Mentoring @ EMU

Gershenfeld, S. (2014). A review of undergraduate mentoring programs Review of Educational Research, 84(3), 365-391.

Crisp, G. and Cruz, I. (2009). Mentoring college students: A critical review of the literature between 1990 and 2007, Research in Higher Education, 50 (6), pp. 525-545. doi: 10.1007/s11162-009-9130-2

Jacobi, M. (1991). Mentoring and undergraduate academic success: A literature review. Review of Educational Research, 61(4), 505.

Crisp, G. (2009). Conceptualization and Initial Validation of the College Student Mentoring Scale (CSMS). Journal of College Student Developmen, 50(2), 177-194

Guerrero, M., & Rod, A. B. (2013). Engaging in office hours: A study of student-faculty interaction and academic performance. Journal of Political Science Education, 9(4), 403-416.

Shows a positive correlation between office hour attendance and course grades (controlling for income & overall GPA). However, this may largely be due to favorable subjective grading. Still, suggestions in conclusion for improving attendance at office hours appear useful: 1) "Schedule office hours in differing blocks of time", 2) "constant reminders increase attendance to office hours", 3) "candidly discuss the benefits of office hours with students" - not just for poor performance, 4) "personally invite poorly performing students to office hours."

Kostovich, C. T., & Thurn, K. E. (2013). Group mentoring: A story of transition for undergraduate baccalaureate nursing students. Nurse Education Today, 33(4), 413.

"During each of their four semesters enrolled in nursing courses, students registered for one mentoring class. The group met in a classroom on campus for 1 h per week and received one academic credit per semester. Students and faculty established the group during the first semester, and membership remained the same throughout the remaining three semesters to facilitate member trust and group cohesion. A pass/fail grade was awarded to students based on attendance, class participation and journaling. The implementation of a required group mentoring program spanning the undergraduate nursing curriculum represented an innovative strategy to support nursing students through a challenging program while at the sametime preparing them for their professional nursing role."

Wilson, Z., et al. (2012). Hierarchical mentoring: a transformative strategy for improving diversity and retention in undergraduate STEM disciplines. Journal of Science Education and Technology, 21(1), 148-156.

Recruited students who did well in high school, but under-performed academically as freshmen or sophomores in STEM majors. Taught study skills and provided extensive mentoring to these students. "A key component of this effort is our requirement that the mentee-scholars must mentor others, particularly their peers. In this manner, the key survival skills which are imparted to the mentee-scholars are then reinforced." Showed a 20 point gain in graduation rates over control group, significant gain for minority students. However, the rigorous selection process for the program (essays, interviews) may also be a factor in results.

Wilson, Z. S., Iyengar, S. S., Pang, S., Warner, I. M., & Luces, C. A. (2012). Increasing access for economically disadvantaged students: The NSF/CSEM & S-STEM programs at Louisiana State University. Journal of Science Education and Technology, 21(5), 581-587

Economically disadvantaged STEM students given significant financial aid and mentoring showed remarkable retention rates.

Ramirez, J. J. (2012). The intentional mentor: Effective mentorship of undergraduate science students. The Journal of Undergraduate Neuroscience Education, 11(1), A55-A63.

Although written specifically for mentoring Science students, this very accessible essay provides tips that would be useful for mentors in any discipline.

McCarthy, J. (2012). International design collaboration and mentoring for tertiary students through "facebook". Australasian Journal of Educational Technology, 28(5), 755-775.

Senior students at Adelaide mentored early undergrads at Penn State via Facebook. In return, faculty & staff at Penn State mentored the Adelaide seniors via Facebook.

Lenz, S. A. (2014). Mediating effects of relationships with mentors on college adjustment. Journal of College Counseling, 17(3), 195-207.

Instruments measuring adjustment to college and relational health with various entities were given to 80 freshmen. Results showed that strong relationships with mentors had largest effect on adjustment to college. Gives suggestions on how counseling centers can promote mentoring activity.

Lunsford, L. G., Baker, V., Griffin, K. A., & Johnson, B. W. (2013). Mentoring: A typology of costs for higher education faculty. Mentoring & Tutoring: Partnership in Learning, 21(2), 126-149.

The authors use an extensive review of studies to explore potential negative psycho-social and career costs to both mentors and mentees. Although this focuses on grad students, much could apply to mentoring undergrads. Provides food for thought in how mentorship programs might be designed to mitigate potential harm.

Fuentes, M. V., Ruiz Alvarado, A., Berdan, J., & DeAngelo, L. (2014). Mentorship matters: Does early faculty contact lead to quality faculty interaction? Research in Higher Education, 55(3), 288-307.

"The current study affirmed a relationship between students’ contact with faculty in their first year of college and mentoring relationships by their senior year in college. .... by targeting resources towards enhancing and augmenting student–faculty contact and communication in the first year of college, institutions may help foster student–faculty mentorship."

Horowitz, J., & Christopher, K. B. (2013). The research mentoring program: Serving the needs of graduate and undergraduate researchers. Innovative Higher Education, 38(2), 105-116.

