Download or read book An Exploration of Faculty and Staff Mentoring on High risk Community College Student Self efficacy Support Systems and Persistence written by William E. Ashcraft and published by . This book was released on 2018 with total page 646 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Experiences of Student Female Mentees and Staff and Faculty Mentors in a Fledgling Community College Mentor Program written by Joan Ledbetter and published by . This book was released on 2016 with total page 331 pages. Available in PDF, EPUB and Kindle. Book excerpt: This is an intrinsic qualitative case study dissertation that examined the experiences of mentees and mentors in a new mentoring program for female students at a two-year public commuter college in the Southeast. The methodologies of interviews, observations, and document analysis are used to chronicle what mentees and mentors experienced as participants in this mentoring program. Mattering and marginality theory is the theoretical framework used to understand and relate the experiences of students and mentors in this new mentoring program. The additional theories of self-efficacy, career decision-making, and motivation were used to explain student challenges and outcomes from the mentoring experience. The philosophical worldview of realistic-constructivism guided the design and implementation of the study. With retention of major concern to all institutions, but especially public, two-year colleges, coupled with the recent shift to performance funding, finding low-cost interventions to help students persist is crucial to both student success and the health of higher education institutions. This dissertation sought to reveal and understand the experiences of female mentees and mentors in this new mentoring program, as well as to expand the literature on mentoring programs and mattering and marginality theory. Results revealed the need these students had for information, guidance, connection, and encouragement. Interviews with the participants highlighted the great importance of students feeling like they matter to someone at the institution and the power of encouragement on persistence. They also showed the damage that can be done when mentors are not sincere in taking on the mentoring role. Of interest was how much mentoring meant to the mentees and how mattering theory applied to the experiences of the mentors, as well as the mentees. Motivational, self-efficacy, and career decision-making theories were also applicable in reviewing what the mentees needed, received, and how they benefited. The findings of this study have assisted in the evaluation and planning of the mentor program under study and may be of assistance to other institutions wishing to start or improve upon similar programs. It expands further what we know about mattering and the effects of mentoring on student success and retention. It questions how to best structure mentoring programs for particular institutions and student populations. It is clear that much research is still needed, both qualitative and quantitative, to better understand what takes place in mentoring experiences. Key words: career-decision making self-efficacy, case study, community college, self-efficacy, mattering, mentor, mentoring, mentee, motivation, retention.
Download or read book The Science of Effective Mentorship in STEMM written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2020-01-24 with total page 307 pages. Available in PDF, EPUB and Kindle. Book excerpt: Mentorship is a catalyst capable of unleashing one's potential for discovery, curiosity, and participation in STEMM and subsequently improving the training environment in which that STEMM potential is fostered. Mentoring relationships provide developmental spaces in which students' STEMM skills are honed and pathways into STEMM fields can be discovered. Because mentorship can be so influential in shaping the future STEMM workforce, its occurrence should not be left to chance or idiosyncratic implementation. There is a gap between what we know about effective mentoring and how it is practiced in higher education. The Science of Effective Mentorship in STEMM studies mentoring programs and practices at the undergraduate and graduate levels. It explores the importance of mentorship, the science of mentoring relationships, mentorship of underrepresented students in STEMM, mentorship structures and behaviors, and institutional cultures that support mentorship. This report and its complementary interactive guide present insights on effective programs and practices that can be adopted and adapted by institutions, departments, and individual faculty members.
