The Pulse November 2014

THE PULSE THE NEWSLETTER OF THE ONTARIO ASSOCIATION OF COLLEGE AND UNIVERSITY HOUSING OFFICERS

NOVEMBER 2014

IN THIS ISSUE President’s Welcome [3] Closing Time[6] OACUHO Research [12]

Trinity College, University of Toronto

Board of Directors ! ! !

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PRESIDENT Laura Storey | Carelton University laura.storey@carelton.ca

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MEMBERSHIP ENGAGEMENT DIRECTOR Brian Ingoldsby | University of Guelph bingolds@uoguelph.ca

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PRESIDENT-ELECT / FINANCE DIRECTOR Julie West | University of Guelph jwest@uoguelph.ca

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CONFERENCE DIRECTOR Brittany Gawley | McMaster University gawleyb@mcmaster.ca

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PAST PRESIDENT Chad Nuttall | University of Toronto Mississauga chad.nuttall@utoronto.ca

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CORPORATE PARTNER RELATIONS DIRECTOR Colin Ryrie | Brock University cryrie@brocku.ca

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COMMUNICATION DIRECTOR Brian Cunha | University of Waterloo b2cunha@uwaterloo.ca

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SENIOR-LEVEL MEMBER AT LARGE Glenn Matthews | Western University glenn@housing.uwo.ca

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PROFESSIONAL DEVELOPMENT DIRECTOR Matthew Harris | York University maharris@yorku.ca

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MEMBER AT LARGE Mike Porritt | McMaster University porritm@mcmaster.ca

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MEMBER AT LARGE Samantha Wiebe | University of Waterloo swiebe@uwaterloo.ca

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The Communications Committee DIRECTOR Brian Cunha CONTRIBUTORS Drew Simon Heather Lang

THE PULSE EDITORS Victoria Gadon Alison Kavanagh Lyn-Marie Farley Katie Calcaterra Laura Mammone

THE HISTORY PROJECT Glenn Matthews Matt Waghorn Andrew Quenneville

Table of Contents

EDITOR Brian Cunha SEPTEMBER EDITORS Victoria Gadon Katie Calcaterra

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president’s message

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closing time

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supporting student mental health for new professionals

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new OACUHO bid guidelins

top 5 reasons you should get involved OACUHO Research

Winding Down M

oving into November, the plans for holiday closure have

likely already started on your campus. It is a hot topic for

some Housing and Residence Life staff as was seen from ?lurry of listserv emails last year about holiday closure processes. At least one institution has received signi?icant negative press for the lack of available resources on their campus.

Given this, it's prudent for us to open the discussion back up to ?ind out best practices, services offered and how ultimately how we can accommodate those students unable to leave campus over the break.

Here are some of my thoughts:

“

the plans for holiday closure have likely already started on your campus

”

Food Service: This is the make or break category. Obviously food service is essential to those staying. It's unlikely that food service will continue to operate to its full capacity over the break due to a variety of reasons. Perhaps they operate a smaller cafeteria, provide take home boxes at speci?ic meals or care packages for the entire break. If you have centralized cooking facilities, perhaps food services could stock a central kitchen for your students.

Student Response: Perhaps you leave staff at the front desk 24/7 over the break to respond to concerns and crises. Or perhaps you pay a Don/RA to stay with the students over the break. The break is used by us to unwind and rejuvenate -­‐ yet, we are still responsible for those in residence. Splitting the break between your Residence Managers will allow for ?lexibility during the break and also provide adequate crisis response. In the case that your staff are unable to do so, connect with your Safety/Security of?ice to see how they will respond to crises. At one institution, Security staff check in on each student in residence over the break at least three times. This proactive approach has been helpful in preventing issues and familiarizing students with the faces of Security.

Programming/Community Development: Staying in residence for two weeks with little academic pressure -­‐ what a great time to provide programming! Perhaps the Don/RA that is staying over the break provides intentional opportunities for these students.

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President’s Message Snow Removal: If University staff are unavailable to provide this service, how will your students get from one building to another, or to the bus, or to their car. Considering limited snow removal in the residence areas may be an option over the break. These are also potentially student jobs for over the break!

Proactive Assignments: Some institutions ask students when they apply -­‐ "will you need a space to stay over the break?" Their assignment for the year is based on their answer to this question. Those students are placed in the same area so that when they stay over the break they will be close to others. This also assists with facility management by allowing some buildings to have heat lowered and lights turned off.

