Transcript Parent's Guide to Career Planning

Lauren Glase
Artifact 2 – 4
Artifact 2 – 4
Eagle Group Presentation
•This artifact was developed in the class, Learning Principles during the Spring 2010 semester with
Dr. Patricia Gordin.
•This was a group presentation on Service Learning, Community Research, Internships, and
Mentorship in Higher Education. I completed the Mentorship section.
•This Power Point project addresses Standard 2: Instructional Leadership from the Florida
Educational Leadership Standards and the performance substandards that apply.
•I learned the many benefits of incorporating service learning , community research, internships, and
mentorship opportunities into students’ curriculum. I learned a lot by seeing the foundational theories
and principles that back up these activities. These activities give students positive experiences that
will stay with them their entire lives. It helps them grow in more ways than just in the academic
realm. It introduces the importance of giving back to the community as well as real world
experiences that they can’t get in the classroom. I appreciate how FGCU incorporates some of these
activities into the students’ lives and I hope more administrators follow our lead and introduce these
activities as part of their students’ learning experience.
Eagle Group Presentation:
Service Learning, Community Research, Internships, &
Mentorship in Higher Education
Lauren Glase
Reid Lennertz
Thomas Mackey
Alicia Ramsdell
SERVICE LEARNING
SERVICE LEARNING IN HIGHER
EDUCATION
Defining Service Learning
Service learning is a method by which students learn and develop
through active participation in thoughtfully organized service that:
• Is conducted in and meets the real needs of the community
• Is integrated into and enhances the academic curricula of students
• Provides structured time for students to reflect on their service
experiences and demonstrate knowledge or skills they have
gained and;
• Helps foster civic responsibility
In service learning projects, students practice skills
and behaviors that teachers need them to learn through the service
they do. Service is an means and application of learning.
(Denton, S., 2004)
Brief History of Service Learning
•
1903- Cooperative Education movement founded at the University of
Cincinnati
•
circa 1905- William James, John Dewey develop intellectual
foundations to service-based learning
•
1938- Franklin D Roosevelt develops the Civilian Conservation Corps
•
1961- John F Kennedy establishes the Peace Corps
•
1964- Lyndon B Johnson creates VISTA (Volunteers in Service to
America), a National Teacher Corps, the Job Corps, and University
Year of Action
•
1990-United States Congress passes National and Community Service
Act of 1990
•
1993-William Clinton creates Americorps
•
2003-George H W Bush creates Presidents Council ob Service and
Civic Participation
(Brufee, K.A., 2003, p.101)
Benefits of Service Learning
• It is positive, meaningful and real to the participants
• It involves cooperative, rather than competitive,
experiences
• It offers opportunities to engage in problem-solving
• It promotes deeper learning
• It is personally meaningful and consequently supports
cognitive learning and development
(Schoen, J.E., 2009)
Theories Related to Service Learning
American philosopher, John Dewey, in his book Experience and
Education (1938), emphasized that while any experience may be
educational, not every experience IS educational. (Martinez, M.E., 2001,
p.3)
 In order for an experience to have educational value, it has to have
‘continuity.’ Continuity relates to the potential for an experience to
live on profitably in the future in the life of the learner. (Martinez, M.E.,
2001, p.3)
 Service learning in higher education meets the criterion of potential
future profitability.
Theories Related to Service Learning
(cont’d)
Albert Bandura’s Self-Efficacy Theory (1986) relates to people’s
personal assessment of their ability to perform specific tasks in specific
circumstances. (Martinez, M.E., 2001, p.174)
 A key component of this theory is that of enactive attainments.
Enactive attainments relates to already successful personal
achievements. The theory states that
what the learner believes they can
achieve in the future is influenced by
what they have already achieved in the
past .
 Service learning is a great opportunity
to build upon established achievements.
