Undergraduate students experience many challenges obtaining degrees, and when they fail, it has a negative effect on society. Faculty mentoring may assist students with many problems obtaining degrees, including the lack of basic study skills, time management, writing, communicating, networking, and collaboration skills. In a qualitative phenomenological study of faculty mentoring undergraduate students, 20 participants accepted interview opportunities regarding personal experiences and perceptions in the collegiate environment. Three groups of participants were undergraduate students, faculty, and affiliates. Using a stratified method of sampling, the sample size was 15 participants with no less than five in each group. Diversity in experience, or time of interaction within the undergraduate environment, existed within each group and participant interviews consisted of 10 open-ended questions. The results indicated similarities and differences between the groups, specific challenges that undergraduate students face in obtaining degrees, and solutions in helping students overcome the challenges. Participants indicated that faculty, as mentors, are a significant solution to mentoring because they work closely with students on classwork and guidelines of the course syllabus. Results indicated that all groups experienced busy schedules and favored enhanced communication using technology to assist students and faculty in mentoring relationships. Because of the fast-paced undergraduate learning environment, communication strategies with faculty as mentors can help students overcome the lack of basic college skills needed to complete degrees successfully.
|Advisor:||D'Urso, Patricia A.|
|School:||University of Phoenix|
|School Location:||United States -- Arizona|
|Source:||DAI-A 77/09(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Communication, School counseling|
|Keywords:||College mentoring, Mentoring, Student challenge, Student success, Undergraduate|
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