Facilities Management: Burst pipes and leaky fridges are small (or huge) surprises that students ?ind when they return to residence after the break. Proactive management of the closure of residence through a small check-­‐out procedure can assist with managing these types of issues.

There are only a few of the many topics that come up during our holiday closure discussions. I'd love to hear what you're doing on your campus!

Until next time,

Laura Storey OACUHO President

Mark Your Calendars OACUHO SPRING CONFERENCE

JUNE 7th -­‐ 11th, 2015 YORK UNIVERSITY -4-

Op-Ed: Closing Time

Closing time: You don't have to go home but you can't stay here Paige Doherty Residence Manager Brescia University College pdohert3@uwo.ca

T

his is the second year in existence of Clare Hall

residence at Brescia University College. As we

con:nue to figure out the kinks and personality of

our new building and students we are always looking to improve the service and residence experience we are offering. With roughly 15% of students living in residence being interna:onal or out of province it begged the ques:on as to where those students would go for winter break, and did we owe it to them to provide accommoda:ons for the roughly two weeks they were off?

Our residence handbook outlines that students are required to vacate residence 24hours aLer their last exam; this ensures that quiet hours are maintained in the building and that everyone in the building is (ideally!) studying. It had been a long standing prac:ce of ours to provide extensions to interna:onal, out of province students, and varsity athletes up to 24 hours aLer the final university exam so that if they have to travel or prac:ce they aren’t locked into a specific move out :me.

Students sign contracts with me if they wish to have an extension, and so far this has worked out.

Looking to other universi:es prac:ces it appears that the op:on of providing accommoda:ons over the break is a reflec:on of the culture of the school. Many

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schools provide extended stays, however it looks different from ins:tu:on to ins:tu:on. The amount of structure, fees, and staffing is unique to each campus.

W h e n a s s e s s i n g i f p r o v i d i n g w i n t e r b r e a k accommoda:ons would be a viable model for Brescia we looked at the financial impact and also the impact on the students.

What types of services and staffing would need to be in place?

How much would this cost us opera;onally?

Would we charge students? How much?

How many students would need to stay to make it sustainable?

Would programming be offered during this ;me?

What would be the impact of living on a floor alone for 2 weeks?

Would addi;onal supervision be needed? What would that look like?

Did students even want to stay in residence?

When working through these ques:ons it was important to reach out to the various departments associated with housing because if we are not closed, that affects their opera:ons as well. For example in working with the Director of Facili:es Management it was important to get a picture as to how this decision would affect his department and if it was even manageable for them.

Once we began working through these ques:ons it was important to poll the students to find out if they had made plans for winter break, or if they were s:ll looking. I worked closely with the Interna:onal Office to ensure we had done our due diligence and reached all the students necessary.

When it was all said and done we didn’t have the numbers necessary to run a winter accommoda:on program this year at Clare Hall, and that was ok. The nice part about having done this work in early in the term is that we have iden:fied who those interna:onal students are that don’t have somewhere to go at break and are be[er equipped to support them early instead of scrambling in December to help them. I am working closely with the Interna:onal Program Coordinator to support these students by helping them find 2 weeks sublets off campus, home stay op:ons, and encouraging them to reach out to their contacts in the area to find somewhere for them to go.

LET THE PINNING BEGIN! OACUHO IS PINNING RESOURCES, IDEAS, PROJECTS AND INSPIRATION FOLLOW US ON….

AND LET THE SHARING AND LEARNING GROW

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Supporting Student Mental Health for New Professionals Sonja Smiljanic Residence Life Coordinator Queen`s University sonja.smiljanic@queensu.ca

Victoria Gadon

Coordinator, Residence Student Conduct Queen’s University victoria.gadon@queensu.ca

T

he topic of “Supporting Student Mental Health” is broad and can be dif?icult to

focus in on. For the purpose of this article we have chosen to approach the

topic from the lens of a new professional, who supports student mental health in their role. Wesley Forget, a recent grad and the current Assistant Residence Life Coordinator at Queen’s University, shared his thoughts and experience in his entry-­‐ level position thus far. It is hoped that the information presented can help guide discussions and training across the membership, and in a way that supports all professionals who are in positions of providing support to student mental health.

Areas where further training opportunities exist:

Areas identiOied as being most beneOicial as a new professional:

1. Disordered eating

1. Sexual assault response

2. De-­‐escalation (for example, breathing techniques to de-­‐escalate an individual during a panic attack)

2. Completion of ASIST

3. Supporting students with complex mental health concerns 4. Disclosure of mental health concerns upon arrival to campus (do students self-­‐disclose mental health concerns?

