{"id":4489,"date":"2021-06-23T09:32:02","date_gmt":"2021-06-23T13:32:02","guid":{"rendered":"http:\/\/www.montclair.edu\/faculty-excellence\/?page_id=4489"},"modified":"2024-10-10T09:11:32","modified_gmt":"2024-10-10T13:11:32","slug":"coaching-and-advising-others","status":"publish","type":"page","link":"https:\/\/www.montclair.edu\/faculty-excellence\/coaching-and-advising-others\/","title":{"rendered":"Coaching and Mentoring Others"},"content":{"rendered":"<h1>Resources<\/h1>\n<h2>Books<\/h2>\n<ul>\n<li>Andreanoff, J. (2016). <a href=\"https:\/\/www.amazon.com\/Coaching-Mentoring-Higher-Education-Step-ebook\/dp\/B01DA62JB8\">Coaching and mentoring in higher education: A step-by-step guide to exemplary practice. Macmillan International Higher Education.<\/a><br \/>\n<strong>Description:<\/strong> \u201cThis book will guide you through the crucial stages and possible pitfalls of setting up your own coaching or mentoring programme. The first section outlines what these terms mean, how they can be used and the attributes required to be a good coach or mentor. The book goes on to guide you step by step through the processes of planning a programme, recruiting coaches or mentors, matching them to mentees and evaluating the end result. The final chapters discuss more specialised programmes, such as e-mentoring and using university mentors for school pupils.<br \/>\n<strong>Length:<\/strong> 176 pages<\/li>\n<li><span style=\"font-weight: 400\">W. Brad Johnson.<a href=\"https:\/\/www.amazon.com\/Being-Mentor-Higher-Education-Faculty\/dp\/0805848967\"> On Being A Mentor: A Guide for Higher Education Faculty<br \/>\n<\/a><strong>Description:<\/strong> \u201cOn Being a Mentor is the definitive guide for faculty in higher education who wish to mentor both students and junior faculty. It features strategies, guidelines, best practices, and recommendations for professors who wish to excel in this area. Written in a pithy style, this no-nonsense guide offers straightforward advice about managing problem mentorships and measuring mentorship outcomes. Practical cases studies, vignettes, and step-by-step guidelines illuminate the process of mentoring throughout.\u201d<br \/>\n<strong>Length:<\/strong> 318 pages<br \/>\n<\/span><\/li>\n<\/ul>\n<h2>Articles<\/h2>\n<ul>\n<li>Colvin, J. &amp; Ashman, M. (2010). <a href=\"https:\/\/wsac.wa.gov\/sites\/default\/files\/2014.ptw.%2837%29.pdf\">Roles, Risks, and Benefits of Peer Mentoring Relationships in Higher Education.<em>Mentoring &amp; Tutoring: Partnership in Learning<\/em><\/a>, 18(2), 121-134<br \/>\n<strong>Description:<\/strong> \u201cSuccessful peer mentoring in university settings is the result of relationships among students, mentors, and instructors. Findings from this study indicate that even in programs where training is ongoing and established, assumptions cannot be made about the understanding of the roles, risks, and benefits involved in such relationships. This study demonstrates that students, instructors, and mentors all have different perspectives about a mentor\u2019s role and how that role should be enacted. Connecting link, peer leader, learning coach, student advocate, and trusted friend were identified as predominant roles enacted by mentors. Also described are risks and benefits for being or having a peer mentor\u201d<br \/>\n<strong>Length:<\/strong> 15 Pages<\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Mertz, N. T. (2004). <a href=\"https:\/\/www.andrews.edu\/sed\/leadership_dept\/documents\/whats_a_mentor_anywa.pdf\">What\u2019s a Mentor, Anyway? Educational Administration Quarterly<\/a>, 40(4), 541\u2013560. doi:10.1177\/0013161&#215;04267110<br \/>\n<strong>Description:<\/strong> \u201cThe article presents a conceptual model of mentoring designed to distinguish mentoring from other kinds of supportive relationships. Built on the existing literature and a modification of Kram\u2019s (1983) distinctions of the functions of mentoring, the model uses the concepts of intent and involvement as variables for distinguishing and categorizing the bewildering array of relationships and roles referred to as mentoring in the literature.\u201d<br \/>\n<\/span><span style=\"font-weight: 400\"><strong>Length:<\/strong> 10 pages<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Luna, G. &amp; Cullen, D. L., (1995). <a href=\"https:\/\/files.eric.ed.gov\/fulltext\/ED399889.pdf\">Empowering the Faculty: Mentoring Redirected and Renewed.<\/a> ASHE-ERIC Higher Education Report No. 3. Washington, D.C.: The George Washington University, Graduate School of Education and Human Development.