Mentoring graduate students: the good, bad, and gray created by Jeanne H. Ballantine and John Andrew Jolly-Ballantine

By:

Ballantine, Jeanne H [author]

Contributor(s):

Jolly-Ballantine, John Andrew [co-author]

Material type: Text

TextSeries: Journal on excellence in college teaching ; Volume 26 , number 2,Canada: Miami University, 2015Content type:

text

Media type:

unmediated

Carrier type:

volume

ISSN:

1052-4800

Subject(s):

Mentors -- Graduate students -- Instructional improvement

LOC classification:

LB1778 JOU

Abstract: Good mentoring of graduate students influences their perseverance and success to completion, whereas bad mentoring can result in negative outcomes, including delayed degree completion or non-completion. What the authors refer to as the gray zone is that which falls between good and bad mentoring. Examples are partial mentoring or changes in mentoring needs that are not being met. First, the authors review the literature on good and bad mentoring, mentoring of specific demographic groups, and mentoring models. Second, they present interview results with 20 advanced science Ph.D. graduate students and recent graduates in the sciences, especially those results concerning the gray zone. Third, the authors make recommendations to improve mentoring and rectify problem areas in the gray zone.

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Holdings
Item type	Current library	Call number	Vol info	Status	Notes	Date due	Barcode
Journal Article	Main Library - Special Collections	LB1778 JOU (Browse shelf(Opens below))	Vol. 26, no.2(pages 5-41)	Not for loan	For in house use only

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Good mentoring of graduate students influences their perseverance and success to completion, whereas bad mentoring can result in negative outcomes, including delayed degree completion or non-completion. What the authors refer to as the gray zone is that which falls between good and bad mentoring. Examples are partial mentoring or changes in mentoring needs that are not being met. First, the authors review the literature on good and bad mentoring, mentoring of specific demographic groups, and mentoring models. Second, they present interview results with 20 advanced science Ph.D. graduate students and recent graduates in the sciences, especially those results concerning the gray zone. Third, the authors make recommendations to improve mentoring and rectify problem areas in the gray zone.

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