E-Mentoring Women: Lessons Learned From A Pilot Program

Mentoring has been identified as a key strategy for career development and organizational advancement and has been argued to be indispensable for women to succeed. E-mentoring has increased in popularity as a means of increasing access to mentors, especially female, and reducing some of the challenges associated with being mentored by men. Although access to mentors and mentoring is considerably improved in an e-mentoring environment, it is unclear if the quality and effectiveness of e-mentoring matches traditional mentoring. This qualitative study examines the overall effectiveness of an e-mentoring program focusing on providing psycho-social and career-development support to female mentees, developing trust in a virtual environment, and the mentee/mentor matching process

Have ‘No’ Fear: A Rhetorical Criticism examining Communication Apprehension unique place in Self-help Literature

Master of ArtsDepartment of Communications StudiesMajor Professor Not ListedThis thesis highlighted CA self-help books and their advertising to understand the underlying ideologies that can be found. This research creates an understanding of these books’ framing and evaluated future implications of recognizing the ideological and metaphorical knowledge of CA literature. This thesis examined the framing of three CA self-help books: Gary Genard’s Fearless Speaking, Feedback, and other dirty words by M. Tamra and Laura Dowling Grealish and How to conquer the fear of public speaking & other coronary threats by Max Issaacson. Finding a reoccurring theme of Fear and prosses vs action. As well as smaller themes found within each text. This research illuminated the inherent problems with the current cross sections of CA interventions and self-help literature

Zephyr: The Seventh Issue

This is the seventh issue of Zephyr, the University of New England\u27s journal of creative expression. Since 2000, Zephyr has published original drawings, paintings, photography, prose, and verse created by current and former members of the University community. Zephyr\u27s Editorial Board is made up exclusively of matriculating students.https://dune.une.edu/zephyr/1006/thumbnail.jp

Pedagogical Perspectives on Counselor Education: An Autoethnographic Experience of Doctoral Student Development

There is minimal literature related to understanding what training factors contribute to the development of qualified counselor educators. Specifically, we wondered if counselor education doctoral students are effectively prepared for their roles as instructors. We chose an autoethnographic phenomenology method as a means for exploring the experiences of doctoral students’ pedagogical development in a doctoral instructional theory course. We sought to understand the essence of our experience through written reflection, photography, and group reflective processes. Analysis revealed the value we all obtained through the instructional theory course, experiential learning, and self-reflection, which contributed to increased self-efficacy as emerging counselor educators. The essence of our experience is described through seven descriptive themes—delineated as methods of coping and reinforcing. The results demonstrate the benefit of including an explicit pedagogical course in counselor education curriculums

Zephyr: The Eighth Issue

This is the eighth issue of Zephyr, the University of New England\u27s journal of creative expression. Since 2000, Zephyr has published original drawings, paintings, photography, prose, and verse created by current and former members of the University community. Zephyr\u27s Editorial Board is made up exclusively of matriculating students.https://dune.une.edu/zephyr/1007/thumbnail.jp