Proximal Mentoring: Model for Implementation in
Graduate Studies
Purpose
The
purpose of this proposal is to provide a model for implementation of proximal
mentors (PM) in graduate programs.
Theoretical
Framework
He suggested to me that I go and ask my classmate about what she didn’t understand, and try to patiently explain it to her, and if I couldn’t do it so she would understand perfectly, then he would be glad to help me. ‘But here is the most important thing’, he added, ‘you must do all this so your friend be sure [sic] you really want to help her, and really mean her well, and so it would not be unpleasant for her to accept your help’. (Vygodskaya, 1995, p. 115).
This quote from Lev Vygotsky’s daughter, Gita
Vygodskaya, demonstrates her perception of his schooled learning philosophy.
This quote nicely explicates Vygotsky’s stand that “students could also be
teachers for each other as long as they took on a mentorship stance of being
helpful but not domineering or overbearing in terms of their assistance” (L. G.
Putney, personal communication, November 27, 2005). In mentoring, an expert
assists the novice in incorporating the ways of being in their chosen field or
discipline (Hager, 2003). In proximal mentoring, a more capable student assists
novice students with both course content and the ways of being for the
discipline while increasing their own knowledge base of the content.
Proximal mentors hold dual roles. First and
foremost, they are students taking a course for graduate credit. As such, they
are learners. However, they are also PMs sitting through a course again with
the goal of mentoring the students who are in the course for the first time. This
dual role necessitates a model for implementation. The model incorporates both
the learning and mentoring aspects of the course. This model also extends
Vygotsky’s (1978) Zone of Proximal Development (ZPD) into the realm of adult
learning.
Methodology
Marshall and Rossman (1999) advocate the use of
focus groups in qualitative research to “identify trends in the perceptions and
opinions expressed” (p. 114). Dereshiwsky (1999) provides guidance for
conducting focus groups. In focus group interviewing the researcher asks open-ended
questions probing when necessary to clarify responses. These questions have no
right or wrong answers. Focus groups allow the expression of a variety of
perceptions on a topic while also allowing for a group consensus after
discussion.
Proximal mentors from both fall 2005 and spring
2006 semesters were invited to participate in a focus group for the purpose of
developing a model of implementation for proximal mentoring. The focus group
was held after semester grades were recorded. PMs emic knowledge of the
proximal mentoring role shaped and defined the model for future proximal mentors.
In addition, the two course professors were also invited to participate in a
focus group designed to refine the model produced by the PMs. A third focus
group was conducted through email wherein each PM and course professor reviewed
the generated model providing feedback for incorporation into the final model.
Data
sources for this proposal consist of videotaped direct observations of the focus
groups, observation notes, syllabus generated during the meetings, emails, and
feedback.
Data
Analysis
Results
and/or conclusions/point of view
The
Proximal Mentoring Model provides both flexibility and structure to the
proximal mentor program. The model standardizes the proximal mentoring course
expectations by explicating what PMs must do for their grade, thereby making
the grading process more objective than subjective. The model also provides
flexibility in the types of assignments and interactions proximal mentors have
with both the course professor and the novice students while maintaining the
standardized structure. The model helps to make clear the differences between
students, proximal mentors, graduate assistants, teaching assistants, research
assistants, and practicum students.
Educational
importance of the study
Educational implications of a model for
proximal-mentoring in graduate school are necessary to standardize the
experience and grading of proximal mentoring courses. It is important to
remember that as much as the PMs assist the course professor and the novice
students, they are first and foremost students who are pursuing their own
in-depth investigation on topics of their choosing. Having a model will help
those who choose to implement the concept successfully incorporate the model
into their program.
REFERENCES
Dereshiwsky,
M. (1999). E-Textbook: Focus Groups Interviewing, NAU. Retrieved on August 2,
2006 from http://jan.ucc.nau.edu/~mid/edr725/class/interviewing/focus1/.
Hager,
Mark James. (2003). Mentoring relationships in graduate education: Graduate
students’ socialization into communities of practice. Dissertation Abstracts
International, 64/02, 396. (AAT 3079453).
Lincoln,
Yvonna S., & Guba, Egon G. (1985). Naturalistic Inquiry.
Vygodskaya,
Gita. (1995). His life. School Psychology International, 16(2), 105-116.
Vygotsky,
Lev Semenovich. (1978). Mind in society: The development of higher
psychological processes.