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Mentoring and Communication

Theories and Practices

Edited By Diana Trebing and Ahmet Atay

Although mentoring occupies a paramount role in higher education and is part of a faculty’s expected duties, nowadays increasingly so, it is not an area to which graduate schools pay close attention. There is no formalized training and faculty and graduate students alike are expected to know how to mentor effectively once they graduate or start a new teaching or administrative position. This book tackles two interrelated issues: the role and importance of mentoring in the communication discipline as well as critical/cultural studies and using critical communication to illuminate the ways in which students and junior faculty among others are mentored in higher education. The authors of these chapters present a position or an issue in regards to mentoring students and faculty or the lack of it in higher education. Their goal is to generate a scholarly discussion by utilizing qualitative and narrative-based research approaches and critical and cultural perspectives to promote awareness about the importance of mentoring. Additionally, the authors highlight some of the important issues in mentoring as a form of critical communication pedagogy and present some guidelines, ideas, and examples to mentor more effectively. This edited book will be helpful for various audiences. First, it will provide guidance for graduate students, junior and senior faculty members who are asked to mentor others at various stages of their academic careers. Second, it will help students and faculty who are currently trying to identify and work with mentors. And third, it gives ideas on what to do and not to do in successful mentor-mentee relationships.
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chapter 11 Mentoring as an Alternative Motive for College Student Communication with Their Instructors


Scott A. Myers, Janine R. Beer, Alexia C. S. Boswell, Stephanie M. Buggs, Rachael E. Purtell, Brandon R. Ritter, Cory D. Taylor, C. Shaun Trump II, D. Noah Varner, Carae A. Wagner, and Morgan P. Winner

Beginning with the first day of class and continuing well throughout the semester, college students are motivated to communicate with their instructors. As Martin, Myers, and Mottet (2002) posited, students are motivated to talk to their instructors during class for a myriad of reasons: to get to know them on a personal level, to better understand the course material, to seek clarification about an upcoming course assignment, to demonstrate that they know the course material, or to make a good impression. Out of class, students may be motivated to communicate for these same reasons, albeit it in the form of an e-mail message or an office visit (Brooks & Young, 2016; Kelly, Duran, & Zolten, 2001; Young, Pulido, & Brooks, 2018). Still, other reasons why students are motivated to speak with their instructors either in- or out-of-class include seeking advice or assistance, sharing intellectual ideas, asking instructors for favors, or discussing personal issues, course-related issues, or future career plans (Jaasma & Koper, 2001; Theophilides & Terenzini, 1981; Young, Kelsey, & Lancaster, 2011). To extend the study of student motives to communicate with instructors within the mentoring context, this chapter details a research study conducted on undergraduate students’ perceptions of the link between student-instructor communication and instructor mentoring.←203 | 204→


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