The regional NetVUE gathering in November in Nashville was titled “Institutions Can Have Vocations, Too.” Organized by Richard Hughes and held at Lipscomb University, it was well attended and prompted rich discussions, but three threads emerged as especially salient to me: the usefulness of story in thinking about institutional vocation; tensions between institutional identity and diversity; and the significance of explicit vs. implicit stories and the stories that we do not tell.Continue reading
Malcolm X sat across the desk from Mr. Ostrowski, his teacher and advisor. Despite being one of his top eighth grade students, Mr. Ostrowski told Malcolm he should be realistic and become a carpenter–not a lawyer–because he was Black. Little did either of the two know at that moment in time what greater vocation lay ahead for Malcolm X. As educators and student development staff in higher education we would like to think that this type of racist interaction is a thing of the past; however, unconscious and conscious biases shape our interactions with students. Building multicultural competency is not an easy task and is a life-long journey and yet taking on this charge is critical if we are to ethically serve all of our students.Continue reading
Given the cost of higher education, it is not surprising that parents and many students see college’s purpose as providing students with the skills to make a good living. Colleges, especially colleges in NetVUE, see their vocation in wider terms: to allow students to reach their full potential, intellectually and personally, to become good citizens, to find a meaningful path in life. I have long argued that given our globally interconnected world and pluralistic country, it is part of our vocation as educational institutions to give students the knowledge and experiences that would allow them to understand and navigate that world. The way difference is now being used to divide, this has only gotten more important.Continue reading
Do you remember the Sesame Street tune, “One of these things is not like the other, one of these things does not belong…”? There would be some collection of objects displayed on the television screen—say a variety of fruits and a glass of milk—and children would intuit the unnamed category. This is how we learn; we make meaning by understanding difference. When we move from grouping foods or shapes to thinking about human beings, however, the phrase “one of these things does not belong” becomes problematic. Why do our brains see people who are different from us as if they don’t belong?
What if we were asked instead to examine a range of wildly different objects, and discern what binds them together, or imagine how they might be utilized creatively so that their cumulative capacities could accomplish something grand?
None of these things is quite like the other
Yet each of these things surely does belong
Can you figure out how they might work together
By the time I finish my song?
The results of a new poll show that faculty members play a primary role when it comes to mentoring most students. The new study was conducted by Strada Education Network and Gallup, drawing from a survey of over 5,100 U.S. college graduates in 2018. Among the key findings includes this fact:
Professors are the predominant source of undergraduate mentorship. Nearly two-thirds of recent graduates who agree or strongly agree that they had a mentor during college say that mentor was a professor (64%).
However, important caveats to that also came to light, revealing disparities in the experiences among students, depending upon ethnicity and background:
First-generation college student (FGCS) and minority graduates who had a mentor are less likely than their counterparts to identify their mentor as a professor, though professors still remain the primary source of mentorship for both groups. While nearly three-quarters of white graduates say their mentor was a professor (72%), less than half of minority graduates say the same (47%). Two-thirds of non-FGCS graduates say their mentor was a professor, compared with 61% of FGCS graduates.
Who is doing the mentoring?
Graduates’ professor mentors were most likely to come from an arts and humanities field: 43% of those who had a professor mentor during college say their mentor taught a subject in arts and humanities, followed by science and engineering professors (28%), social sciences professors (20%), and business professors (9%).
We know from previous surveys that a close relationship with a mentor was one of the strongest factors related to engagement and well-being after graduation. According to the 2014 study:
The three most potent elements linked to long-term success for college grads relate to emotional support: feeling that they had a professor who made them excited about learning, that the professors at their alma mater cared about them as a person, and that they had a mentor who encouraged them to pursue their goals and dreams. If graduates strongly agree with these three things, it doubles the odds they are engaged in their work and thriving in their overall well-being.
So what might these new results mean for institutions that are committed to fostering a culture of vocational discernment for their students? Some initial thoughts:
- Colleges and universities should think carefully about where vocation programs are housed on campus.
- Given the prominent role that faculty play in mentoring for many(but not all) students, they might use their influence to encourage students to seek out mentoring from other sources as well.
- We cannot assume that faculty-to-student mentoring is occurring; we should not assume that all students are getting the support they need.
- We must diversify the faculty if we care about mentoring all of our students.
For a short summation of the findings of the poll, see this week’s Chronicle coverage – the article includes helpful graphics to convey some of the key points. Insider Higher Ed has an even briefer “quick take” on the survey. To download the full report, see the 2018 Strada Gallup Alumni Survey.