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Mentoring For Success

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Conference

1998 Annual Conference

Location

Seattle, Washington

Publication Date

June 28, 1998

Start Date

June 28, 1998

End Date

July 1, 1998

ISSN

2153-5965

Page Count

7

Page Numbers

3.406.1 - 3.406.7

Permanent URL

https://peer.asee.org/7280

Download Count

65

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Paper Authors

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Larry Hoffman

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Kevin D. Taylor

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Russell A. Aubrey

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session 1647

Mentoring for Success Larry Hoffman, Russell A. Aubrey, Kevin D. Taylor Purdue University, School of Technology

Abstract

In any organization, the people are the most important resource. Current literature indicates that faculty members in organizations with mentoring programs are more likely to be successful in their academic careers. Mentoring provides direction for both experienced and inexperienced faculty members as they progress as educators and scholars. A successful faculty mentoring program benefits the protégé, the mentor, the organization, and the students. The roles of the organization, the mentor, and the protégé are discussed along with desirable characteristics of mentoring programs.

Introduction

Institutions which develop mentoring programs are addressing a critical need for their long-term success. As one would expect, each institution has its own unique circumstances, so unique mentoring models or programs are designed to satisfy the local needs.

Any department, school, college, or university will achieve excellence only to the extent that its most valuable resource achieves excellence. The most valuable resource is the faculty. Each faculty member must perform at his or her maximum intellectual capability if the institution is to be counted among those which achieve academic excellence.

Review of the literature

Articles in the literature on faculty mentoring in engineering or engineering technology are rare or non-existent. There are, however, numerous articles which indicate that a well-planned and executed mentoring program for new, young faculty will make an important contribution to the success of the individuals and thence to the success of the institution. Queralt’s article cited below provides strong support for the notion that mentorship is good.

College and university faculty and administrators in the state of Florida were surveyed by questionnaire, and Queralt (5) reported the results. The 287 questionnaire responses were divided into two categories – respondents who claimed to have had mentoring and respondents who claimed to not have had mentoring. The research project was designed to determine whether or not mentors have a significant influence on the level of career achievement of university faculty and administrators.

Hypotheses were formulated and tested by analysis of the data. It was shown that academics who had mentoring performed or achieved at significantly higher levels in all areas of activity covered by the questionnaire than did those who did not have mentoring. Areas of activity

Hoffman, L., & Taylor, K. D., & Aubrey, R. A. (1998, June), Mentoring For Success Paper presented at 1998 Annual Conference, Seattle, Washington. https://peer.asee.org/7280

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