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Addressing personal challenges faced by mentees in their academic journey through the mentoring program at Universidad de Córdoba

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dc.contributor.advisorGalván Garcés, Olga Lucia
dc.contributor.authorRuiz Polo, Yulia Zuria
dc.contributor.juryNieto Caballero, Jaime Arturo
dc.date.accessioned2024-07-15T17:09:38Z
dc.date.available2024-07-15T17:09:38Z
dc.date.issued2024-07-09
dc.description.abstractThis report presents my internship experience in the Mentoring Program at the Universidad de Córdoba, designed to facilitate the academic and social integration of transitioning students. This program supports the entry and permanence of students from the first to fifth semester whose academic needs are identified in English grammar and communication skills. Thirteen first-semester learners showed a lack in the areas of grammar, conversation, and listening during their first semester. These gaps stifled their growth, inhibiting their active class participation coupled with the presence of competitiveness, avoidance of routine behaviors, and low-status comparison among the mentored students and their classmates, leading to negative feelings toward peers and themselves, affecting their academic process as well. This frustration manifested in some mentees by imposing self-expectations and academic overload to reach the same communicative level as their benchmarked classmates, exacerbating personal issues that further impeded their academic progress during mentoring sessions. To address these challenges, the methodologies and strategies implemented included Motivational Strategies, Consideration of Learning Styles, and an Effective Feedback Approach. The combination of these techniques created a collaborative and engaging environment, allowing mentees to effectively address learning barriers while working towards a common academic goal with their mentor, which granted largely positive outcomes during the process. This environment fostered open communication channels for constructive feedback, enhancing the overall effectiveness of the mentorship.
dc.description.degreelevelPregrado
dc.description.degreenameLicenciado(a) en Lenguas Extranjeras con Énfasis en Inglés
dc.description.modalityPasantías
dc.description.tableofcontents1. Introduction ................................................................................................................8
dc.description.tableofcontents2. Pedagogical strategies...............................................................................................10
dc.description.tableofcontents2.1 Mentoring ...............................................................................................................10
dc.description.tableofcontents2.1.1 One-on-One Mentoring…………………………………….…….……………..12
dc.description.tableofcontents2.1.2 Group Mentoring…………………………………………….………….……....12
dc.description.tableofcontents2.2 Role of a mentor .....................................................................................................13
dc.description.tableofcontents2.3 Motivational Strategies………………………………………….……….…….....13
dc.description.tableofcontents2.4 Learning Styles……………………………………………………....……………15
dc.description.tableofcontents3. Feedback Approach………………………………………….….…..…………..…16
dc.description.tableofcontents3.1 Effective Feedback……………………………………………..………….……...16
dc.description.tableofcontents4. Methodology…………………………………………………..……….……….…..17
dc.description.tableofcontents4.1 Duty Chart………………………………………………………….……………..23
dc.description.tableofcontents5. Findings…………………………………………………………..…………….…..23
dc.description.tableofcontents5.1. Lesson Plan…………………………………………….…………………………26
dc.description.tableofcontents5.1.1. Professional Gains……………………………...………………………………31
dc.description.tableofcontents5.1.2. Student Gains………………………...…………………………………………32
dc.description.tableofcontents6.Limitations………………………………………………………..…...……….……33
dc.description.tableofcontents7. Conclusions and Recommendations………………………………..…………..…34
dc.description.tableofcontents8. References……………………………………………………………..……………36
dc.description.tableofcontents9.Appendices…………………………………………………………..……..……….38
dc.format.mimetypeapplication/pdf
dc.identifier.instnameUniversidad de Córdoba
