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|a LB1731.4.J33 2004_JackBrenda |2 BU-Local |
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|a Faculty mentoring : a strategic tool for the enhancement of adult learners |h [electronic resource]. |
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|a Miami, Fla. : |b Barry University, |c 2004. |
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|a xxi, 250 leaves : |b ill. ; |c 28 cm |
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|a Barry University Dissertations -- School of Education. |
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|a Thesis (Ph.D.)--Barry University, 2004. |
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|a Includes bibliographical references (leaves 188-220). |
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|a Copyright Brenda Jack. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder. |
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|a One dominant theme in most adult education institutions is the recruitment and retention of adult students. The rate at which students drop out of universities has long been a concern to faculty, parents, administrators, and students themselves. Oftentimes, the primary reasons identified by dropouts for their behavior reflect a sense of isolation, lack of motivational support, vagueness of future academic plans, and insufficient faculty-to-student interaction. In recent years, mentoring has been implemented in colleges and universities as a means of improving retention and student success. The role of mentor may be such that it allows the adult student the needed opportunity to interact with faculty, especially important during the crucial first year. Given the increased emphasis and attention by adult educators to establishing, expanding, and improving formal mentoring programs (Jacobi, 1991), it is important to assess the behavioral mentoring functions of faculty mentors (Cohen, 1993). The logical starting point is the investigation of the functions of the mentor. This research study was designed as a mixed methods case study. This mixed method design included qualitative student interviews, qualitative analysis of the observations, and a quantitative analysis of the Principles of Adult Mentoring Scale developed by Cohen (1993). The qualitative study focused on adult students at The Frank J. Rooney School of Adult and Continuing Education, Barry University, in an attempt to augment the knowledge base from a student and faculty perspective. In this study the researcher explored the specific functions of a faculty mentor at the school of adult and continuing education to decipher the resemblance to the functions as recommended in the literature. Self-reported behaviors of the mentors were investigated by different levels of attribute variables (gender, and teaching area). The study utilized the Principles of Adult Mentoring Scale, developed and validated by Cohen (1993). The six behavioral mentoring functions that integrate adult development psychology and the transactional process of learning were examined: Relationship Emphasis, Information Emphasis, Confrontive Focus, Facilitative Focus, Mentor Model, and Student Vision. The mentoring behavioral functions were considered relevant to establishing and maintaining an evolving mentor-protege relationship by prominent adult educators and experts on the psychology theory of mentoring adult learners. Further, through open-ended interviews, the study attempted to describe the students’ perception of factors that contribute to their retention and further the students’ perception of mentoring relationships. “What are the perceived meaningful events, aspects, and people associated with your university experience? What support services, have implications for you staying in university until your educational goals are achieved? Were you ever involved in a mentoring relationship?” These are some of the questions that were asked during the open-ended interviews in order to grasp the students’ perspectives. An analysis of the transcripts of the interviews was used as the primary method to investigate the students’ perceptions of their experiences. The data was analyzed by creating codes and a typology in order to look at the data inductively. In addition, the researcher provided participant-observer data of the learning environment, subject matter, and instructional activities as they influenced transformational learning. |
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|a Faculty mentors. Mentoring in adult education. |
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|a Electronic reproduction. |c Barry University, |d 2020. |f (Barry University Digital Collections) |n Mode of access: World Wide Web. |n System requirements: Internet connectivity; Web browser software. |
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|a Barry University Archives and Special Collections. |
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|a Mentoring in education. |
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|a Barry University Digital Collections. |
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|a Theses and Dissertations. |
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|a BUDC |c Theses and Dissertations |
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|u http://sobekcmsrv.barrynet.barry.edu/AA00001807/00001 |y Click here for full text |
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|a https:/budc.barry.edu/content/AA/00/00/18/07/00001/LB1731_4_J33 2004_JackBrendathm.jpg |
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|a Theses and Dissertations |