<br \/>\n<strong>Description:<\/strong> \u201cThis report discusses the use of faculty mentoring programs to empower faculty and ultimately benefit the institution and improve the quality of higher education\u201d<br \/>\n<\/span><span style=\"font-weight: 400\"><strong>Length:<\/strong> 5 pages <\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">The<\/span><a href=\"https:\/\/www.insidehighered.com\/advice\/2019\/06\/14\/how-mentor-academics-especially-those-disadvantaged-backgrounds-opinion\"> Way of Leo: 5 Lessons on Academic Mentorship <\/a>&#8211; Inside Higher Ed<br \/>\n<span style=\"font-weight: 400\"><strong>Description:<\/strong> \u201cAlvaro Huerta shares what he learned from a cherished mentor, who knew how to help marginalized people from disadvantaged backgrounds succeed in higher education.<br \/>\n<\/span><span style=\"font-weight: 400\"><strong>Length:<\/strong> 2 pages<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\"><a href=\"https:\/\/www.insidehighered.com\/views\/2019\/02\/25\/fostering-faculty-mentorship-your-campus-opinion\">Creating an Ecosystem for Faculty Mentorship<\/a> &#8211; Inside Higher Ed<br \/>\n<strong>Description:<\/strong> Adam Weinberg gives recommendations for fostering such mentorship at your institution.<br \/>\n<\/span><span style=\"font-weight: 400\"><strong>Length:<\/strong> 2 pages <\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\"><a href=\"https:\/\/www.insidehighered.com\/advice\/2021\/01\/26\/nobel-laureate-shares-10-rules-being-effective-mentor-young-research-scholars\">The Art of Scholarly Mentoring &#8211; Inside Higher Ed<\/a><br \/>\n<strong>Description:<\/strong> \u201cNobel Laureate Robert Lefkowitz shares 10 golden rules gleaned from a half century of mentoring hundreds of research trainees.\u201d<br \/>\n<\/span><span style=\"font-weight: 400\"><strong>Length:<\/strong> 4 pages <\/span><\/li>\n<\/ul>\n<h2>Videos<\/h2>\n<ul>\n<li><a href=\"https:\/\/www.youtube.com\/watch?v=WWoY8fabFck\">Standing on the shoulders of giants by Austin Stanford &#8211; TED Talk<\/a><br \/>\n<span style=\"font-weight: 400\"><strong>Description:<\/strong> \u201cAustin Stanford discusses the importance of intentionally seeking out mentors while also being aware enough to learn from those who color our stories, whether intentionally or inadvertently, every day. Mentorship has impacted Austin&#8217;s life in major ways. So major, he considers it wrong to sit on the free treasure of what mentorship is and hide it from people who need it. Mentors are a constant in his life and are a perpetual influence. Those who have corrected and directed his choices and experiences have helped shape not only who he is, but even the titles of the chapters of his life. Ultimately, he wants to become that to others.\u201d<br \/>\n<\/span><span style=\"font-weight: 400\"><strong>Length:<\/strong> 16min<\/span><\/li>\n<li><a href=\"https:\/\/www.youtube.com\/watch?v=hh46lVSKWHc\">Science of Mentorship by shawn Blanchard &#8211; TED Talk<\/a><br \/>\n<span style=\"font-weight: 400\"><strong>Description: <\/strong><\/span>\u201cShawn breaks mentorship into three distinct categories. He threads two useful analogies throughout his own story of transformation from mentee to mentor. This is an incredibly well-structured TED talk on mentorship, clearly illustrating its cross-generational impact.\u201d<br \/>\n<span style=\"font-weight: 400\"><strong>Length:<\/strong> 15min<\/span><\/li>\n<\/ul>\n<h2>Podcasts<\/h2>\n<ul>\n<li><a href=\"https:\/\/www.kut.org\/education\/2019-02-03\/higher-ed-couldnt-we-all-use-a-little-help-the-impact-of-effective-mentoring\">Higher Ed: Couldn&#8217;t We All Use A Little Help? The Impact Of Effective Mentoring<\/a><br \/>\n<span style=\"font-weight: 400\"><strong>Description:<\/strong> \u201cWhat comes to mind when you hear the word &#8220;mentor&#8221;? Perhaps a bespectacled older teacher or other professional offering sage advice to a younger student? In this episode of KUT&#8217;s podcast &#8220;Higher Ed,&#8221; Southwestern University President Dr. Ed Burger and KUT&#8217;s Jennifer Stayton\u00a0 discuss what makes a good mentor (and it doesn&#8217;t necessarily have to do with age or specific experience).\u201d<br \/>\n<\/span><span style=\"font-weight: 400\"><strong>Length:<\/strong> 15min<\/span><\/li>\n<li><a href=\"https:\/\/insight.kellogg.northwestern.edu\/article\/podcast-how-to-be-a-great-mentor\">How to be a great mentor<\/a><br \/>\n<span style=\"font-weight: 400\"><strong>Description:<\/strong> \u201cIn this episode of the Kellogg Insight podcast, we hear from Diane Brink, a senior fellow and adjunct professor within the Kellogg School\u2019s Markets &amp; Customers Initiative who served as CMO for IBM\u2019s global technology services about her own journey from prot\u00e9g\u00e9 to mentor. Then Carter Cast, a clinical professor of innovation and entrepreneurship at Kellogg, describes how you can solicit advice that can help accelerate your career even in the absence of a mentor.