Download or read book Effectiveness of Peer Mentoring and College Success Courses on Developing the Self efficacy of First year Community College Students written by Vivian Miranda and published by . This book was released on 2011 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt: President Obama's "Completion Agenda" is a plan that emphasizes improved student retention and persistence. The agenda also emphasizes the important role community colleges will need to support initiatives designed to help first-year students succeed. This study investigated the effectiveness of peer mentoring and college success courses on developing the self-efficacy of first-year community college students by evaluating the effectiveness of two course formats of a college success course; one format uses support of a peer mentor(s) and the other format does not use support of a peer mentor(s). The self-report College Student Self-Efficacy Inventory (CSEI) served as a data source instrument designed to measure the college experience in general and, in particular, the degree of confidence students have in their abilities to successfully perform a variety of college-related tasks. The CSEI consisted or 20 questions designed to measure three principle factors: academic self-efficacy, social self-efficacy, and social integration self-efficacy. Student demographic factors, including gender, age range, ethnicity, educational background, and data pertaining to the participants' educational goals and enrollment history, were also examined. Analysis methods included descriptive statistics, a t-test, and a one-way analysis of variance (ANOVA) measuring differences for each factor based on whether the student was supported by a peer mentor or not. Data analysis revealed no immediate measurable differences between the two formats; however, findings could suggest that the seeds of college success were nurtured and the experience of being enrolled in either course format of a student success course has yet to be realized. It was assumed that understanding the relationship between the two course formats and development of students' self-efficacy would provide useful insight into the effectiveness, merit, or value of peer mentoring and college success courses.
Download or read book The Impact of Faculty Mentoring on Self efficacy and College completion Perceptions in At risk Undergraduate Public Health Students written by Lauren Nicole Savaglio and published by . This book was released on 2019 with total page 183 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to evaluate the impact of a mentoring program on self-efficacy beliefs. High-risk undergraduate students at Arizona State University majoring in Public Health and other closely-related fields represent this study's sample. Bandura's Self-Efficacy Theory guides this study's theoretical framework. This study used a mixed method, action research design. Participants took a pre-test that measures their self-efficacy and registered the barriers to their academic success; following that, they enrolled and participated in a mentoring program. Upon completion of the program, they completed a post-test to evaluate any changes to their perspectives. Non-parametric Wilcoxon signed-rank tests were applied to the surveys. Throughout the mentoring program, participants completed field notes and I completed a journal about our interactions. These, along with two focus group discussions, were analyzed using grounded theory in addition to the pre- and post-tests. The surveys found that the mentoring program impacted their self-efficacy in overcoming educational barriers the qualitative data showed a strong correlation between the intervention and perceived confidence. This included their perceived ability to perform difficult or unusual tasks, but also their ability to overcome barriers.
Download or read book All that Weight is Gonna Crush Your Chest written by Sadya Khan and published by . This book was released on 2016 with total page 239 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to explore the relationship between mentoring, academic success, and self-efficacy for Latino male students at a community college. Additionally, the study explored the significance of mentor matching with respect to race/ethnicity upon academic success and self-efficacy. The study used a quantitative approach to assess the predictive power of mentoring on the academic success of Latino male students, defined by GPA, as well as academic self-efficacy beliefs. The sample consisted of 123 Latino male students from a community college in Illinois. The College Student Mentoring Scale (CSMS) and the SELF-A scales were adapted into a survey instrument to assess mentoring supports and self-efficacy beliefs. The study supplemented the quantitative data with qualitative data collected via interviews with 7 students. Findings indicated that formal mentoring positively predicted GPA, while overall mentoring was positively predictive of academic self-efficacy; the significance of these models varied. Additionally, findings showed mentor/mentee matching with respect to race/ethnicity to negatively predict GPA and academic self-efficacy. Student perspectives further supported the notion of mentoring as being predictive of academic success and self-efficacy and showed congruence to the quantitative data with respect to importance students placed on various functions of mentoring. This study highlights the importance of mentoring programs, necessitates the hiring of more diverse faculty and staff, and proposes improvements in mentoring programs for Latino male students at community colleges.