Is that information passed on to staff?

What is our role with respect to that information?)

3. De-­‐escalation (various techniques to de-­‐escalate an individual or a situation) 4. Promotion of balance in the role and between professional and personal life

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Top tips for new professionals in supporting student mental health:

5. Lean on your coworkers for support (in an appropriate and con?idential manner)

1. Have a hobby or activity outside of work

6. Remember your resources and don’t be afraid to use them (Manager On-­‐ Call, Counselling, etc.)

2. Regularly communicate with your supervisor about how you’re feeling

7. Familiarize yourself with mental health resources and ?ind opportunities to proactively connect

3. Find an opportunity to work through some possible situations in advance (via case studies, shadowing a teammate, etc.)

8. (i.e. a meet and greet with the Campus Security team)

4. Debrief larger cases/situations

9. Seek out PD opportunities that you think would bene?it you in your role

Supporting student mental health can be challenging when also trying to balance other job responsibilities and life outside of work. New professionals are encouraged to communicate their experiences with their supervisors so that the best kind of support can be provided.

A little change of plans Originally we had intended to submit an article that outlined supporting student mental health across functional areas; however we decided to take a more speci?ic focus. However, we would love to continue to learn more about what’s happening across the membership with cross functional support of student mental health.

Please take a few moments to contribute to our Google Doc to start and continue the conversation. We hope to use the information collected to offer additional PD opportunities. Thank you!!

The Google Doc can be found here.

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OACUHO CONFERENCES

New OACUHO Bid Guidelines NEW BID GUIDELINES

An electronic copy of the conference bid is to be submi[ed to the OACUHO Conference Director by March 31st two years prior to the proposed dates for equal considera:on to any other bids submi[ed by this deadline. If no bids are received by the deadline they will be reviewed as received. (ie. March 31, 2015 would be the due date for RLC 2017, Spring Conference 2017, FBM 2017).

WHAT THIS MEANS With this adjustment the following bids are currently open meaning first submi9ed = first reviewed:

Residence Life Conference 2016/2017 New Professionals Training Ins<tute 2016 Fall Business Mee<ng 2016 Bids due March 31, 2015 for equal consideraFon:

Spring Conference 2017 Fall Business Mee<ng 2017 Residence Life Conference 2017-­‐18 MORE INFORMATION For more informa:on, ques:ons or if you would like to submit a bid, please contact reifenb@mcmaster.ca.

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reasons to get involved with

OACUHO

Matt Waghorn

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Residence Manager Western University mwaghorn@housing.uwo.ca

You can do it

It’s a manageable :me commitment. I oLen hear from people who are considering gebng involved that “I’m not sure that I have the :me”. There’s no denying that we’re a busy group. Our work is based on mee:ng the needs of a diverse popula:on. One aspect of my involvement with commi[ees over the past few years that I’ve really enjoyed has been the consistent :ming and scheduling of our group phone calls. That has allowed me to plan my :me as well as to make the :me to get involved with OACUHO.

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Branch out and network

Keep current, and work with people from across OACUHO. Post-­‐secondary student housing is one :ghtly-­‐knit community. There’s a wealth of knowledge and experience out there if you’re willing to put yourself out there and search for it. Wri:ng for ‘The Pulse’ or the Blog, or gebng involved in a network or a commi[ee are all great ways to meet, interact with, and build connec:ons with members at varying points in their careers from across the associa:on.

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Find your style

There are lots of different ways to get involved.

Maybe you’re into wri:ng, or you’re looking to give it a try. Consider wri:ng an ar:cle for ‘The Pulse’ or the OACUHO Blog. It’s a great opportunity to share your knowledge and experience, and it’s a great way to put yourself out there. Working on another degree or cer:fica:on that’s relevant to the work you do? ‘The Pulse’ and the Blog are two great avenues to share your work with others who share your interests!

Not into wri:ng? Maybe joining a commi[ee or a network is more for you. They are a great way to network with others, learn about different areas, and help others develop their careers, and advance the work of our associa:on.

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Sharing is caring

You don’t have to be an expert to have a great perspec:ve.

OACUHO is home to a wealth of knowledge and experience. Working on something at your ins:tu:on and maybe you’re not too sure where to go? Consider sending out a quick message to the

listserv. We certainly have a number of experts in our field who can share their perspec:ve. As individuals, we all possess knowledge and experiences in areas that are some:mes outside of the regular scope of our role, as well. Who knows who might be able to help you out! Let’s put our heads together and see where we can go.

