Mentoring in HE

Programa Tutor Quirón: La utilidad de la mentoría y la inteligencia emocional // Tutor Quiron Program: Mentoring and Emotional Intelligence

by Andres Romero-Jodar

Co-authored with Laura Martínez Escudero. Published (in Spanish) in "IX Jornadas de Redes de Investigación en Docencia Universitaria," Alicante: Universidad de Alicante, 2011, pp. 2488-2503. ISBN: 978-84-694-9813-2

Recientes estudios en inteligencia emocional (Goleman 1995) han resaltado la importancia de las emociones en la... more Recientes estudios en inteligencia emocional (Goleman 1995) han resaltado la importancia de las emociones en la creación de redes interpersonales dentro del proceso de enseñanza-aprendizaje. Figuras intermedias, como los mentores, pueden ayudar a los estudiantes a desarrollar competencias emocionales necesarias para un mejor rendimiento académico. Inspirado en el proyecto Tutor Quirón de la Universidad Politécnica de Cartagena, el programa Tutor Quirón de la Universidad de Zaragoza se basa en el concepto de mentoría entre iguales. Básicamente, propone una actividad de coordinación, orientación y seguimiento entre los estudiantes del Máster y de Doctorado de Estudios Textuales y Culturales en Lengua Inglesa. La implantación de este sistema responde a un plan de acción estratégica multidisciplinar que permite supervisar con más precisión el proceso de aprendizaje de cada estudiante y, al mismo tiempo potenciar el aprendizaje autónomo y responsable. El propósito de esta comunicación es bidimensional. Por una parte, presentamos el programa concreto que estamos llevando a cabo en la Universidad de Zaragoza y por otra parte, incidimos en el papel fundamental que tiene la inteligencia emocional como elemento subyacente durante el proceso de aprendizaje en el Máster de Estudios Textuales y Culturales en Lengua Inglesa.

Case Study of a Countywide Aimhigher Programme: Aimhigher Research Report

by Katy Vigurs

This report draws on data collected using the following research
methods:
o Interviews (nine) with key... more This report draws on data collected using the following research
methods:
o Interviews (nine) with key stakeholders including representatives at a strategic and operational level
o Visits to 2 schools in the area: an 11-18 school situated in the
coastal strip in Lincolnshire, a deprived area with very little long
term employment and an 11-16 school with a shared sixth form,
situated in an urban area. At both schools individual interviews
were held with the following: senior members of staff (4),
Aimhigher coordinators (2) and support staff (2). Group
interviews were also conducted with male and female pupils who
had taken part in Aimhigher activities: Year 10 (3), 11 (9), 12 (9),
13 (4)
o Telephone interviews (13) with parents of pupils involved in
Aimhigher activities at the 2 schools of whom were subsequently
interviewed.

The evaluation also draws on research conducted by the IAS with a further 3 secondary schools and one Pupil Referral Unit involved in the Peer Mentoring and Robot Competition initiatives. Members of the research team visited these institutions and interviews were conducted with staff members and pupils involved. Telephone interviews were also conducted with project team members involved in the Robot Competition initiative.

Due to budget constraints the case studies were restricted to 2 of the 37 schools involved in Aimhigher activities. However, it should be emphasised, that the qualitative approach used has allowed the research team to collect more in-depth and richer data from this small sample. Additional interviews with key stakeholders, as identified above, have allowed different perspectives on the programme to be explored. As a final point, it should be noted that the case studies were conducted in March 2006, and as a result some pupils would not yet have experienced all the activities.

Mentoring and Reporting Research: A Concern for Aesthetics

by Donna Alvermann

Co-authored with George G. Hruby

When First Generation Students go to Graduate School

by Brett Lunceford

Lunceford, Brett. “When First Generation Students go to Graduate School.” In Faculty and First Generation College Students: Bridging the Classroom Gap Together: New Directions for Teaching and Learning, No. 127, edited by Teresa Heinz Housel and Vickie Harvey, 13-20. San Francisco: Jossey-Bass, 2011.

The author argues that first-generation college students (FGS) have compounded challenges when they pursue graduate... more The author argues that first-generation college students (FGS) have compounded challenges when they pursue graduate education. As a first-generation college student, he was not able to gather advice from family or his job supervisor, who had no experience with graduate school. Drawing from his experience and the existing FGS-related research, the author details practical advice for making a successful transition from college to graduate school. He concludes with a list of essential questions that prospective graduate students should ask themselves and their mentors when considering graduate study.

The Project of Self, the Project of Others: Mentoring, Women and the Fashioning of the Academic Subject.

by Anita Devos

WomenResearch21: responding to the issues for beginning women academics

by Anita Devos

Mentoring, women and the construction of academic identities

by Anita Devos

Mentoring for gender equality and organisational change

by Jennifer de Vries

Published in Employee Relations 2006 v28 (6) p.573 - 587

There is considerable literature about the impact of mentoring on the mentees but little is known about the effect of... more There is considerable literature about the impact of mentoring on the mentees but little is known about the effect of the mentoring relationship on the mentor. This paper aims to address that gap.

4 th European Conference on Gender Equality in Higher Education

by Jennifer de Vries

Mentoring for Change

by Jennifer de Vries

UCC Peer Mentoring Programme - Project Evaluator

by Aimie Brennan

Funded by the Genio Foundation
Programme Evaluator - Aimie Brennan

Background

Funding of €80,000 has been awarded by Genio Trust to develop Peer led Support Programme for... more Background

Funding of €80,000 has been awarded by Genio Trust to develop Peer led Support Programme for students with Mental Health Difficulties in UCC. The application was submitted by Diarmuid Ring, Advocate and Peer Supporter of people with mental health difficulties in collaboration with Mary O Grady, Disability Officer. The application was one of 35 out of 383 that were deemed eligible for funding by Genio

Objective of the Project

Design, implement and evaluate a specific peer led training programme for students with mental health difficulties using some expertise and resources developed under U Link. The project will liaise with DCU who have also been funded through Genio. The project will also use the Irish Advocacy model of peer support for people with mental health difficulties. This project fits in with the objectives of the UCC Mental Health Policy Document.