Title

Teachers' Interfaculty Mentorship Efforts: T.I.M.E. A study evaluating the effects of a formal mentoring program on first-year at-risk students.

Date of Award

2004

Degree Type

Dissertation

Degree Name

Ph.D.

Department

Education

First Advisor

Morton, Larry,

Keywords

Education, Higher.

Rights

CC BY-NC-ND 4.0

Abstract

The purpose of this study was to evaluate a unique formal mentoring program at a midsized comprehensive university in Ontario. The retention rates, grade point averages (GPA) and number of courses completed by the students who participated (experimental group) were higher than the retention rates, grade point averages, and number of courses completed by the control group consisting of an equal number of first-time, full-time, credit-seeking students with programs of study and similar exiting secondary school averages (i.e., <75%). Results from surveys conducted to measure self-concept and satisfaction were not found to be significantly related to mentoring. However, the results of mentor effectiveness and evaluation suggested program satisfaction and effectiveness. Interviews were also conducted and analyzed using qualitative research methods to enrich the empirical findings. Using an explanatory approach the qualitative analysis linked the program to the theoretical foundations of the study. Findings from this study illustrate the importance of institutions investing in human capital (e.g., at risk students) through a mutually beneficial mentoring program like T.I.M.E., a practicum course designed for preservice teachers to prepare them as mentors for their students. There was clear empirical evidence that this formal mentoring program is effective with respect to achievement (GPA), failure rates and retention. Also, the qualitative data provided an enriched understanding of the effectiveness of the program to both mentee and mentor. Finally, these data clearly showed that the program could be linked to various configurations of Social Capital Theory as the executive control mechanism tying together the Theory of Involvement, the Theory of Departure and the Theory of Social Learning, with the Theory of Involvement taking the lead as the most compelling link to the success of mentoring. Source: Dissertation Abstracts International, Volume: 65-07, Section: A, page: 2522. Adviser: Larry Morton. Thesis (Ph.D.)--University of Windsor (Canada), 2004.