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Explore your surroundings

Pursue an interest in an area outside of your direct func:onal area.

The past few years have seen a growth in developing the opportuni:es for involvement across the various func:onal areas of Housing. This increase in shared knowledge is helping us form connec:ons with one another. Inherently, this creates opportuni:es for us to explore other areas that might peak our interest. Interested in learning about communica:on and communica:on strategies? Looking for experience in helping others learn and develop their skills as professionals?

Looking for opportuni:es to engage with corporate partners? Wan:ng to learn more about the facili:es side of Housing opera:ons and those of other ins:tu:ons? All of these opportuni:es and more exist within OACUHO. Ask a Board member how you can get involved.

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OACUHO Research Trevor Corkum

with OACUHO Research Writer

Mentoring Staff in Higher Education: A Brief Review of the Literature

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he prac:ce of mentoring has become

commonplace in many work e nvironments.

Mentoring is seen as a way to nurture young professionals, impart ins:tu:onal knowledge, and ensure con:nuity in business or organiza:onal rela:ons. For many managers, taking on the role of a mentor, either formally or informally, can be a rewarding career highlight. For new professionals, the ability to learn from more experienced peers in the role of a “mentee” is a way to build professional networks and learn to be[er navigate the complexi:es of a new life.

Yet what exactly is mentoring? What are the various concep:ons, types, and models of mentoring? How might mentoring rela:onships account for differences in power, gender, cultural background, and other forms of difference? Finally, how can mentoring be approached to be a rewarding professional rela:onship between the mentor and the mentee in university and college housing?

ConcepFons and FuncFons of Mentoring Carol Mullen cites Varney (2009) in explaining the common no:on of mentoring as a “personal, long-­‐term professional rela:onship that deepens over

:me, with a ripple effect”. This type of rela:onship oLen provides a “mul:ple investment” in people’s lives and communi:es (Moerer-­‐Urdahl and Crewell, 2004). For example, work by Johnson (2006) and Mullen (2011) demonstrates the role of mentors in fostering cri:cally suppor:ve, nurturing rela:onships that ac:vely promote learning, socializa:on, and i d e n : t y t r a n s f o r m a : o n w i t h i n t h e i r w o r k environments, organiza:ons, and professions.

Mullen also traces the two major func:ons of mentoring as psychosocial and career. The career func:on, she notes, tradi:onally had more prominence because of “sponsorship, exposure, visibility, coaching, protec:on, and challenging work assignments” as well as professional ethics (Johnson, 2006) that become ac:vated when mentees network and seek employment (Young et al., 2004).

Recently, Mullen cites the literature’s focus on the need for mentors to contribute to the psychosocial development of their protégés, with recent a[en:on on responding effec:vely to the needs of learners who are female, culturally ethnic, and nontradi:onal in other ways (Mullen, 2008; Tillman, 2001; Young and Brooks, 2008).

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Mentoring Theories Mullen reviews three key theories of mentoring and reflects on their applicability to the higher educa:on field.

TradiFonal Mentoring Theory For Mullen, tradi:onal mentoring theory encompasses skills-­‐based, goals-­‐oriented learning passed down through genera:ons. This type of work is generally carried out exclusively in one-­‐to-­‐one learning arrangements, which may involve nurturing, advising, befriending, and instruc:ng, as well as serving as advocates, advisors, and promoters (Portner, 2008).

Muller highlights how the spectrum of tradi:onal and alterna:ve theories of mentoring are influen:al in the interpersonal arenas of learning, socializa:on, and p r o f e s s i o n a l d e v e l o p m e n t , a s w e l l a s t h e organiza:onal func:ons of leadership, management, and prepara:on. She cites Hansman (2003) and Lick (1999) to demonstrate how adult learning (e.g., lifelong learning) and feminist principles underscore some of these tradi:onal and alterna:ve models.

CollaboraFve Mentoring Theory Collabora:ve mentoring is a proac:ve force that unites individuals or groups in a reciprocal, developmental rela:onship situated within a dynamic context for learning. This theory is founded upon feminist postmodern values that, according to Mullen, bring women and minori:es into educa:onal networks (Bona, Rinehart, and Volbrecht, 1995). One key goal is to mobilize social equality among individuals of various statuses and ability levels, enabling produc:ve synergy and solidarity (Kochan and Trimble, 2000; Mullen and Tuten, 2010).

