Document Type
Article
Publication Date
12-2017
Publication Title
Jesuit Higher Education: A Journal
Volume
6
Issue
2
Pages
97-107
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.. Using Ignatian Pedagogy to Support Faculty-Student Mentoring. Jesuit Higher Education: A Journal, 6, 2: 97-107, 2017. Retrieved from Loyola eCommons, School of Business: Faculty Publications and Other Works,
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.
Copyright Statement
© Anne Reilly 2017
Comments
Author Posting. © Anne Reilly 2017. This article is posted here for personal use, not for redistribution. The article was published in Jesuit Higher Education: A Journal, vol. 6, no. 2, 2017, https://epublications.regis.edu/jhe/vol6/iss2/22/