Mentors and muses: New strategies for academic success

Holly L. Angelique, Ken Kyle, Edward W. Taylor

Research output: Contribution to journalReview article

78 Citations (Scopus)

Abstract

Mentoring programs in higher education institutions have met with mixed success. In response to the limitations inherent in the dominant approaches to mentoring, we present an example of a unusual mentoring program, the New Scholars Network (NSN). The NSN is a variant of traditional mentoring approaches, having evolved from mentoring into musing. Framed within a radical humanist philosophy, musing is a process of creating peer communities that facilitates connections between naturally developing relationships, shared power, and collective action. Through mentoring as musing new faculty have the potential to evolve as change agents in the institution, instead of assimilating into the existing system.

Original languageEnglish (US)
Pages (from-to)195-209
Number of pages15
JournalInnovative Higher Education
Volume26
Issue number3
DOIs
StatePublished - Jan 1 2002

Fingerprint

academic success
mentoring
collective behavior
community
education

All Science Journal Classification (ASJC) codes

  • Education

Cite this

Angelique, Holly L. ; Kyle, Ken ; Taylor, Edward W. / Mentors and muses : New strategies for academic success. In: Innovative Higher Education. 2002 ; Vol. 26, No. 3. pp. 195-209.
@article{97f56e8b05a34ba0b7ac5f78365850af,
title = "Mentors and muses: New strategies for academic success",
abstract = "Mentoring programs in higher education institutions have met with mixed success. In response to the limitations inherent in the dominant approaches to mentoring, we present an example of a unusual mentoring program, the New Scholars Network (NSN). The NSN is a variant of traditional mentoring approaches, having evolved from mentoring into musing. Framed within a radical humanist philosophy, musing is a process of creating peer communities that facilitates connections between naturally developing relationships, shared power, and collective action. Through mentoring as musing new faculty have the potential to evolve as change agents in the institution, instead of assimilating into the existing system.",
author = "Angelique, {Holly L.} and Ken Kyle and Taylor, {Edward W.}",
year = "2002",
month = "1",
day = "1",
doi = "10.1023/A:1017968906264",
language = "English (US)",
volume = "26",
pages = "195--209",
journal = "Innovative Higher Education",
issn = "0742-5627",
publisher = "Springer Netherlands",
number = "3",

}

Mentors and muses : New strategies for academic success. / Angelique, Holly L.; Kyle, Ken; Taylor, Edward W.

In: Innovative Higher Education, Vol. 26, No. 3, 01.01.2002, p. 195-209.

Research output: Contribution to journalReview article

TY - JOUR

T1 - Mentors and muses

T2 - New strategies for academic success

AU - Angelique, Holly L.

AU - Kyle, Ken

AU - Taylor, Edward W.

PY - 2002/1/1

Y1 - 2002/1/1

N2 - Mentoring programs in higher education institutions have met with mixed success. In response to the limitations inherent in the dominant approaches to mentoring, we present an example of a unusual mentoring program, the New Scholars Network (NSN). The NSN is a variant of traditional mentoring approaches, having evolved from mentoring into musing. Framed within a radical humanist philosophy, musing is a process of creating peer communities that facilitates connections between naturally developing relationships, shared power, and collective action. Through mentoring as musing new faculty have the potential to evolve as change agents in the institution, instead of assimilating into the existing system.

AB - Mentoring programs in higher education institutions have met with mixed success. In response to the limitations inherent in the dominant approaches to mentoring, we present an example of a unusual mentoring program, the New Scholars Network (NSN). The NSN is a variant of traditional mentoring approaches, having evolved from mentoring into musing. Framed within a radical humanist philosophy, musing is a process of creating peer communities that facilitates connections between naturally developing relationships, shared power, and collective action. Through mentoring as musing new faculty have the potential to evolve as change agents in the institution, instead of assimilating into the existing system.

UR - http://www.scopus.com/inward/record.url?scp=22944477119&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=22944477119&partnerID=8YFLogxK

U2 - 10.1023/A:1017968906264

DO - 10.1023/A:1017968906264

M3 - Review article

AN - SCOPUS:22944477119

VL - 26

SP - 195

EP - 209

JO - Innovative Higher Education

JF - Innovative Higher Education

SN - 0742-5627

IS - 3

ER -