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 748 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Riding the Academic Freedom Train written by Jeanett Castellanos and published by Taylor & Francis. This book was released on 2023-07-03 with total page 271 pages. Available in PDF, EPUB and Kindle. Book excerpt: Mentoring demonstrably increases the retention of undergraduate and graduate students and is moreover invaluable in shaping and nurturing academic careers. With the increasing diversification of the student body and of faculty ranks, there’s a clear need for culturally responsive mentoring across these dimensions.Recognizing the low priority that academia has generally given to extending the practice of mentoring – let alone providing mentoring for Black, indigenous, and people of color (BIPOC) and first generation students – this book offers a proven and holistic model of mentoring practice, developed in the field of psychology, that not only helps mentees navigate their studies and the academy but provides them with an understanding of the systemic and racist barriers they will encounter, validates their cultural roots and contributions, and attends to their personal development.Further recognizing the demands that mentoring places on already busy faculty, the model addresses ways of distributing the work, inviting White and BIPOC faculty to participate, developing mentees’ capacities to mentor those that follow them, building a network of mentoring across generations, and adopting group mentoring. Intentionally planned and implemented, the model becomes self-perpetuating, building an intergenerational cadre of mentors who can meet the growing and continuing needs of the BIPOC community.Opening with a review of the salient research on effective mentoring, and chapters that offer minority students’ views on what has worked for them, as well as reflections by faculty mentors, the core of the book describes the Freedom Train model developed by the godfather of Black psychology, Dr. Joseph White, setting out the principles and processes that inform the Multiracial / Multiethnic / Multicultural (M3) Mentoring Model that evolved from it, and offers an example of group mentoring.While addressed principally to faculty interested in undertaking mentoring, and supporting minoritized students and faculty, the book also addresses Deans and Chairs and how they can create Freedom Train communities and networks by changing the cultural climate of their institutions, providing support, and modifying faculty evaluations and rewards that will in turn contribute to student retention as well as creative and productive scholarship and research.This is a timely and inspiring book for anyone in the academy concerned with the success of BIPOC students and invigorating their department’s or school’s scholarship.
Download or read book Exploring the Relationships Between Self efficacy and Student Success and Persistence at the Community College a Dissertation written by Shelley J. Fortin and published by . This book was released on 2007 with total page 330 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Exploring Psychosociocultural Processes Within Mentoring Relationships that Influence Academic Persistence Decisions for Latina o Undergraduates written by Marla Delgado-Guerrero and published by . This book was released on 2016 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Nearly 1 in 3 Latina/o students do not persist to complete their college education (Radford, Berkner, Wheeless, & Shepherd, 2010). There are Latina/o undergraduates who do succeed, persist, and ultimately graduate and in particular, mentorship has been shown to positively influence their academic persistence (Gloria & Castellanos, 2012; Hernandez, 2000). This mixed methods study first examined how self-beliefs, comfort in the university environment, and being mentored influenced academic persistence decisions for 153 Latina/o undergraduates attending a predominantly White university in the Midwest through a quantitative survey. To further explore the construct of mentorship, a subset sample of 19 Latina/o undergraduates were interviewed about their mentorship experiences. Students experienced significant differences by frequency of mentor contact in that those students who had contact with their mentor on a semester basis felt less mentor support than those students who had contact with their mentor an a weekly or monthly basis. Furthermore, there was no difference in sense of mentor support between those students who had weekly or monthly contact with their mentor. Across mentor type (i.e., peer, staff, or faculty), university comfort and self-beliefs variable set had significant positive relationships. Each of the study's variables collectively accounted for 31% of the variance of academic persistence decisions. Using the psychosociocultural framework (Gloria & Rodriguez, 2000) to explore mentorship experiences, emergent themes were identified within the domains of the Undergraduate Mentoring Model (Nora & Crisp, 2007) and academic persistence. First, the psychological/emotional support domain emerged as "I have a someone who gets it ... gets me. Second, the goal setting and career paths domain emerged as "Imagining possibilities." Third, the academic subject knowledge support domain emerged as "This is how you work the system." Finally, the role model domain emerged as "I have someone I can relate with and look up to." An additional domain of academic persistence emerged as "I have someone who believes in me, encourages me, and motivates me to not give up." The study's findings are discussed along with limitations and directions for future research, and concludes with implications for individuals who mentor Latina/o undergraduates and universities wanting to implement mentoring programs
Download or read book Support and Retention written by Domenica Cimarusti Pearl and published by . This book was released on 2013 with total page 145 pages. Available in PDF, EPUB and Kindle. Book excerpt: The California State University system recently announced a long-term Graduation Initiative to increase the six-year graduation rate by 8%. As a result, close attention is being focused on ways to retain students at risk of leaving the university prior to graduation. Although it is generally acknowledged that mentoring programs promote college student success, little is known about informal mentoring relationships between Student Affairs practitioners and students and the influence these relationships have on college student persistence. Using emotional intelligence and social capital theory as a framework to explain the importance of meaningful relationships, this dissertation explored the literature on mentoring as a means to promote college student persistence. A two-phased explanatory mixed methods study was conducted to explore elements of social capital and emotional intelligence in mentoring relationships. A conceptual framework, intersectional model and an ideal mentor condition mentors can utilize as a means to facilitate college student retention are proposed. Implications for practice as well as future considerations are suggested.