(Martinez, M.E., 2001, p.175)
Community Research
COMMUNITY RESEARCH IN HIGHER
EDUCATION
Defining Community Based
Participatory Research (CBPR)
The Community-Campus Partnerships for Health defines community based
participatory research as a "collaborative approach to research that
equitably involves all partners in the research process and recognizes the
unique strengths that each brings. CBPR begins with a research topic of
importance to the community, has the aim of combining knowledge with
action and achieving social change to improve health outcomes and
eliminate health disparitis.“ (“Community based”, 2010)
Principles of CBPR
•
Respects and Recognizes Community as a Unity of Identity
•
Builds on Strengths and Resources in the Community
•
Integrates Knowledge and Intervention for Mutual Benefit of All
Members
•
Facilitates Collaborative, Equitable Involvement of All Partners in All
Phases of Research
•
Information and Learning is Shared Equally by All Members
•
Involves a Cyclical and Iterative Process
•
Addresses Research Topics from Both Positive and Ecological
Perspectives
•
Disseminates Findings and Knowledge Gained to All Partners
•
Involves a Long-Term Commitment by All Partners
(“Community based”, 2010)
Benefits and Importance
• Helps meet community needs through research
• Helps academic community conduct or valid
and quality research
• Binds gaps of knowledge, trust, and
understanding between academic institutions
and the community
• Gets higher quality and more useful results by
consulting the entire community
• Provides equal control for community and
instructional institutions
(“Community based”, 2010)
CBPR at FGCU
• FGCU Utilizes community research to enrich
education both for the classroom atmosphere
for students and for the teachers
• FGCU’s community research is service oriented
• FGCU’s sponsored programs in research has
grown to $14.8 million
• Dr. Roberts notes “These efforts provide a rich
environment for students to take part in
scholarly work while attending FGCU” (Roberts,
2010)
CBPR and Situated Cognition
The most influential theory on CBPR is situated cognition.
•
John Dewy was most influential on CBPR. He believed that
there should be a tremendous connection between school and
communities.
•
Mainly tied to situated cognition which is “ The perspective that
knowledge is not simply mental content, but is expressed in and
constituted by the goals, practices, people, language, and tools
in a culture”.
•
Using research appropriately and effectively can help unite
educational institutions and surrounding communities.
INTERNSHIPS
INTERNSHIPS IN HIGHER EDUCATION
Defining Internships
Internships are opportunities for students to
enhance their academic preparation through
practical, hands-on experience.
“An ounce of experience is better than a ton of theory simply
because it is only in experience that any theory has vital and
verifiable significance.” - John Dewey
Elements of a Successful
Internship Experience
The completion of challenging and meaningful
work related to a program of study.
“The educational environment needs to actively stimulate the
student’s development, and it does so through genuine and
resolvable problems or conflicts that the student must confront
with active thinking in order to grow and learn through the
experience.” - John Dewey
•
“
Elements of a Successful
Internship Experience
Supervised training under the guidance of
seasoned professionals in the field, with the
involvement of a faculty member to ensure
learning outcomes are established and achieved.
Vygotsky defined the zone of proximal development as the “distance
between the actual development level as determined by independent
problem solving and the level of potential development as
determined through the problem solving under adult guidance or in
collaboration with more able peers.” (Sides, C. 2007. p. 13)
Elements of a Successful
Internship Experience
Internships should include a broad array of diverse
learning experiences. For example, the experience
may require students to utilize several of Howard
Gardner’s “multiple intelligences:”
 Kinesthetic
 Interpersonal
 Intrapersonal
 Logical-mathematical
 Rhythmic - musical
 Linguistic
 Spatial
 Naturalist
Elements of a Successful
Internship Experience
The Internship should expose students to the environment,
situations, and people they will encounter when they enter the
profession.
“The concept of ‘situated cognition’ suggests that the process of
understanding and learning hinges on the context or situation in which it is
embedded. Ideally, learners should be situated in real life or authentic
environments in which they are able to practice behaviors and apply
theories and concepts.” (Hallett et al. 2009. p.7)
Through internships, students engage in a deeper and more
meaningful learning process.
