Mentors and the entry year program

Bowers, G. Robert; Eberhart, Nancy A.

doi:10.1080/00405848809543356

Cited by 9 publications

(6 citation statements)

References 9 publications

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“…Valeau and Boggs (2004) asserted that in the last 30 years, education literature acknowledges the extraordinary positive effect of mentoring on faculty competence in both teaching and publishing. Mentoring programs increase the potential for academic success, improve new faculty decision making, and ultimately increase retention (Bowers & Eberhart, 2001).…”

Section: Mentoring and Faculty Developmentmentioning

confidence: 99%

Assessment of a University‐Based Distance Education Mentoring Program from a Quality Management Perspective

Barczyk

Buckenmeyer

Feldman

et al. 2011

Mentoring & Tutoring: Partnership in Learning

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This study describes assessment results from the Distance Education Mentoring Program (DEMP) at Purdue University Calumet, Indiana, USA. The program, sponsored by the university's Vice Chancellor for Academic Affairs, was made available to all teaching faculty who wished to become protégés and develop their skills at teaching online courses. The DEMP is a university initiative designed to enhance the development of high-quality online courses by mentoring faculty in instructional design principles. Faculty member protégés who completed the mentoring program were surveyed using an anonymous questionnaire. Data were obtained from 34 faculty respondents who completed the program during the last three years. Using regression analysis, we found that the Pyramid Model explained 83% of the variance in perceptions of teaching improvement attributable to the DEMP. The program's process orientation, continuous improvement approach, and focus on customer satisfaction explained protégés' perceived improvement in teaching. In addition, protégés believed their peer faculty mentors provided more psychosocial support than career development. Implications for implementation of a mentoring program in a university setting are discussed.

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Section: Mentoring and Faculty Developmentmentioning

confidence: 99%

Assessment of a University‐Based Distance Education Mentoring Program from a Quality Management Perspective

Barczyk

Buckenmeyer

Feldman

et al. 2011

Mentoring & Tutoring: Partnership in Learning

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show abstract

“…In light of this evidence, it could be contended that more formalized mentoring programs would be a worthwhile addition to coach development (Bloom et al, 1998). Furthermore, as the research suggests, mentoring is not only beneficial to the developing coach, but also to the master coach who, as mentors, are able to expand and diversify their own learning experiences when working with apprentices (Abell et al, 1995;Bowers & Eberhart, 1988).…”

Section: Toward Developing Coach Education: Mentoring Knowledge Andmentioning

confidence: 99%

Coach Education and Continuing Professional Development: Experience and Learning to Coach

Cushion¹,

Armour

Jones

2003

Quest

559

515

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Research over the last decade has demonstrated that it is experience and the observation of other coaches that remain the primary sources of knowledge for coaches. Despite this, coach education and continuing professional development fail to draw effectively on this experience. Using the work of Pierre Bourdieu, this paper attempts to understand how the "art of coaching" can be characterized as structured improvisation and how experience is crucial to structuring coaching practice. An examination of current coach education and assessment demonstrates that coaching practice viewed as a composite of knowledge has not specifically addressed the pervasive influence of experience on coaching practice. Drawing on experiences from the educational field, we examine how coach education and continuing professional development can utilize mentoring and critical reflection to situate learning in the practical experience of coaching.Until recently, although the importance of coaching to athlete development and national sporting success was increasingly being realized (Sports Coach UK, 2002), there was little agreement as to a future strategic direction for the burgeoning profession. A recent commissioned report ("The development of coaching in the United Kingdom," 1999) brought this situation into stark relief and, subsequently, initiated a process whereby the government-funded Sports Strategy Coaching Task Force recommended the development of National Occupational Standards (NOS) for coaches working within the high performance environment. The QUEST, 2003, 55, 215-230

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“…Other sources refer to "mentor" as interchangeable with terms such as "sponsor," "advisor," or "advocate" (Collins 1983;Kanter 1982;Larwood and Kaplan 1980;Swerdlik and Bardon 1988). Still other authorities suggest that mentoring amounts to an "orientation training" or "indoctrination" of new organizational members by more experienced individuals (Atwood 1978;Bowers 1988;Fagan and Walter 1982;Zimpher and Rieger 1989). These various uses and meanings have contributed to confusion among many academics.…”

Section: Mentoring and Sponsorshipmentioning

confidence: 94%