As a designer, there are days when it's tempting to just churn out something that looks nice, without any thought given to the creative process. To keep a fresh outlook on our work and maintain a true sense of purpose, we have to keep up our educational process. A designer should never lose his or her passion for learning.
This handbook prepares students to lead small discussion groups in large lecture classes. Instructors may also want to access the Group Leader Training Materials, which provide an overview of training new group leaders.
By using the term 'mentoring at work,' the editors, Belle Rose Ragins and Kathy Kram, suggest that they are putting scholars in conversation with each other in their attempts to figure out what mentoring work is and how mentoring actually works.
The best person to mentor junior developers turns out to be: you. Mentoring can be a powerful tool for guiding and nurturing new hires, but it also benefits you—and your organization—by encouraging collaboration and curiosity in your everyday work. Alice Mottola offers guidance (and a little agile structure) for approaching the mentoring process—and shows how it can build better code and better engineers.
This manual discusses the role of student writing mentors and the processes of consulting on student papers, giving feedback, and grading. The manual provides specific examples of working with students who are assigned to write critical summaries of research articles.
Aside from Writing Program Administration, the WPA journal, very little scholarly work about—or interest in—the topic of academic program administration has been manifested in the rhetoric-related disciplines. We believe that a mutual mentoring approach is an effective way to develop our community’s sense of the importance of program administration work as a scholarly endeavor in its own right.
During your technical communication career, did you get help on a skill, instruction on a tool, or advice from an experienced professional? Think back and recall how fortunate you were to get that assistance and advice. Now, it's your turn to provide that assistance and advice to newcomers in our field.
Because the workplace is a different kind of discourse community than the classroom, young professionals are unprepared for such workplace realities as the required use of a bureaucratic style, fragmented and reiterative research and review, and a lack of clear direction. Organizations should explicitly address these training needs through providing effective writing examples, writing-focused orientation, and mentoring in communications.
Mentored teaching experience helps, especially in composition, business and technical writing, and introductory courses of the kind junior faculty members at small schools are typically required to teach.