Institutional Strategies to Enhance Graduate Student Success Through Mentoring

in Kinesiology Review

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Jennifer J. Waldron Department of Kinesiology, Graduate College, University of Northern Iowa, Cedar Falls, IA, USA

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DOI:
https://doi.org/10.1123/kr.2021-0049
Keywords:
self-determination theory; culturally aware mentoring; hidden curriculum
First Published Online:
26 Oct 2021
In Print:
Volume 10: Issue 4
Page Range:
410–415
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High-quality mentoring is a vital component of graduate education that leads to degree completion. For many students and faculty members, the traditional model of mentorship based on a fixed hierarchy is no longer viable because of the increasing complexity of higher education, diversification of graduate student career paths, and responses to the COVID-19 pandemic. For the success of our students and graduate programs, it is essential that kinesiology leaders place renewed effort on supporting the mentoring relationship through departmental strategies. Effective mentoring can assist students in feeling competent, autonomous, and connected with others. The purpose of this paper is to explore the three components of a contemporary model of mentorship—transparent socialization, mutually shared expectations, and the student as a whole individual.

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