Technical Communication Teachers as Mentors in the Classroom: Extending an Invitation to Students

Beverly B. Zimmerman; Danette Paul

doi:10.1080/10572250709336559

Technical Communication Quarterly Apr 2007

Technical Communication Teachers as Mentors in the Classroom: Extending an Invitation to Students

Beverly B. Zimmerman Brigham Young University ; Danette Paul Brigham Young University

Abstract

In this article, we argue that mentoring of technical communication students must occur within the classroom. In our survey of students, we found that most students felt they had not been mentored. In our ethnography, we found that although students could define the term “mentor”, many were conflicted about its value. This confusion made students less likely to seek out or recognize mentoring opportunities. Students recognized mentoring practices that teachers implemented; however, they did not necessarily identify those practices as “mentoring”. We conclude that confusion arose from students' ambiguous views about mentoring and the lack of standard mentoring practices in the humanities. Therefore, teachers who intend to mentor in the classroom must (a) be more explicit in implementing elements that distinguish mentoring from teaching (e.g., intent and involvement), (b) extend an invitation to students to be mentored, and (c) help students develop a professional identity.

Journal: Technical Communication Quarterly
Published: 2007-04-01
DOI: 10.1080/10572250709336559
CompPile: Search in CompPile ↗
Open Access: Closed
Topics: teacher development technical communication qualitative research
Export: BibTeX RIS

Citation Context

Cited by in this index (0)

No articles in this index cite this work.

References (17)

10.1177/002248718803900109

↗
(1998)

Reinventing undergraduate education: A blueprint for America's research universities
(2001)

Alumni questionnaire. English department report: 1997 graduates (undergraduate degree rec…
Cohen N. H. (1995)

Mentoring: New strategies and challenges
Galbraith M. W. (2000)

Teaching alone, teaching together: Transforming the structure of teams for teaching

Show all 17 →

Golian L. M. (1996)

Advances in library administration and organization
Healy C. C. (1990)

10.3102/0013189X019009017

Educational Researcher ↗
Jacobi M. (1991)

10.3102/00346543061004505

Review of Educational Research ↗
Light R. J. (2001)

Making the most of college: Students speak their minds

↗
10.1177/0013161X04267110

↗
Pritchard K. C. (2004)

Redefining STC's mentoring guidelines: Exploring the risks and penalties of mentoring
Shellum E. M. (2006)

Paper presented at the meeting of the Conference on College Composition and Communication
10.1002/ace.36719956607

↗
Sunstein B. S. (2002)

Fieldworking: Reading and writing research,
Werner T. C. (2004)

Reinvigorating the undergraduate experience: Successful models supported by NSF's AIRE/RA…
Wilson R. (2004)

Reinvigorating the undergraduate experience: Successful models supported by NSF's AIRE/RA…
Zachary L. J. (2000)

The mentor's guide: Facilitating effective learning relationships

CrossRef global citation count: 9 View in citation network → Build reading path →

Technical Communication Teachers as Mentors in the Classroom: Extending an Invitation to Students

Abstract

Citation Context

Cited by in this index (0)

References (17)

Related Articles