“Retention and transfer require not simple content knowledge but active
participation in a process whereby that information and knowledge is used
and applied.” (Hallett et al. 2009. p.6)
Additional Benefits of Internships
 Highly marketable experience
 Job connections
 Increased self-efficacy
MENTORSHIP
MENTORSHIP IN HIGHER EDUCATION
Mentorship in Higher Education
“Jacobi (1991) reviewed the literature on mentoring and undergraduate
academic success and concluded that the popular opinion was that
mentoring is a critical component of effective undergraduate education.”
(Rodger, S. & Tremblay, P. F., 2003)
Defining Mentorship
Finding one, comprehensive definition of mentorship is difficult as different
researchers have various definitions. Here are two prominent definitions from
our literature review:
•
The researchers in Duane, J, Parson & Sands (1991) defined a mentor as “a
person who serves as a guide or sponsor, that is, a person who looks after,
advises, protects, and takes a special interest in another’s development” (p.175).
•
King, Parkhurst, Wizwer, Zdanowicz, & Zeind (2005) defined mentoring as “a
relationship in which an individual who is senior in terms of experience (mentor)
undertakes the following roles with a less experienced individual
(protégé): advisor, teacher, protector, role model, advocate, counselor, and
sponsor” (p.1). The article also explained that transformation and reciprocity are
main goals of this relationship and that mentoring is an important component in the
development of faculty members. Mentors should help guide protégés through
challenging experiences and help them to grow personally and professionally. The
mentor is also affected by mentoring and will hopefully become rejuvenated in
his/her work.
Types of Mentorship
Informal Mentorship
Informal mentorship involves the happenstance of someone in a senior position
mentoring in a lower status. This is a relationship that formed without the precursor of a
program being implemented. Informal mentorship program benefits are that usually
mentors and proteges have things in common which helps with their bond.
Formal Mentorship
A formal mentor program set up through the university where mentors are paired with
proteges. Goals are set for the program and guidelines are usually set with amount of
time needed to be spent, projects, and learning outcomes. Formal mentorship program
benefits are that because it is mandatory, relationships are made that may not have
been made in the first place.
Peer Mentoring
Peer mentoring involves senior students mentoring younger students. These students
are able to make connections because they are going through the same things and have
more in common. This helps students adjust to the organization and Research has
shown that peers can influence both persistence and feelings of belongingness. (Rodger,
S. & Tremblay, P.F., 2003)
Variety of Mentors vs. Traditional Mentorship
Having a network of mentors with varying perspectives, knowledge and skills, proteges
will be better supported. Our contemporary environment presents challenges that
students may need multiple mentors with varying strengths to help guide them through
college. (Janasz & Sullivan, 2001)
Positive Aspects of Mentor
Relationships
Research has shown the following positive aspects of mentorship relationships:
•
Mentorship offers confirmation, emotional support, personal feedback and friendship.
•
Trusting, caring relationship
•
Empower present and future educational and professional development
•
Commitment is proven to affect relationship satisfaction
•
Evaluation of the success of the mentoring relationship is important
•
Playful communication helps ease tensions of socialization
•
Emotional and directive listening helps socialization
•
Foster learning and development of new members
•
Communication skills play a key role in effective mentoring
•
Communication competence helps build positive relationships
•
Sense of humor helps students manage stress and improve emotional wellness
•
Informal relational communication, such as empathy and emotional listening leads to
effective mentoring
•
Incorporating an understanding of protégé’s life, culture, and goals
(Angelique, H., Kyle, K., & Taylor, E., 2002; Allen, Poteat, & Shockley, 2009; Young, R.W. & Cates, C.,
2005)
Benefits of Mentorship
Research has shown the following benefits of mentorship:
•
Recruitment & retention of students
•
Greater academic success/higher grades
•
Increased learning
•
Enhanced relationship with faculty and/or students
•
Emotional support
•
Feedback
•
Open communication
•
Sense of community
•
Job connections
•
Help adapt to organization
•
Protégé satisfaction
•
Build trust
•
Grow interpersonal skills
•
Increase in confidence
(Rodger, S. & Tremblay, P.F., 2003; Angelique, H., Kyle, K., & Taylor, E., 2002; Young, R.W. &
Cates, C., 2005; Varney, J., 2009)
Theories related to Mentorship
Many learning theories can be seen in the act of mentorship. The following are some
that stand out:
•Albert Bandura’s Social Cognitive Theory
This theory recognized the major role of observation and imitation in learning. Learning can
occur through social observation, which is at the heart of mentorship. Students are able to
learn from their mentors actions and imitate their behavior. Having a good role model is
important for students so they see and imitate behavior that is morally good.