\u201d<br \/>\n<\/span><span style=\"font-weight: 400\"><strong>Length:<\/strong> 19min<\/span><\/li>\n<li><a href=\"https:\/\/www.idra.org\/resource-center\/coaching-and-mentoring-new-teachers\/\">Coaching and Mentoring New Teachers<\/a><br \/>\n<span style=\"font-weight: 400\"><strong>Description:<\/strong> \u201cAlthough new teachers are expected to assume the same job responsibilities as teachers who have taught for 20 years, most face this task with little assistance or guidance during their first year of teaching. Novice teachers must address the challenges of a new school culture, the emotional ups and downs associated with a new work experience, high expectations of the school and the community, and all the new knowledge that must be acquired about policies and practices of the school district. IDRA\u2019s Dr. Linda Cantu and Dr. Adela Sol\u00eds discuss how coaching and mentoring programs can give new teachers the peer support and trusted advice they need to succeed from day one. Linda and Adela also share unique features of IDRA\u2019s coaching and mentoring model, which focuses on improving teacher practices that work in classrooms with diverse student populations, particularly low-income, minority and other students with special needs.\u201d<br \/>\n<\/span><span style=\"font-weight: 400\"><strong>Length:<\/strong> 23min\u00a0<\/span><\/li>\n<li><a href=\"https:\/\/open.spotify.com\/show\/5uBHa9XGvyQYQ9ya14Mv29\">The Science of Mentorship: The National Academies of Sciences, Engineering and Medicine<\/a><br \/>\n<span style=\"font-weight: 400\"><strong>Description:<\/strong> \u201cMentorship is essential to the development of anyone in science, technology, engineering, mathematics, or medicine, but did you know mentorship is a set of skills that can be learned, practiced, and optimized? In this 10-part series from the National Academies of Sciences, Engineering, and Medicine, you\u2019ll hear the personal mentorship stories of leaders in academia, business, and the media, in their own words. Learn how evidence-based mentorship practices can help you develop the skills to engage in the most effective STEMM mentoring relationships possible.\u201d<br \/>\n<\/span><span style=\"font-weight: 400\"><strong>Length:<\/strong> 10 episodes varying in length from 3min to 22min<\/span><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p style=\"text-align: right\">Updated 07.21.22 SR<\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Resources Books Andreanoff, J. (2016). Coaching and mentoring in higher education: A step-by-step guide to exemplary practice. Macmillan International Higher Education. Description: \u201cThis book will guide you through the crucial stages and possible pitfalls of setting up your own coaching or mentoring programme. The first section outlines what these terms mean, how they can be [&hellip;]<\/p>\n","protected":false},"author":271,"featured_media":4532,"parent":0,"menu_order":115,"comment_status":"closed","ping_status":"closed","template":"","meta":{"inline_featured_image":false,"footnotes":""},"class_list":["post-4489","page","type-page","status-publish","has-post-thumbnail","hentry"],"_links":{"self":[{"href":"https:\/\/www.montclair.edu\/faculty-excellence\/wp-json\/wp\/v2\/pages\/4489","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.montclair.edu\/faculty-excellence\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.montclair.edu\/faculty-excellence\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.montclair.edu\/faculty-excellence\/wp-json\/wp\/v2\/users\/271"}],"replies":[{"embeddable":true,"href":"https:\/\/www.montclair.edu\/faculty-excellence\/wp-json\/wp\/v2\/comments?post=4489"}],"version-history":[{"count":10,"href":"https:\/\/www.montclair.edu\/faculty-excellence\/wp-json\/wp\/v2\/pages\/4489\/revisions"}],"predecessor-version":[{"id":12718,"href":"https:\/\/www.montclair.edu\/faculty-excellence\/wp-json\/wp\/v2\/pages\/4489\/revisions\/12718"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.montclair.edu\/faculty-excellence\/wp-json\/wp\/v2\/media\/4532"}],"wp:attachment":[{"href":"https:\/\/www.montclair.edu\/faculty-excellence\/wp-json\/wp\/v2\/media?parent=4489"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}