned "natural" mentoring can be crucial to student learning and development and illustrates some best practices. It advances understanding of faculty mentoring by differentiating it from teaching, characterizing several functional types of mentoring, and identifying the phases through which a mentoring relationship develops. Arguing that benefits to students, faculty, and institutions outweigh the risks and costs of mentoring, it is written for faculty who want to be better mentors and provides evidence that administrators should value and reward mentoring.
By the time oscar wilde made his American tour in 1882, the honeymoon tradition at Niagara was firmly established. Perhaps we are as cynical about honeymoons at the Falls as Wilde; by now the idea is a thorough cliche. Yet the custom has had a remarkably long life, reaching its widest vogue in the 1920s and 1930s, and even today it is not completely defunct: Young couples still “Shuffle Off to Buffalo” and the Falls. In the late nineteenth century the association of the Falls with the wedding journey was promoted by hotel advertisements and railroad excursion pitches – a product of commercial “hype” much like the modern Poconos honeymoon. But the origin of the Niagara honeymoon seems to antedate such promotion by several decades, although it is difficult to pinpoint. Both its elusive origins and its remarkable persistence suggest a deep-seated imaginative attraction that Niagara has held for newlyweds.
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