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The primary thrust of the proposed volume is to provide information
for higher education minority serving institutions (MSIs) and other
institutions and individuals interested in providing and/or
improving mentoring programs and services to a variety of target
groups. The editors are interested in how mentorship can produce
beneficial outcomes for the mentor that may be similar to or
different from outcomes in other educational contexts. Thus, the
purpose of this volume is to showcase, through case studies and
other forms of empirical research, how successful mentoring
programs and relationships at MSIs have been designed and
implemented. Additionally, we will examine the various definitions
and slight variations of the meaning of the construct of mentoring
within the MSI context. It is our intent to share aspects of
mentoring programs and relationships as well as their outcomes that
have heretofore been underrepresented and underreported in the
research literature.
Higher education is undergoing profound change at an unprecedented
pace in today's academic marketplace. This accelerating and
precipitating change has motivated these distinguished authors -
passionate observers of academe - to read well-chosen publications
about meeting demands and responding to needs among our nation's
historically Black universities and colleges (HBCUs). We have
captured the essence of expediting the critical analysis to
confront the challenges of academic administration, finance,
student life, technology, and other areas in the academic
enterprise. Today's administrators and academicians must be able to
make balanced decisions based on a methodology that is compendious,
intelligible, unambiguous, clear, and credible. The authors have
provided this methodology based on their collective experiences in
perhaps the toughest sector of the marketplace - the HBCU sector.
The timing of this savvy book could not be better. Given recent
media coverage of controversial and debatable decision-making at
institutions of higher learning, this book can serve as a resource
for meeting institutional challenges, approaching them with
sequential structure, involving stakeholders in analytics
(patterns) & informatics (processes) and formulating
recommendations for future arbitration. The active research process
for making these tough decisions provides a collaborative
convergence to advance the process from a collegial examination of
facts and issues. This process supports widespread advocacy in
higher education for fostering organizational learning, leveraging
human capital, institutionalizing human empowerment, and growing
learning communities of practice for success.
Undergraduate Research (UGR) is any creative effort undertaken by
an undergraduate that advances the knowledge of the student in an
academic discipline and leads to new scholarly insights or the
creation of new knowledge that adds to the wealth of the
discipline. Undergraduate research is valued and encouraged at
several HBCUs; however, the history, implementation, nor progress
has not been sufficiently published and disseminated nationally.
Importantly, a great deal of learning occurs when undergraduate
students conduct research and, of course, much of this learning
does not happen during the traditional coursework. Research leads
to better understanding of and deeper appreciation for the
discipline. Further, it is contended that students' career goals
and academic expectations are enhanced as a result of research
participation. Extensive undergraduate research can increase access
to PhD programs. From the voices of faculty mentors, student
mentees and UGR program directors and program coordinators this
volume describes the successes of programs across HBCUs and
discusses how retention and graduation rates have been increased as
a result of participation.
The primary thrust of the proposed volume is to provide information
for higher education minority serving institutions (MSIs) and other
institutions and individuals interested in providing and/or
improving mentoring programs and services to a variety of target
groups. The editors are interested in how mentorship can produce
beneficial outcomes for the mentor that may be similar to or
different from outcomes in other educational contexts. Thus, the
purpose of this volume is to showcase, through case studies and
other forms of empirical research, how successful mentoring
programs and relationships at MSIs have been designed and
implemented. Additionally, we will examine the various definitions
and slight variations of the meaning of the construct of mentoring
within the MSI context. It is our intent to share aspects of
mentoring programs and relationships as well as their outcomes that
have heretofore been underrepresented and underreported in the
research literature.
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