In her research, Mullen also examines co-­‐mentoring within dyadic mentoring rela:onships. Co-­‐mentoring theory engages adult learners through power sharing, turn taking, co-­‐leading, dialogue, construc:ve feedback, collegiality, transparency, and authen:c learning. For Galbraith (2003), reciprocal learning allows both mentors and mentees func:on as adult educators and learners.

Mullen (2005) shows how mentors and mentees, in partnership, are able to overcome cogni:ve distancing, shedding the power-­‐ laden s:gma of ‘mentor’ and ‘mentee’. Because co-­‐mentors have

deep personal and professional influence, she contends, their microcosmic ac:ons can change their ins:tu:onal cultures for the be[er.

Mentoring Mosaic Theory Mullen cites Kram's (1985/1988) ‘rela:onship constella:on,’ as a significant alterna:ve concep:on of mentoring. In mentorship mosaic theory, members' shared interests and respec:ve strengths ac:vate peer interac:on. For Mullen, members who are primary mentors (e.g., recognized instruc:onal leaders) and secondary mentors interchange roles as mentors and mentees, sponsoring the learning of all through a synergis:c, flexible structure. This network, she contends, is indispensable for cul:va:ng peer mentors, compensa:ng for the dissa:sfac:ons of tradi:onal mentoring and facilita:ng team projects. When mentoring is defined more as communal learning, then teams that extend to professional (and virtual) learning communi:es engage in nurturing, advising, befriending, and instruc:ng and dis:nc:ons between ‘mentor’ and ‘mentee’ blur.

For Galbraith (2003), the camaraderie, interdependence, iden:ty development, and ownership that this model supports underscore the value of how learning and mastery are achieved (process), not just what is learned (product).

Mentoring in Higher EducaFon O: (2009) explores the role of mentoring in higher educa:on, and finds that the terms “mentoring” and “coaching” are used interchangeably. While context can some:mes differen:ate their prac:ce, great similari:es between the two are apparent.

In her research, she finds that some authors have argued that formalized mentoring in higher educa:on is not as effec:ve as informal mentoring and that care will be needed to ensure mentoring is not turned into a formalized judgmental tool, used by management and government as an assessment implement (Tedder and Lawy, 2009).

Time is also a key issue in mentoring rela:onships within the higher educa:on sphere, in order to enable the rela:onship between mentor and the mentee to flourish by organizing regular mee:ngs. This investment in :me, she warns, has a cost element and may not always be regarded as feasible by management, so care is needed as effec:ve mentoring brings addi:onal responsibili:es to the workloads of exis:ng higher educa:on staff. As such, O: advises that incen:ves need to be in place in order to a[ract experience and qualified staff who are willing to take on mentoring roles.

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OACUHO Research References Allen, T. D., ed. , and Eby, L. T. (Eds.). (2007). The Blackwell Handbook of Mentoring: A MulEple PerspecEves Approach. Malden, MA: Blackwell.

Blake-­‐Beard, S. D. Taking a hard look at formal mentoring programs: A consideraEon of potenEal challenges facing women. Journal of Management Development (2001). 20 (4), 331–345. hRp:// dx.doi.org.myaccess.library.utoronto.ca/10.1108/02621710110388983 Bona, M. J., Rinehart, J., and Volbrecht, R. M. Show me how to do like you: Co-­‐mentoring as feminist pedagogy. Feminist Teacher (1995). 9 (3), 116– 124.

Crow, G. M., and MaRhews, L. J. (1998). Finding One's Way: How Mentoring can Lead to Dynamic Leadership. Thousand Oaks, CA: Corwin.

Darwin, A. CriEcal reflecEons on mentoring in work seangs. Adult EducaEon Quarterly (2000). 50 (3), 197–211. hRp:// dx.doi.org.myaccess.library.utoronto.ca/10.1177/07417130022087008 Ensher, E., & Murphy, S. E. (2007). Power mentoring. Leadership Excellence, 24(4), 14. Retrieved from hRp://search.proquest.com/ docview/204618647?accounEd=14771 Fletcher, S. J., & Mullen, C. A. (Eds.). (2012). The SAGE handbook of mentoring and coaching in educaEon. London: SAGE PublicaEons Ltd. doi: hRp://dx.doi.org.myaccess.library.utoronto.ca/10.4135/9781446247549 Freire, P., ed., with Fraser, J. W., ed. , Macedo, D., ed. , McKinnon, T., ed. , & Stokes, W. T. (Eds.). (1997). Mentoring the Mentor: A CriEcal Dialogue with Paulo Freire. New York: Peter Lang.

