Page 95 - International Journal of Process Educaiton (Special Issue)

Mentoring (2000) EA

Mentors facilitate learner growth and development by challenging performance through a
variety of constructive intervention techniques. Equally as important, a mentor assesses not only
performance, but a learner’s own self-assessments. This helps the learner become increasingly
able to self-mentor, facilitating his or her own growth.

The concept of mentoring as the facilitation of growth was mentors (Knowles, 1995). The mentoring experiences
first articulated in Introduction to Problem Solving Using of the Learning to Learn Camps informed the model of
PC:SOLVE (Apple, 1990) in which the primary focus was mentoring and led to a strengthened version, published as
helping students improve their ability to solve problems. the Process Map for Mentoring (Duncan-Hewitt, 1999;
This definition was expanded in Learning through Problem see Figure 1).
Solving (Apple, Beyerlein & Schlesinger, 1992) to include
mentor interventions intended to improve "Skills for This model was expanded in the Teaching institute
Life." In 1995 a concept map of mentoring was developed handbook (Apple & Krumsieg, 2000) and included the
which framed systematic and purposeful interventions as following:
the means by which learner growth is facilitated (Duncan-
Hewitt).  Definition of mentoring

Learning to Learn Camps have always recruited faculty  Mentoring process
members to be coaches (mentors) of learning teams
(Pacific Crest, 2015). As described for the Learning to  Mentoring methodology
Learn Camp at St. Augustine College, special sessions
before and during the camp are organized to train these  Characteristics of a quality mentor

 Insights on effective mentoring

Figure 1 Process Map for Mentoring

International Journal of Process Education (February 2016, Volume 8 Issue 1) 93