Download or read book Community College Student Mental Health written by Amanda O. Latz and published by Rowman & Littlefield. This book was released on 2023-09-03 with total page 207 pages. Available in PDF, EPUB and Kindle. Book excerpt: Community college student mental health is a critical topic among community college leaders, faculty, and staff. Mental health concerns among community college students are more prevalent and more pronounced than among students at four-year institutions. The recent pandemic has further amplified students’ mental health concerns. Poor mental health can negatively affect student success outcomes such as persistence within courses, grade point average, and credential completion. Even though the research in this area is growing, additional work is necessary to fully grasp the scope and details of the issue. Within this book, Latz outlines the contours of the issue by explaining what is already known. She then uses data from a study involving interviews with community college faculty to further explain the issue from their unique and important vantage points. Readers will learn about both the professional lives of community college faculty and their experiences with and perspectives of their students, many of whom navigate mental health issues. The book is concluded with robust recommendations for community college leaders who are seeking ways to better support their students.
Download or read book Mentoring Human Potential written by Scott Seldin and published by iUniverse. This book was released on 2011-10-12 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt: Mentoring Human Potential is a cutting edge manual for creating dynamic, holistic student peer mentoring programs. This is a revolutionary book. While giving practical information about how to train mentors and supervise a mentoring program, Scott Seldin asserts that spirit, personally defined, is an ally in waiting for every studenta powerful resource for academic achievement. Therein lies the revolution. Mentoring Human Potential provides the reader with a field-tested way to use holistic peer mentoring and spirit as powerful resources for increasing student retention, persistence, and wellbeing. Scott Seldin will lead you toward the ways that mentor and mentee can open themselves to being moved by Spirit. He will courageously point the way to the greater mysteries that bless those who dare enter with an open heart. In Spirit, we find the soulful life and the path worth living and dying for. I encourage you to trust his guiding voice. Dr. Bradford Keeney, author, psychologist
Download or read book The Relationship Between Faculty Confirmation Behaviors and Community College Student Self efficacy written by Deidra Peaslee and published by . This book was released on 2016 with total page 178 pages. Available in PDF, EPUB and Kindle. Book excerpt: Nearly half of all college students in the United States begin at community colleges, including higher numbers of students coming from backgrounds which have been historically underrepresented in higher education. Despite record numbers of new students enrolling at community colleges, the number of students who are retained at the institution long enough to be deemed successful, either through transferring or graduating remains largely unchanged and is inadequate to reduce the achievement gap. One theory is that some students enter college with little confidence in their ability to be successful and faculty members are in a unique position to impact student self-efficacy, which ultimately may impact student success. A literature review explores the different ways self-efficacy is tied to college student success and ways the classroom can be used before quantitatively assessing whether a relationship exists between confirmation behaviors employed by faculty members in the classroom and changes in reported academic self-efficacy of students. The research was conducted through a causal comparative matched pair design with Midwestern community college students during their first semester. The results support a relationship between change in self-efficacy and perceived faculty confirmation (rs= .212, n=70, p=.039*), particularly for female students (rs=.331, n=35, p=.026*) and for those students where neither parent completed a degree higher than high school (rs=.316, n=46, p=.016*).
