Document Type
Praxis
Abstract
Faculty mentors teach new skills, offer personal guidance, and act as role models for their students. In addition to professional support, mentors may also serve to encourage their protégés’ personal development and values discernment. Mentoring provides an opportunity to apply the experience reflection action Ignatian paradigm towards student formation, and building a meaningful mentor relationship may offer a transformative experience for students. In addition, many university-sponsored faculty mentor programs directly incorporate Jesuit values of social justice in their missions. One example is the federally-funded TRIO programs that include mentoring to assist low-income individuals and first-generation college students in progressing through the academic pipeline (the TRIO name comes from the original three programs implemented: Upward Bound, Talent Search, and Student Support Services). This paper outlines a range of faculty-student mentoring opportunities in Jesuit universities and considers how Ignatian pedagogy may support the mentoring experience. Best practices in mentoring are reviewed, challenges in mentoring are identified, and recommendations are offered.
Recommended Citation
Reilly, Anne H.
(2017)
"Using Ignatian Pedagogy to Support Faculty-Student Mentoring,"
Jesuit Higher Education: A Journal: Vol. 6:
No.
2, Article 22.
Available at:
https://epublications.regis.edu/jhe/vol6/iss2/22
