Mentoring in a Distributed Learning Social Work Program

Autor/in	Jensen, Donna
Titel	Mentoring in a Distributed Learning Social Work Program
Quelle	In: Journal of Social Work Education, 53 (2017) 4, S.637-650 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-7797
Schlagwörter	Mentors; Social Work; Program Evaluation; Nontraditional Education; Undergraduate Students; Qualitative Research; Statistical Analysis; Campuses; Proximity; Bachelors Degrees; Masters Degrees; Cultural Capital; Influence of Technology; Rural Areas; Urban Areas; Rural Urban Differences; Population Distribution; Student Surveys; Age Differences; First Generation College Students; California + Suchen Sie Ihr Suchwort? Soziale Arbeit; Programme evaluation; Programmevaluation; Non-traditional education; Alternative Erziehung; Qualitative Forschung; Statistische Analyse; Lebensnähe; 'Bachelor''s degrees'; Bachelor-Studiengang; Rural area; Ländlicher Raum; Urban area; Stadtregion; Stadt-Land-Beziehung; Demographical distribution; Bevölkerungsverteilung; Schülerbefragung; Age; Difference; Age difference; Altersunterschied; Kalifornien
Abstract	Students in alternative education programs often experience differential access to faculty, advisors, university support systems, and the supportive culture established by being on campus. This study is a descriptive-exploratory program evaluation of the distributed learning social work mentoring program at California State University, Chico. The researcher examined the use of mentoring and how it differed between first-generation and non--first-generation students, between rural- and urban-dwelling students, by the age of students, between graduate and undergraduate students, and based on the student's geographic proximity to the main California State University, Chico campus. All demographic groups of students used mentoring for emotional support; self-care; help in managing school, family, and work; and time management. Study limitations and recommendations for future research are included. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01