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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 13 Equitable Mentorship as Engaged Scholarship in Concurrent Enrollment Programs


Sean M. Conrey and Melanie Nappa-Carroll

Concurrent enrollment programs (CEPs) provide opportunities for advanced secondary students to enroll in university courses while still in high school. This space between secondary and post-secondary education is largely defined by the relationships between stakeholders at every scale of both the high school and the university. This range of relationships, and the relative ease with which CEP partners can move and collaborate between the various scales they inhabit, allows for the mutual exchange of ideas and expertise among all participants, making them a fertile ground for what we will call “equitable mentorship.” We claim that the implementation of an equitable mentorship model within a CEP has the effect of improved instruction for students while simultaneously increasing the viability of teachers, university faculty and administrators to collaborate on scholarly research. In this chapter, we discuss common institutional roadblocks, particularly in higher education, that resist equitability within CEPs, and offer potential correctives as well as suggest avenues for further research into these questions.

Concurrent enrollment programs like Syracuse University Project Advance (SUPA), where we are both administrators, have become very popular on high school and college campuses around the U.S. The proliferation of CEPs has recently garnered much attention primarily due to their expansive growth. This growth is most evident in the number of colleges and universities that have joined ←247 | 248→The National Alliance of Concurrent Enrollment Partnerships (NACEP), the sole accrediting and professional organization for CEPs in the U.S. In...

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