|
Showing 1 - 4 of
4 matches in All Departments
This substantially expanded new edition of this widely-used and
acclaimed text maintains the objectives and tenets of the first. It
is designed to help students understand and reflect on their
community service experiences both as individuals and as citizens
of communities in need of their compassionate expertise. It is
designed to assist faculty in facilitating student development of
compassionate expertise through the context of service in applying
disciplinary knowledge to community issues and challenges. In sum,
the book is about how to make academic sense of civic service in
preparing for roles as future citizen leaders. This edition
presents four new chapters on Mentoring, Leadership, Becoming a
Change Agent, and Short-Term Immersive and Global Service-Learning
experiences. The authors have also revised the original chapters to
more fully address issues of social justice, privilege/power,
diversity, intercultural communication, and technology; have added
more disciplinary examples; incorporated additional academic
content for understanding service-learning issues (e.g.,
attribution theory); and cover issues related to students with
disabilities, and international students.
At a time when college completion is a major issue, and there is
particular concern about the retention of underserved student
populations, peer mentoring programs offer one solution to
promoting student success. This is a comprehensive resource for
creating, refining and sustaining effective student peer mentoring
programs. While providing a blueprint for successfully designing
programs for a wide range of audiences - from freshmen to doctoral
students - it also offers specific guidance on developing programs
targeting three large groups of under-served students:
first-generation students, international students and student
veterans. This guidebook is divided into two main sections. The
opening section begins by reviewing the issue of degree
non-completion, as well as college adjustment challenges that all
students and those in each of the targeted groups face. Subsequent
chapters in section one explore models of traditional and
non-traditional student transition, persistence and belonging,
address what peer mentoring can realistically achieve, and present
a rubric for categorizing college student peer-mentoring programs.
The final chapter in section one provides a detailed framework for
assessing students' adjustment issues to determine which ones peer
mentoring programs can appropriately address. Section two of the
guidebook shifts from the theoretical to the practical by covering
the nuts and bolts of developing a college student peer-mentoring
program. The initial chapter in section two covers a range of
design issues including establishing a program timeline, developing
a budget, securing funding, getting commitments from stakeholders,
hiring staff, recruiting mentors and, mentees and developing
policies and procedures. Subsequent chapters analyze the strengths
and limitations of different program delivery options, from paired
and group face-to-face mentoring to their e-mentoring equivalents;
offer guidance on the creation of program content and resources for
mentors and mentees, and provide mentor training exercises and
curricular guidelines. Section two concludes by outlining processes
for evaluating programs, including setting goals, collecting
appropriate data, and methods of analysis; and by offering advice
on sustaining and institutionalizing programs. Each chapter opens
with a case study illustrating its principal points. This book is
primarily intended as a resource for student affairs professionals
and program coordinators who are developing new peer-mentoring
programs or considering refining existing ones. It may also serve
as a text in courses designed to train future peer mentors and
leaders.
At a time when college completion is a major issue, and there is
particular concern about the retention of underserved student
populations, peer mentoring programs offer one solution to
promoting student success. This is a comprehensive resource for
creating, refining and sustaining effective student peer mentoring
programs. While providing a blueprint for successfully designing
programs for a wide range of audiences - from freshmen to doctoral
students - it also offers specific guidance on developing programs
targeting three large groups of under-served students:
first-generation students, international students and student
veterans. This guidebook is divided into two main sections. The
opening section begins by reviewing the issue of degree
non-completion, as well as college adjustment challenges that all
students and those in each of the targeted groups face. Subsequent
chapters in section one explore models of traditional and
non-traditional student transition, persistence and belonging,
address what peer mentoring can realistically achieve, and present
a rubric for categorizing college student peer-mentoring programs.
The final chapter in section one provides a detailed framework for
assessing students' adjustment issues to determine which ones peer
mentoring programs can appropriately address. Section two of the
guidebook shifts from the theoretical to the practical by covering
the nuts and bolts of developing a college student peer-mentoring
program. The initial chapter in section two covers a range of
design issues including establishing a program timeline, developing
a budget, securing funding, getting commitments from stakeholders,
hiring staff, recruiting mentors and, mentees and developing
policies and procedures. Subsequent chapters analyze the strengths
and limitations of different program delivery options, from paired
and group face-to-face mentoring to their e-mentoring equivalents;
offer guidance on the creation of program content and resources for
mentors and mentees, and provide mentor training exercises and
curricular guidelines. Section two concludes by outlining processes
for evaluating programs, including setting goals, collecting
appropriate data, and methods of analysis; and by offering advice
on sustaining and institutionalizing programs. Each chapter opens
with a case study illustrating its principal points. This book is
primarily intended as a resource for student affairs professionals
and program coordinators who are developing new peer-mentoring
programs or considering refining existing ones. It may also serve
as a text in courses designed to train future peer mentors and
leaders.
This substantially expanded new edition of this widely-used and
acclaimed text maintains the objectives and tenets of the first. It
is designed to help students understand and reflect on their
community service experiences both as individuals and as citizens
of communities in need of their compassionate expertise. It is
designed to assist faculty in facilitating student development of
compassionate expertise through the context of service in applying
disciplinary knowledge to community issues and challenges. In sum,
the book is about how to make academic sense of civic service in
preparing for roles as future citizen leaders. This edition
presents four new chapters on Mentoring, Leadership, Becoming a
Change Agent, and Short-Term Immersive and Global Service-Learning
experiences. The authors have also revised the original chapters to
more fully address issues of social justice, privilege/power,
diversity, intercultural communication, and technology; have added
more disciplinary examples; incorporated additional academic
content for understanding service-learning issues (e.g.,
attribution theory); and cover issues related to students with
disabilities, and international students.
|
|