Movements in Mentorship: Exploring Shifting Boundaries and Roles in a Faculty-Graduate Student-Undergraduate Student Mentorship Micro-community

Keywords: Mentorship, SoTL, Micro Communities, Learning and Teaching

Abstract

The relationship between mentors and mentees in academic communities is often complex. In the interactive workshop described here, we worked with participants to make visible the generative function of the shifting boundaries within academia as a resource for establishing rich and enduring learning relationships between established and emerging members of a teaching community.

Author Biography

AnneMarie Dorland, University of Calgary

Instructor, College of Discovery, Creativity and Innovation

Academic Director, PURE Awards

Taylor Institute for Teaching and Learning

References

Clarke. A., & Poole, G. (2010) Ten‐year reflections on mentoring SoTL research in a research‐intensive university, International Journal for Academic Development, 15(2), 117-129

Hinsdale, M.J. (2015). Mutuality, Mystery, and Mentorship in Higher Education. Rotterdam: SensePublishers.

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK.: Cambridge University Press.

McKinsey, E. (2016). Faculty mentoring undergraduates: The nature, development, and benefits of mentoring relationships. Teaching & Learning Inquiry, 4(1).

Roxå, T., & Martensson, K. (2009). Significant conversations and significant networks - Exploring the backstage of the teaching arena. Studies in Higher Education, 34(5). 547 - 599.

Roxå, T., Martensson, K., & Alveteg, M. (2011). Understanding and influencing teaching and learning cultures at university: A network approach. Higher Education, 62. 99 - 111.

Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge, UK: Cambridge University Press.

Published
2019-04-04
Section
Conference Theme: Students as Collaborators