Download or read book BUILDING SELF EFFICACY AND PERSISTENCE THROUGH STEM E MENTOR TRAINING A MULTI SITE CASE STUDY written by Kathryn Marie Sharpe and published by . This book was released on 2019 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The limited number of women persisting in STEM degree programs and pursuing STEM careers is concerning, particularly when one considers the absence of minority women in this field. One way of addressing this issue is to explore avenues that build womens STEM self-efficacy. Providing connections with other more experienced women involved in STEM through e-mentoring is one approach that could give women the support and experience they need to feel confident in their ability to succeed in STEM fields. Highly qualified mentors are a key component in the mentoring process and, therefore, need focused training that prepares them to support mentees. As such, this multi-site case study explored how self-efficacy and persistence can be facilitated through e-mentor training. A short survey, along with observations, focus groups, and interviews were conducted to gather the experiences of stakeholders participating in a STEM e-mentor training program across two historically Black colleges and universities (HBCUs). These methods looked specifically at mentors self-efficacy and persistence as well as what could be learned about the potential impact of online mentor training programs. Results of the pre and post-test survey demonstrated that the training program promoted an increase in self-efficacy, mentorship skill development, and STEM persistence. Although mentors had unique experiences across the two sites, all five mentors shared that their experience in the e-mentoring training was positive and that the content of the training was beneficial to their self-efficacy, particularly STEM self-efficacy, persistence, and development of mentorship skills and behaviors. The findings of this study are important as they provide much-needed insight regarding the influence of e-mentoring training for women of color serving as mentors while enrolled in STEM degree programs. Given ongoing initiatives to support equitable participation of women and minorities in STEM and given the literature that supports the positive benefits of peer mentorship relationships in general, understanding the impact of mentor training and relationships on mentors specifically is needed. This study offers transferability in that others may find this research useful as they pursue work related to building self-efficacy and persistence in various contexts or with additional minority populations..
Download or read book Case Study written by Valerie Y. Robertson and published by . This book was released on 2016 with total page 179 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this case study is to explore a mentoring program designed for African American male community college students at a Pacific Northwest community college. Community college practitioners can use the knowledge gained from this study as a best practice to increase the persistence and success of African American male students as well as other under- represented populations. Primary questions guiding this study focused on the needs of the target student population, social and academic integration issues, and the value of mentoring programs in promoting persistence and success. The study was conducted using the Interpretive Social Science approach utilizing case study methodology and individual in-depth interviews with administrative staff, faculty mentors, and student participants. A common theme that occurred is a sense of cultural affiliation with mentors and other student participants. Additional mentoring needs identified include navigation assistance along with a feeling of instructor investment in their education. The factors students found to be most useful include cultural affiliation, instructor investment, instilling confidence, and empowerment. Least useful factors include issues of program ownership, credibility, and the perceived lack of resources. Areas for additional research include exploring peer-to-peer mentoring, conducting focus groups with graduates, and cultural competence training for faculty and staff.
Download or read book Student Success in College written by George D. Kuh and published by John Wiley & Sons. This book was released on 2011-01-07 with total page 422 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student Success in College describes policies, programs, and practices that a diverse set of institutions have used to enhance student achievement. This book clearly shows the benefits of student learning and educational effectiveness that can be realized when these conditions are present. Based on the Documenting Effective Educational Practice (DEEP) project from the Center for Postsecondary Research at Indiana University, this book provides concrete examples from twenty institutions that other colleges and universities can learn from and adapt to help create a success-oriented campus culture and learning environment.
