In response to the mounting national support provided to mentoring programs and initiatives in higher education, the present article updates a review article written by Jacobi (Rev Educ Res 61(4): 1991). The article revisits the mentoring literature in an attempt to re-frame and update the definition and characteristics of mentoring provided by Jacobi. It also synthesizes and critically analyzes empirical literature specific to mentoring college students published between 1990 and 2007. Finally, the article presents broad theoretical perspectives of mentoring from the business, psychology and education literature in preface to a proposed theoretical framework specific to mentoring college students. The article concludes with specific recommendations to advance the mentoring literature.

The present study validated the underlying domains that comprise the mentoring experiences of students attending a Hispanic Serving Institution. Mentoring was hypothesized to comprise four interrelated components as measured by the College Student Mentoring Scale. T test results indicated different groups of students received similar mentoring experiences, whereas confirmatory factor analyses revealed the mentoring model was valid. The factor structure was found to be significantly different between White and Hispanic students.

HyDRa is a hydrodynamic radial polishing tool ideal for the corrective lapping and fine polishing of diverse materials by means of an accelerated abrasive flux. The roughness of an optical surface is analysed for a continuous manufacturing process, beginning with the basic generation steps up to a finished optical surface. These results were obtained using a Linnik interferometer.

In this article, a faculty member, a graduate student teaching assistant, and four undergraduates describe their experiences with a "Day of Social Justice Praxis Assignment" as a form of experiential learning in a 120-person social-community psychology course. The faculty member lays out the goals of the course and her hopes for the specific assignment. The undergraduates reflect on their experience with the assignment, and the graduate student contextualizes how their work is reflective or not reflective of the work produced in the class and course concepts. The article ends with a critical and frank discussion of the benefits and drawbacks of the assignment.

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