dc.identifier.reponameRepositorio universidad de Córdoba
dc.identifier.repourlhttps://repositorio.unicordoba.edu.co/home
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/8402
dc.language.isoeng
dc.publisherUniversidad de Córdoba
dc.publisher.facultyFacultad de Educación y Ciencias Humanas
dc.publisher.placeMontería, Córdoba, Colombia
dc.publisher.programLicenciatura en Lenguas Extranjeras con Énfasis en Inglés
dc.relation.referencesAshler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning Styles: Concepts and Evidence. Psychological Science in the Public Interest, 9(3), 105-119. https://doi.org/10.1111/j.1539-6053.2009.01038.x
dc.relation.referencesDörnyei, Z. (Ed.). (2001). Motivational Strategies in the Language Classroom. Cambridge University Press. https://erwinwidiyatmoko.files.wordpress.com/2012/01/motivationalstrategies-in-the-language-classroom-by-zoltan-dornyei.pdf
dc.relation.referencesEmelo, R. (2011), "Group mentoring best practices", Industrial and Commercial Training, Vol. 43 No. 4, pp. 221-227. https://doi.org/10.1108/00197851111137898
dc.relation.referencesGarcía, A., & López, M. (2019). El impacto de la mentoría en el desarrollo profesional. Revista de Educación, 25(2), 67-78. https://doi.org/10.1234/revedu.2019.25.2.67
dc.relation.referencesGuilloteaux, M. J., & Dörnyei, Z. (2008, March). Motivating Language Learners: A ClassroomOriented Investigation of the Effects of Motivational Strategies on Student Motivation. TESOL Quarterly 42(1), 55-77. http://www.jstor.org/stable/40264425
dc.relation.referencesHuizing, R. L. (2012). Mentoring Together: A Literature Review of Group Mentoring. Mentoring & Tutoring: Partnership in Learning, 20(1), 27–55. https://doi.org/10.1080/13611267.2012.645599
dc.relation.referencesHudson, P. (2016). Forming the Mentor-Mentee Relationship. Mentoring & Tutoring: Partnership in Learning, 24(1), 30–43. https://doi.org/10.1080/13611267.2016.1163637
dc.relation.referencesHatami, S. (2013). Learning Styles. ELT Journal, 67(4), 488–490. doi.org/10.1093/elt/ccs083
dc.relation.referencesKolb, D. A. (1984). "Experiential learning: Experience as the source of learning and development."Prentice-Hall. https://books.google.com.co/books?id=jpbeBQAAQBAJ
dc.relation.referencesKeuvelaar-van den Bergh, L. (2013). Teacher feedback during active learning: the development and evaluation of a professional development program.https://www.sagepub.com/sites/default/files/upm-assets/82736_book_item_82736.pdf
dc.relation.referencesLevy, R. G. (2003). A study of peer mentoring, multiple mentoring and other alternatives to traditional one-on-one mentoring. City University of New York.http://dx.doi.org/10.3390/ijerph18094920
dc.relation.referencesMoloney, M., Pope, J., Donnellan, A. (2023). Critical Role of Feedback in the Mentoring Process. In: Professional Mentoring for Early Childhood and Primary School Practice. Springer Texts in Education. Springer, Cham. https://doi.org/10.1007/978-3-031-37186-8_7
dc.relation.referencesShute, V. J. (2008). Focus on formative feedback. Review of educational research, 78(1), 153-189. https://doi.org/10.3102/0034654307313795
dc.rightsCopyright Universidad de Córdoba, 2024
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.rights.coarhttp://purl.org/coar/access_right/c_abf2
dc.rights.licenseAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subject.keywordsMotivational strategieseng
dc.subject.keywordsLearning needseng
dc.subject.keywordsLearning styleseng
dc.subject.keywordsAcademic competitivenesseng
dc.subject.keywordsEffective feedbackeng
dc.subject.proposalEstrategias de motivaciónspa
dc.subject.proposalNecesidades de aprendizajespa
dc.subject.proposalEstilos de aprendizajespa
dc.subject.proposalCompetitividad académicaspa
dc.subject.proposalRetroalimentación eficazspa
dc.titleAddressing personal challenges faced by mentees in their academic journey through the mentoring program at Universidad de Córdobaeng
dc.typeTrabajo de grado - Pregrado
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1f
dc.type.coarversionhttp://purl.org/coar/version/c_ab4af688f83e57aa
dc.type.contentText
dc.type.driverinfo:eu-repo/semantics/bachelorThesis
dc.type.versioninfo:eu-repo/semantics/acceptedVersion
dspace.entity.typePublication
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