“I Become a Part of the Learning Process”: Mentoring Episodes and Individualized Attention in Graduate Education

Schwartz, Harriet L.; Holloway, Elizabeth L.

doi:10.1080/13611267.2014.882604

Cited by 12 publications

(8 citation statements)

References 17 publications

(14 reference statements)

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“…Students’ academic success and well-being are both directly and indirectly linked through caring relationships. Caring relationships have been positively associated with learning in graduate studies (Schwartz and Holloway, 2012, 2014; Lucey and White, 2017). Graduate students who experience caring relationships with their professor report enhanced learning and academic success, increased sense of agency, empowerment, self-esteem and self-worth and ongoing desire for connectivity (Protivnak and Foss, 2009; Schwartz and Holloway, 2014).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Caring relationships have been positively associated with learning in graduate studies (Schwartz and Holloway, 2012, 2014; Lucey and White, 2017). Graduate students who experience caring relationships with their professor report enhanced learning and academic success, increased sense of agency, empowerment, self-esteem and self-worth and ongoing desire for connectivity (Protivnak and Foss, 2009; Schwartz and Holloway, 2014). The provision of socioemotional support from professors can develop students’ confidence to take risks and promote a sense of satisfaction, happiness and belonging, especially during the early stages of graduate studies (Johnson, 2008).…”

Section: Literature Reviewmentioning

confidence: 99%

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Exploring professors’ experiences supporting graduate student well-being in Ontario faculties of education

Woloshyn

Savage

Ratković

et al. 2019

IJMCE

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PurposeThe purpose of this paper is to explore Ontario education professors’ perceptions of well-being, document ways in which they support graduate students’ well-being and discuss perceived challenges in doing so.Design/methodology/approachA basic interpretative design was used, with participants consisting of seven (four females, three males) tenured professors from five faculties of education in Ontario, Canada. Participants completed one to two semi-structured interviews. Interviews were audio recorded, transcribed for member checking and read holistically to identify emergent themes across participants.FindingsParticipants provided multifaceted representations of well-being and reported that supporting graduate students’ psycho-socio-emotional well-being was a critical aspect of their role. They discussed the intentional use of specific strategies including creating inclusive learning environments, nurturing caring relationships, providing academic accommodations and promoting relevant on-campus supports and services. Finally, participants identified factors that challenged their abilities to support graduate students’ wellness including institutional norms and expectations, shifting student demographics and uncertainties with respect to professional capacities.Practical implicationsGraduate student mentorship should be included in the faculty reward system. The provision of private, specialized services offered by trained personnel is also recommended. Future research is needed to explore faculty experiences supporting and mentoring diverse groups of graduate students.Originality/valueWhile limited in participant numbers and educational jurisdiction, this research extends current mentoring models by adding a mental health and well-being component, thus bridging gaps between well-being and graduate mentorship in higher education.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Exploring professors’ experiences supporting graduate student well-being in Ontario faculties of education

Woloshyn

Savage

Ratković

et al. 2019

IJMCE

View full text Add to dashboard Cite

show abstract

“…Looking specifically at meaningful academic relationships between master's students and professors, Schwartz and Holloway () found evidence of The Five Good Things (Miller ), as both students and professors reported increased energy, boosts in sense of worth, increased understanding, the ability to keep moving in their work, and a desire for more connection. In a related study, students reported that single meaningful interactions with faculty (even interactions that were not part of longer‐term ongoing relationships) helped the students move through their work, develop scholar‐practitioner identity, and value and develop academic relationships (Schwartz and Holloway ).…”

Section: Education As Relational Practicementioning

confidence: 99%

“…We convey intellectual mattering when we tell our students that their thinking or their questions have sparked our interest, deepened our learning, inspired us, or, in some other way, contributed to our lives as teachers. These kinds of interactions increase student motivation, aspiration, and confidence and enhance students’ sense as partners in their own learning (Schwartz and Holloway , ).…”

Section: From Empathy To Radical Empathymentioning

confidence: 99%

Radical Empathy in Teaching

Jordan¹,

Schwartz

2018

New Drctns for Teach & Learn

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Whether teaching online or in a campus classroom, a significant part of the teaching life includes interacting with and responding to students. We respond to student comments and questions; their written work, exams, and presentations; their enthusiasm or lack thereof; and sometimes the personal joys and tragedies they share with us. We structure the course, the conversations, and the assignments and within this learning environment, we engage with a range of students who have various levels of motivation, preparation, insight, ability, positivity, negativity, and commitment.As we seek to understand and educate our students, and assess their work, we experience empathy, "a complex cognitive-affective skill that allows us to 'know' (resonate, feel, sense, cognitively grasp) another person' s experience" (Jordan 2010, 103). Empathy is part of the experience of teaching and is often present in our interactions and relationships with students as we (and they) seek to teach and learn the material, understand each other, and move through the course. Teaching and learning involve "a dance of responsiveness" (Jordan 2010, 4) and understanding this phenomenon helps us balance support and standards, role boundaries, and the power of connection in teaching and learning.In this chapter, we challenge tacit ideas about empathy that pervade both our larger culture and the teaching domain, and we suggest a more nuanced consideration of empathy in teaching and learning. We begin with an overview of Relational Cultural Theory (RCT), the theoretical foundation for this chapter and then review relevant teaching literature. Next, we explore the complexities of empathy in the context of teaching and learning. We consider why empathy is important in teaching, why it is sometimes difficult to feel empathy with certain students or in particular situations, and the pull we sometimes feel with students who are in crisis or even those who influence us more than we expect. Finally, we describe relevant stances and strategies for faculty including reflective approaches for use before and after specific interactions and in the midst of engagements with students. NEW DIRECTIONS FOR TEACHING AND LEARNING, no. 153, Spring 2018

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“…RCT suggests that people are at their best, not when they strive for ultimate autonomy, but when they are in healthy, growth‐producing relationships (Miller and Stiver ). When applied to education, RCT suggests that the connections made between students and teachers can boost energy and self‐esteem of both teachers and students, and in the case of students, can prepare them to overcome obstacles and contribute to academic success (Schwartz ; Schwartz and Holloway ). The relational approach is aligned with developmental advising in that they both value the interactions between advisor and advisee, use a strength‐based approach to students, and focus on student growth and success rather than grades and degree completion.…”

Section: The Emotional Lives Of Advisorsmentioning

confidence: 99%