•Vygotsky’s Cognitive Modeling
Cognitive modeling is the act of a teacher/mentor vocalizing their thought processes through a
problem. This can be very beneficial in a mentor relationship because students can see how
their mentor copes with problems in their daily lives and they can internalize it. This gives
students the tools to work problems out in the future on their own. While cognitive modeling
reveals a mentor’s flaws and limitations, it is very important to help connect to the student and
let them know they are only human too and it is okay to doubt yourself or to not always be
right. It teaches a very positive lesson to students that can help them engage in complex,
higher-order cognition.
•Self-fulfilling Prophecy
The beliefs and expectations of teachers and mentors influences what students believe about
themselves and how they perform. In mentorship relationships, mentors can use positive
language and actions to support their proteges to help shape the intellectual growth. It just
goes to show that having people who believe in you and believing in yourself can affect your
success in life.
(Martinez, M.E., 2001)
References
Academic Autistic Spectrum Partnership in Research and Education. (2010). Community based
participatory research. Retrieved from http://aaspire.org/about/cbpr.html
Allen, T.D., Poteat, L.F., & Shockley, K.M. (2009). Mentor-protégé commitment fit and relationship
satisfaction in academic mentoring. Journal of Vocational Behavior, 74(2009), 332-337.
Angelique, H., et all. (2002). Mentors and muses: new strategies for academic success. Innovative
Higher Education, 26 (3), 195-209.
Brufee, K.A.(2003) Higher Education, Interdependence, and the Authority of Knowledge. Baltimore,
MD: Johns Hopkins Press.(P.101)
Community-Campus Partnership for Health. (2010). Community based participatory research.
Retrieved from http://depts.washington.edu/ccph/commbas.html
Denton, S.(2004) Florida Learn & Serve. Florida Department of Education. Tallahassee, FL
Duane, J., Parson, L.A., & Sands, R.G. (1991). Faculty mentoring faculty in a public university. The
Journal of Higher Education, 62(2), 174-193.
Hallett, M., Jaffe, D. and Roberts, R. (2009). Community-based transformational learning.
Jacksonville, FL: University of North Florida.
Janasz, S.C., & Sullivan, S.E. (2001). Multiple mentoring in academe: developing the professorial
network. Journal of Vocational Behavior, 64(2004), 263-283.
King, C., Parkhurst, C., Wizwer, P., Zdanowicz, M., & Zeind, C. (2005). Developing a sustainable
faculty mentoring program. American Journal of Pharmaceutical Education, 69 (5), 1-13.
Martinez, M.E. (2001). Learning and cognition: The design of the mind. Upper Saddle River, NJ:
Pearson Education, Inc.
Roberts, T.J. (2010). Office of research and sponsored programs. Retrieved from
http://www.fgcu.edu/ORSP/index.html
References (cont’d)
Rodger, S. & Tremblay, P.F. (2003). The effects of a peer mentoring program on academic success
among first year university students. Canadian Journal of Higher Education, 33 (3), 1-17.
Schoen, J.E.(2009) The Corporation For National and Community Service. Washington, D.C.
Sides, C. and Mrvica, A. (2007). Internships: theory and practice. Amityville, NY:Baywood Publishing.
Sweitzer, H. and Knog, M. (1999). The successful internship. Pacific Grove, CA: Brooks/Cole
Publishing.
Varney, J. Humanistic mentoring: nurturing the person within. Kappa Delta Pi Record, 45 (3), 127131.
Young, R.W. & Cates, C. (2005). Playful communication in mentoring. College Student Journal, 39
(4), 692-701.
Zachary, L. & Fischler, L. (2010). Those who lead, mentor. T&D, 64 (3), 52-57.