Off-campus UNL users: To download campus access dissertations, please use the following link to log into our proxy server with your NU ID and password. When you are done browsing please remember to return to this page and log out.
Non-UNL users: Please talk to your librarian about requesting this dissertation through interlibrary loan.
EVALUATION OF AN EXPERIMENTAL ADVISING SYSTEM: THE STUDENT DEVELOPMENT MENTORING-TRANSCRIPT PROJECT AT THE UNIVERSITY OF NEBRASKA - LINCOLN
Abstract
Educators have agreed that educating the "total student" should be a goal of colleges and universities. The problem has been that colleges and universities have not established a systematic, planned method to deal with the challenge of educating the "total student." A recently introduced approach to total student development is the mentoring-transcript system. The purpose of this study was to describe and evaluate the Student Development Mentoring-Transcript Project as it was developed and implemented at the University of Nebraska-Lincoln in 1979-80. A group of student affairs staff and faculty designed a project in which staff and faculty trained to become mentors to guide and encourage students as they assessed and planned for their development in six different growth areas. Activities included assessment of a student's development in each of the areas, goal-setting, planning of developmental learning experiences, participation in developmental activities, progress evaluation, reassessment, and the final recording of the progress evaluation in a student development transcript. The project consisted of a process, the mentoring relationship between the student and his/her faculty or staff mentor and a product, the creation of a student development transcript. Reactions from participants in the project were obtained from questionnaires and interviews. Reactions of two groups of students who experienced the traditional advising system also were analyzed and compared to reactions of students who had the mentoring experience. Results indicated students and mentors were unanimous in their preference for mentoring rather than the traditional advising process. Students and mentors reported the close relationship between the mentor and student was the greatest strength of the project. Mentees met far more frequently and for longer periods of time with their mentor than the comparison groups of students met with their advisors. Students with mentors felt their mentor took a personal interest in them. Comparison groups of students were not satisfied with the traditional advising system and did not feel their advisor took a personal interest in them. The Student Development Mentoring-Transcript System provides one way to effectively and intentionally promote the personal development of college students.
Subject Area
Higher education
Recommended Citation
BAACK, JANE ELLYN, "EVALUATION OF AN EXPERIMENTAL ADVISING SYSTEM: THE STUDENT DEVELOPMENT MENTORING-TRANSCRIPT PROJECT AT THE UNIVERSITY OF NEBRASKA - LINCOLN" (1983). ETD collection for University of Nebraska-Lincoln. AAI8328155.
https://digitalcommons.unl.edu/dissertations/AAI8328155