Galbraith, M. W. The adult educaEon professor as mentor: A means to enhance teaching and learning. PerspecEves: The New York Journal of Adult Learning (2003). 1 (1), 9–20.

Hansman, C. A. (2003). Power and learning in mentoring relaEonships. In R. Cervero, ed., B. Courtenay, ed., & M. Hixson (Eds.), Global PerspecEves: Volume III (pp. 102–122). Athens, GA: University of Georgia.

Kram, K. E. (1985/1988). Mentoring at Work: Developmental RelaEonships in OrganizaEonal Life. Lanham, MD: University Press of America. hRp:// dx.doi.org.myaccess.library.utoronto.ca/10.1080/0360127980240405 Lick, D. W. (1999). MulEple level co-­‐mentoring: Moving toward a learning organizaEon. In C. A. Mullen, ed. , & D. W. Lick (Eds.), New DirecEons in Mentoring: CreaEng a Culture of Synergy (pp. 202–212). London, England: Falmer.

Merriam, S. B. Mentors and protégés: A criEcal review of the literature.

Adult EducaEon Quarterly (1983). 33,161–173.

Moerer-­‐Urdahl, T., and Creswell, J. Using transcendental phenomenology to explore the ‘ripple effect’ in a leadership mentorship program.

InternaEonal Journal of QualitaEve Methods (2004). 3 (2), 1–28.

Mullen, C. A. (2005). The Mentorship Primer. New York: Peter Lang.

Mullen, C. A. (Ed.). (2008). The Handbook of Formal Mentoring in Higher EducaEon: A Case Study Approach. Norwood, MA: Christopher-­‐Gordon.

Mullen, C. A. (2011). Mentoring theories for educaEonal pracEEoners. In B. Irby, ed. , G. Brown, ed. , & R. Lara-­‐Alecio (Eds.), Handbook of EducaEonal Theories. Greenwich, CT: InformaEon Age Mullen, C. (2012). Mentoring: An overview. In S. Fletcher, & C. Mullen (Eds.), The SAGE handbook of mentoring and coaching in educaEon. (pp.

7-­‐24). London: SAGE PublicaEons Ltd. doi: hRp:// dx.doi.org.myaccess.library.utoronto.ca/10.4135/9781446247549.n2 OE, J. (2012). Mentoring and coaching in further educaEon. In S. Fletcher, & C. Mullen (Eds.), The SAGE handbook of mentoring and coaching in educaEon. (pp. 354-­‐368). London: SAGE PublicaEons Ltd. doi: hRp:// dx.doi.org.myaccess.library.utoronto.ca/10.4135/9781446247549.n24 Portner, H. (2008). Mentoring new teachers (3rd ed.). Thousand Oaks, CA: Corwin.

Johnson, W. B. (2006). On Being a Mentor: A Guide for Higher EducaEon Faculty. Mahwah, NJ: Erlbaum.

Tedder, M., and Lawy, R. The pursuit of ‘excellence’ mentoring in further educaEon iniEal teacher training in England, Journal of VocaEonal EducaEon and Training (2009) 61 (4), 431–429.

Johnson-­‐Bailey, J., and Cervero, R. M. Mentoring in black and white: the intricacies of cross-­‐cultural mentoring. Mentoring and Tutoring: Partnership in Learning (2004). 12 (1), 7–21.

Tillman, L. C. Mentoring African American faculty in predominantly White insEtuEons. Research in Higher EducaEon (2001). 42 (3), 295–325. hRp:// dx.doi.org.myaccess.library.utoronto.ca/10.1023/A:1018822006485

Kochan, F. K., ed. , & Pascarelli, J. T. (Eds.). (2004). Global PerspecEves on Mentoring: Transforming Contexts, CommuniEes, and Cultures.

Greenwich, CT: InformaEon Age.

Young, M. D., and Brooks, J. SupporEng graduate students of color.

EducaEonal AdministraEon Quarterly (2008). 44 (3), 391–423. hRp:// dx.doi.org.myaccess.library.utoronto.ca/10.1177/0013161X08315270

Kochan, F. K., and Trimble, S. B. From mentoring to co-­‐mentoring: Establishing collaboraEve relaEonships. Theory Into PracEce (2000). 39 (1), 20–28. hRp://dx.doi.org.myaccess.library.utoronto.ca/10.1207/ s15430421Ep3901_4

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