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首页> 外文期刊>Mentoring & Tutoring: Partnership in Learning >Mentoring nontraditional undergraduate students: a case study in higher education
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Mentoring nontraditional undergraduate students: a case study in higher education

机译：指导非传统本科生：高等教育的案例研究

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The purpose of this study was to investigate an institution that has mandated mentoring as part of its mission and to examine students’ perceptions of the mentoring received. The author selected Empire State College (ESC), a college that is part of the State of New York University system in the United States. Empire State is an institution with a 36‐year history of mentoring nontraditional students. The current study represents a follow‐up to a prior study that examined the faculty’s definitions and theories of mentoring at the same institution. Study results reported herein revealed significant differences in alumni’s perceptions of and experiences with the mentoring they received at ESC across the spectrum of gender, race, field of study and age.View full textDownload full textKeywordsmentoring, adult education, nontraditional students, learning transformation theory, transactional process of learningRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/13611260903448318
机译：这项研究的目的是调查一所将指导作为其使命的一部分的机构，并研究学生对所接受指导的看法。作者选择了帝国州立学院（ESC），这是美国纽约州立大学系统一部分的学院。帝国大学是一所拥有36年指导非传统学生历史的机构。当前的研究是对先前研究的后续研究，该研究研究了教师在同一机构中的定义和指导理论。本文报道的研究结果显示，在性别，种族，研究领域和年龄方面，校友对他们在ESC接受的指导的看法和经验存在显着差异。查看全文下载全文关键词转换理论，学习的交易过程相关的变量add add_id -4dff56cd6bb1830b“};添加到候选列表链接永久链接http://dx.doi.org/10.1080/13611260903448318

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