The 25 item College Student Mentoring Scale is currently being utilized by programs/universities both in the United States and abroad including Florida Gulf Coast University, The University of Maryland, Eastern Michigan University, Cabrini College, Trinity College, The University of Laval in Québec, University of New Castle in Hong Kong, and The University of Ulm. Please contact me if you are interested in learning more about the survey or using it for your work. A version of the scale can be found in the appendix of Crisp's 2009 article published in the Journal of College Student Development (link below).
Webinar from April 15, 2015 sponsored by the U.S. Department of Education College Access Affinity Group focused on the critical importance of mentoring at the postsecondary level.webinar audio and transcript
Mentoring Undergraduate Students This monograph provides a critical examination of theory and recent empirical research specific to mentoring undergraduate students. The text explains how mentoring has been defined and conceptualized by scholars to date and considers how recent mentoring scholarship has begun to distinguish mentoring from other forms of developmental relationships. The authors synthesize empirical findings published since the last comprehensive review, describe prevalent types of formalized programs under which mentoring relationships are situated, and review existing and emerging theoretical frameworks. The monograph also identifies remaining empirical and theoretical questions, including research that would help to better understand the role of mentoring in promoting social justice and equity. Suggested areas for future research and recommendations for the development, implementation and evaluation of formal mentoring programs are provided. The monograph concludes with an integrated conceptual framework to explain the conditions and characteristics associated with mentoring undergraduate students. It is expected that this text will be of interest to both scholars and practitioners who are interested in mentoring undergraduate students.
This study examines the influence of a conceptually valid mentoring experience on community college students' persistence decisions. Results of the structural equation modeling analysis indicate that mentoring significantly predicted the degree to which students became socially and academically integrated. Mentoring was also found to indirectly influence students' intent to persist, as mediated by their commitment to earning a college degree.
Study validated the underlying domains that comprise the mentoring experiences of students attending a Hispanic Serving Institution. T test results indicated different groups of students received similar mentoring experiences, whereas confirmatory factor analyses revealed the mentoring model was valid. The factor structure was found to be significantly different between White and Hispanic students.
This study examines the relationship between a mentoring experience and the persistence decisions of White and Hispanic students attending a Hispanic Serving Institution. Results of the SEM analysis revealed mentoring indirectly predicted student persistence, as mediated through integration and commitment variables.
The article revisits the mentoring literature in an attempt to re-frame and update the definition and characteristics of mentoring provided by Jacobi. It also synthesizes and critically analyzes empirical literature specific to mentoring college students published between 1990 and 2007. Finally, the article presents broad theoretical perspectives of mentoring from the business, psychology and education literature in preface to a proposed theoretical framework specific to mentoring college students. The article concludes with specific recommendations to advance the mentoring literature.
Mentoring College Students
Nora and Crisp's (2007) mentoring framework explains that the mentoring experiences of undergraduate college students are comprised of four overlapping types of support received from various individuals in the students' life including: (1) psychological and emotional support, (2) degree and career support, (3) academic subject knowledge support, and (4) the presence of a role model. This framework was used to develop the College Student Mentoring Scale.