VIEWS: 23 PAGES: 31 CATEGORY: Social Sciences POSTED ON: 5/30/2010
[...] WPAs, or other faculty, who want to increase the support and education their program provides mentors may face some resistance or reluctance to implement formal structures from people who would rather trust to a "natural progression" of mentoring relationships. [...] counterintuitive though it may seem, I would argue that the real magic in a mentoring program comes in attention to details, in attentiveness and planning, in learning and practicing and reflecting.
Mentoring Peer Mentors: Mentor Education and Support in the Composition Program E. Shelley Reid I f you work in the field of composition and rhetoric, you have very likely participated in a mentoring program, as a teaching assistant (TA), faculty member, or program director. After all, even fifteen years ago, Allene Cooper and D. G. Kehl found that more than two-thirds of the composition programs they surveyed incorporated a mentoring program for graduate teaching assistants (27). Praise for such programs, both anecdotal and research-supported (e.g., Williams), has continued to be strong enough that Scott Miller et al. argue that mentoring “should become a given in rhetoric and composition programs” (405). While faculty-to-faculty mentoring in composition occurs both
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