دورية أكاديمية
Salient Practices of Award-Winning Undergraduate Research Mentors -- Balancing Freedom and Control to Achieve Excellence
| العنوان: | Salient Practices of Award-Winning Undergraduate Research Mentors -- Balancing Freedom and Control to Achieve Excellence |
|---|---|
| اللغة: | English |
| المؤلفون: | Walkington, Helen (ORCID |
| المصدر: | Studies in Higher Education. 2020 45(7):1519-1532. |
| الإتاحة: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journalsTest |
| تمت مراجعته من قبل الزملاء: | Y |
| Page Count: | 14 |
| تاريخ النشر: | 2020 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| الواصفات: | Undergraduate Students, Mentors, Student Research, Professional Recognition, Freedom, Creativity, College Faculty, Teacher Attitudes, Teacher Student Relationship, Awards, Learner Engagement, Academic Achievement, Student Needs, Faculty Development, Teacher Effectiveness, Teacher Characteristics |
| DOI: | 10.1080/03075079.2019.1637838 |
| تدمد: | 0307-5079 |
| مستخلص: | This paper contributes to research on teaching excellence by extending the current body of literature pertaining to mentoring pedagogies in undergraduate research settings across diverse social, institutional and disciplinary contexts. Our data comes from in-depth interviews with 32 international faculty who have received excellence awards for undergraduate research mentoring. The data reveal a freedom -- control dialectic, illuminating the ways in which expert mentors negotiate the desire to create opportunities for students to experience freedom and creativity in research, yet maintain control over the topic, quality and outcomes. The research findings reveal a defining characteristic of award-winning mentors as an ability to establish and sustain a sense of challenge, while maintaining meaningful engagement and a sense of achievement amongst students. The findings show the importance of tailoring practice to the needs of particular student groups, and there are implications for institutional resourcing, as well as mentor training and development. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| رقم الانضمام: | EJ1260969 |
| قاعدة البيانات: | ERIC |
| تدمد: | 0307-5079 |
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| DOI: | 10.1080/03075079.2019.1637838 |