Mentoring, Undergraduate Research, and Identity Development: A Conceptual Review and Research Agenda

Palmer, Ruth J.; Hunt, Andrea N.; Neal, Michael; Wuetherick, B.

doi:10.1080/13611267.2015.1126165

Cited by 57 publications

(53 citation statements)

References 41 publications

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“…In this type of scaffolding, students learn through the interaction with a knowledgeable person that helps them in their development process and gradually reduces their support as the student becomes more independent (Yorke, 2003). While scaffolding can be provided through different approaches, creating a learning environment where students feel safe is a core component of the process (Dolan & Johnson, 2009;Palmer, Hunt, Neal, & Wuetherick, 2015).…”

Section: Discussionmentioning

confidence: 99%

The potential of complex challenges in undergraduate research to stimulate transformative learning

Wallin¹

2017

NJSTEME

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In the present study, I describe and evaluate the transformative learning potential of authentic research projects that engage students in a course on tissue engineering at Chalmers University of Technology. Through the use of weekly reflective diaries and interviews, I explore how students change their perspective on what learning means to them and the purpose of higher education. Based on the empirical data and scientific literature, I discuss complex challenges as one emerging and deciding factor that helps students to have transformative learning experiences. At the end, some general advice will be provided on how educators can approach the integration of complex challenges into their own courses and settings.

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Section: Discussionmentioning

confidence: 99%

The potential of complex challenges in undergraduate research to stimulate transformative learning

Wallin¹

2017

NJSTEME

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“…Los resultados obtenidos de dichas investigaciones han confirmado que la mentoría es una práctica de alto impacto y que influye tanto en los resultados académicos, como afectivos y de comportamiento de los mentees (Casado-Muñoz, Lezcano-Barbero, & Colomer-Feliu, 2015;Palmer, Hunt, Neal, & Wuetherick, 2015), pero también tiene efectos beneficiosos para los mentores y las Universidades (Leidenfrost, Strassnig, Schabman, Spiel, & Carbon, 2011). El proceso de mentoría requiere de dos protagonistas; el mentor (guía), reconocido como la persona experta o con más experiencia, y el mentee como la persona con menos experiencia.…”

Section: Mentoringunclassified

“…El proceso de mentoría requiere de dos protagonistas; el mentor (guía), reconocido como la persona experta o con más experiencia, y el mentee como la persona con menos experiencia. En donde el mentor proporciona al mentee conocimiento, consejo, aspectos sociales (relacionales), conocimientos técnicos relacionados con la carrera y apoyo (Palmer, Hunt, Neal, & Wuetherick, 2015). Según Bender, Yaffe, y Sechrest (2012), la naturaleza de las relaciones en el proceso de mentoría es variable, reflejando las funciones de las personas involucradas (Leidenfrost, Strassnig, Schabman, Spiel, & Carbon, 2011).…”

Section: Mentoringunclassified

“…Según Bender, Yaffe, y Sechrest (2012), la naturaleza de las relaciones en el proceso de mentoría es variable, reflejando las funciones de las personas involucradas (Leidenfrost, Strassnig, Schabman, Spiel, & Carbon, 2011). Para los investigadores el objetivo principal del proceso de mentoría es acompañar a los estudiantes a obtener éxito a nivel social, profesional y en sus relaciones personales (Jacobi, 1991;Palmer, Hunt, Neal, & Wuetherick, 2015). Los estudiantes de primer curso, suelen experimentar sentimientos de soledad e incertidumbre durante el primer año académico, hecho que dificulta la transición a los estudios universitarios (Cantwell & Scevak, 2004;Heirdsfield, Walker, Walsh, & Wilss, 2008).…”

Section: Mentoringunclassified

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Bases para desarrollar un modelo de mentorización basado en la Psicología Positiva

Nadal

Mora

Blasco‐Belled

et al. 2016

UTE

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ResumenLa psicología positiva ha protagonizado durante la última década una redirección científica en el estudio del funcionamiento humano, favoreciendo la proliferación de estrategias destinadas a mejorar el bienestar de las personas partiendo de las cualidades que les permiten alcanzar los objetivos. Este estudio pretende establecer las bases para poder desarrollar un programa de mentoría personalizado entre estudiantes de primer y último año de la Facultad de Educación, Psicología y Trabajo Social (FEPTS). Para llevarlo a cabo se han analizado diversos modelos de mentoría basados en la psicología positiva aplicada y, por el otro, el estudio exploratorio de los niveles de fortalezas de carácter, inteligencia emocional, rendimiento, bienestar y felicidad. Se ha contado con una muestra de 480 estudiantes procedentes de diferentes grados. A partir de los resultados de este estudio se muestra el diseño de un modelo de mentoría propio adaptado a las necesidades detectadas de la Facultad y pone especial énfasis en desarrollar estos componentes.Palabras clave: Psicología positiva, Mentoría, estudiantes universitarios, bienestar y rendimiento. Bases for developing a mentoring model base on positive psychology AbstractPositive psychology has starred in the last decade a scientific redirection in the study of human functioning, favoring the proliferation of strategies to improve the wellbeing of people based on the qualities that enable them to achieve the objectives. This study aims to establish the bases for developing a personalized mentoring program between freshmen and seniors of the Faculty of Education, Psychology and Social Work. To carry it out, we have been analyzed various models of mentoring based on positive psychology applied and, we did the exploratory study of character strengths levels, emotional intelligence, performance, wellbeing and happiness. It has had a sample of 480 students from different grades. From the results of this study design own model of mentoring adapt to the identified needs of the Faculty and gives special emphasis on developing these components.

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“…Role modeling is an important aspect of psychosocial support (Brown, Davis, & McClendon, 1999;Davidson & Foster-Johnson 2001). Mentors help less experienced students better understand the college student role (Palmer, Hunt, Neal & Wuetherick, 2015) and how to use that knowledge to achieve important goals such as completing their degrees (Collier, 2015, p. 37-8).…”

Section: What Is Mentoring?mentioning

confidence: 99%

Why peer mentoring is an effective approach for promoting college student success

Collier

2017

MUJ

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Both hierarchical (e.g. student-faculty member or student-adviser) and peer (e.g. student-student) mentoring are recognized as best-practice strategies for promoting college student success. Formal mentoring programs utilizing both approaches can be found on many campuses. In the current institutional context of scarce or stagnant resources, college and university presidents and administrators face the challenge of determining which mix of programs to support even though little comparative research on the effectiveness of these approaches exists. This article examines three characteristics of a peer mentoring approach that encourage its greater use. The first two characteristics, cost and the availability of a larger number of potential mentors, relate to concerns about the efficient use of resources. The third characteristic, development of a common perspective, relates to questions concerning the relative effectiveness of different mentoring approaches. Peer mentors and mentees are more likely than participants in hierarchical mentoring relationships to share a common perspective with regards to how they understand and enact the college student role. Differences in perspective impact the process of student identity acquisition, perceived mentor credibility, and the likelihood of mentees following their mentors' advice. Higher education researchers are urged to conduct studies exploring the relative effectiveness of both approaches and how to best combine approaches in complimentary ways to help administrators make informed decisions.

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Mentoring, Undergraduate Research, and Identity Development: A Conceptual Review and Research Agenda

Cited by 57 publications

References 41 publications

The potential of complex challenges in undergraduate research to stimulate transformative learning

The potential of complex challenges in undergraduate research to stimulate transformative learning

Bases para desarrollar un modelo de mentorización basado en la Psicología Positiva

Why peer mentoring is an effective approach for promoting college student success

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