"Offering a program that matched undergraduates with doctoral students working on their
dissertation research was intended to serve several purposes including the overall emphasis
on undergraduate experiential learning initiatives and the provision of a mentoring experience
for graduate students in a research setting."

Bettinger, E. & Baker, R. (2011). Effects of student coaching in college: An evaluation of a randomized experiment in student mentoring. National Bureau of Economic Research Working Paper No.16881.

Mason, J. L.Brother, will you lend a hand? perceptions of undergraduate african american male proteges' formal mentoring journey Available from ERIC. (1651831757; ED546221).

Apprey, M., Preston-Grimes, P., Bassett, K. C., Lewis, D. W., & Rideau, R. M. (2014). From crisis management to academic achievement: A university cluster-mentoring model for black undergraduates. Peabody Journal of Education, 89(3), 318-335.

Parks-Yancy, R. (2012). Interactions into opportunities: Career management for low-income, first-generation african american college students. Journal of College Student Development, 53(4), 510-523

Abstract only - EMU does not own journal
Oaks, D., Duckett, K., Suddeth, T., & Kennedy-Phillips, L. (2013). Leadership development and the african american male college student experience. Journal of College and Character, 14(4), 331-340.

Salas, R., Aragon, A., Alandejani, J., & Timpson, W. M. (2014). Mentoring experiences and Latina/o university student persistence. Journal of Hispanic Higher Education, 13(4), 231-244

Cox, C. B., Yang, Y., & Dicke-Bohmann, A. (2014). What do hispanic students want in a mentor? A model of protégé cultural orientation, mentorship expectations, and performance. Journal of Hispanic Higher Education, 13(4), 359-376.

Stumbo, Norma J. (2010) "Evidence-based Practices in Mentoring Students with Disabilities: Four Case Studies," Journal of Science Education for Students with Disabilities: Vol. 14: Iss. 1, Article 4.
DOI: 10.14448/jsesd.03.0003

Mytkowicz, P., & Goss, D. (2012). Students' perceptions of a postsecondary LD/ADHD support program. Journal of Postsecondary Education and Disability, 25(4), 345-361.

Street, C. D., Koff, R., Fields, H., Kuehne, L., Handlin, L., Getty, M., & Parker, D. R. (2012). Expanding access to STEM for at-risk learners: A new application of universal design for instruction. Journal of Postsecondary Education and Disability, 25(4), 363-375.

Douglass, A. G., Smith, D. L., & Smith, L. J. (2013). An exploration of the characteristics of effective undergraduate peer-mentoring relationships. Mentoring & Tutoring: Partnership in Learning, 21(2), 219-234.

Abstract only - EMU does not own journal
Holt, L. J., & Berwise, C. A. (2012). Illuminating the process of peer mentoring: An examination and comparison of peer mentors' and first-year students' experiences. Journal of the First-Year Experience & Students in Transition, 24(1), 19-43.

Collings, R., Swanson, V., & Watkins, R. (2014). The impact of peer mentoring on levels of student wellbeing, integration and retention: A controlled comparative evaluation of residential students in UK higher education. Higher Education, 68(6), 927-942. doi:http://dx.doi.org/10.1007/s10734-014-9752-y

Leidenfrost, B., Strassnig, B., Schütz, M., Carbon, C. & Schabmann, A. (2014). The impact of peer mentoring on mentee academic performance: Is any mentoring style better than no mentoring at all?, International Journal of Teaching and Learning in Higher Education, 26(1), 102-111. Retrieved from http://www.isetl.org/ijtlhe/

Tenenbaum, L. S., Anderson, M. K., Jett, M., & Yourick, D. L. (2014). An innovative near-peer mentoring model for undergraduate and secondary students: STEM focus. Innovative Higher Education, 39(5), 375-385

Packard, B. W., Marciano, V. N., Payne, J. N., Bledzki, L. A., & Woodard, C. T. (2014)
Mentoring & Tutoring: Partnership in Learning, 22, (5).

Ward, E. G., Thomas, E. E., & Disch, W. B. (2012). Protege growth themes emergent in a holistic, undergraduate peer-mentoring experience. Mentoring & Tutoring: Partnership in Learning, 20(3), 409-425.

Chester, A., Burton, L. J., Xenos, S., & Elgar, K. (2013). Peer mentoring: Supporting successful transition for first year undergraduate psychology students. Australian Journal of Psychology, 65(1), 30-37.

Kim, S. C.; Oliveri, D.; Riingen, M.; Taylor, B.; Rankin, L. (2013). Randomized controlled trial of graduate-to-undergraduate student mentoring program Journal of Professional Nursing, 29(6), e43-e49.

Abstract only - EMU does not own journal
Reddick, R. J., Griffin, K. A., Cherwitz, R. A., Cerda-Prazak, A., & Bunch, N. (2012). What you get when you give: How graduate students benefit from serving as mentors. Journal of Faculty Development, 26(1), 37-49.

National Academy of Sciences (1997) Adviser, Teacher, Role Model, Friend: On Being a Mentor to Students in Science and Engineering. Washington, DC: National Academy Press.

U.S. Department of Education, Office of Postsecondary Education, 2012