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Systematic Mentoring for New Faculty Teachers and Graduate Teaching Assistants

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Abstract

This study reports on the development and assessment of two mentoring programs, one for new faculty and one for new graduate teaching assistants. The first program was an externally funded, elaborate program; and it suggested the centrality of factors such as sustained, involving relationships for best outcomes with protégés. The second project, with newcomers to graduate study, demonstrated that a simpler program focusing on involvement within the pair and group meetings produces promising results. From both these projects, we developed a replicable model of systematic mentoring; and we obtained a clear picture of the styles and skills of exemplary mentors.

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Authors
  1. Peg Boyle
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  2. Bob Boice
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Additional information

Peg Boyle: Graduated from the State University of New York at Stony Brook

now resides in Boone, North Carolina

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Boyle, P., Boice, B. Systematic Mentoring for New Faculty Teachers and Graduate Teaching Assistants. Innovative Higher Education 22, 157–179 (1998). https://doi.org/10.1023/A:1025183225886

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