In this study, collaboration has been revisited between an American faculty member and an international graduate teaching assistant during a unique faculty-student mentoring model within principles of chaos theory. The role of culture, beliefs about language learning and teaching had been studied closely to improve faculty/international students'…

This article describes a mentorship assessment structure designed to improve doctoral student-research advisor mentoring relationships. We report the experiences of students and advisors as they completed the process to assess the feasibility, utility, and impact of engaging in mentorship assessment.

To build meaningful relationships with students, faculty should employ strategies for teaching and serving the "whole person" in the classroom. This fosters an environment that impacts the students' heads, hearts, and hands.

Inclusion in formal classroom environments continues to be a major focus in higher education, but there has been less emphasis on inclusive instructor-student mentorship, which has a significant impact and can have a number of positive outcomes for learners. In this article, we describe major principles of inclusive mentorship, as well as models…

This article presents a case study of a faculty-student mentoring relationship developed within the context of an online clinical doctorate training environment. Recommendations are provided for potential mentors and mentees who may be interested in engaging in a distance-based mentoring relationship but who may not be in an institution/program…

International students bring rich and complex experiences to postsecondary education in the United States. Unfortunately, they too often encounter many challenges along their academic journeys. This article suggests that the practice of mentoring might be enhanced by deploying Yosso's theory of community cultural wealth as a way for faculty…

Scientific research endeavors are increasingly collaborative in nature. As researchers work together in groups of increasing size to develop project goals and implement plans, traditional 1-1 single faculty-student mentor models are less relevant as students need input and guidance from the multiple faculty members contributing to the…

This article focuses on professional development by exploring two faculty education programs that create opportunities for faculty to learn best practices for mentoring students in scholarly work. These programs promote the inclusion of diverse and underrepresented student populations in research experiences; help faculty develop as effective,…

Veterinary medicine provides a rewarding career but is met with a high degree of mental, emotional, and physical fatigue and, as a result, professional burnout. A structured mentoring system in veterinary schools is integral to promoting well-being as well as professional and personal growth for resilience and lifelong learning. While professional…

This chapter presents research-based practices to improve student learning in online environments through intentional interactions between instructors, content, and students.

Radical empathy positions us to engage and connect with our students while also staying grounded in our role and responsibilities as educators.

Thirty years ago, Chickering and Gamson (1987) authored a widely distributed and still influential manuscript in which they identified seven principles of effective undergraduate education. The first principle they cite is encouraging "contacts between students and faculty" (p. 3). This chapter examines the extensive research base…

Teaching and learning can be especially difficult when the content includes race. We argue here that an effective approach is one that includes multiple angles, learning from our students and from a broad range of colleagues and disciplines.

We suggest four changes to the first-year experience (FYE): reconceptualize practices of engagement as verbs rather than nouns; remove the discrete borders between teacher and student; develop manifold opportunities within FYE; and create a learning place rather than a learning space.

Building collaboration with students into the teaching process brings with it many benefits for learning, but it also requires accepting the risk and unease that comes from redefining the roles of students and teachers.