A Forum on Immigration Policy and the Future of Public Education
October 7, 2025
11:30 a.m.-1:00 pm
The Fall 2025 Forum from The Forum on the Future of Public Education will highlight immigration and education policy in the U.S., as well as how the changing federal landscape has shaped K-12 higher education policy in Illinois.
University of Illinois Foundation | Philanthropy Center
303 St. Mary's Road, Champaign
Parking available in the SE lot of State Farm Center via the Fourth Street entrance.
Keynote Speaker
Sophia Rodriguez, New York University, Sociologist of Education
University Speakers
Gioconda Guerra Pérez, Interim Vice Chancellor for Diversity, Equity & Inclusion Designee
Gabriel Rodriguez, University of Illinois Urbana-Champaign, Assistant Professor, Education Policy, Organization and Leadership
Mirelsie Velázquez, University of Illinois Urbana-Champaign, Associate Professor, Latina/Latino Studies & Education Policy, Organization and Leadership
RSVP by September 26! |
Mentoring for the professoriate: Insights from exemplary faculty mentors and their mentees
delaneyj@illinois.edu
Speaker Information:
Joel Malin, Assistant Professor, Department of Educational Leadership, Miami University of Ohio & Don Hackmann, Professor, Education Policy, Organization and Leadership, University of Illinois at Urbana-Champaign
We present findings from a study of educational leadership professors who have received the Jay D. Scribner Award, in recognition of their practices as exemplary mentors of doctoral students and novice faculty. This study was intended to learn why faculty members engage in mentoring and to identify activities and supports they provide for their mentees. Content analysis was conducted of the 148 nomination letters written in support of the Scribner recipients. Semi-structured interviews were held with the 12 award recipients and 24 individuals they had mentored. Mertz’s conceptual model of mentoring was used to guide data analysis and the identification of themes. Findings revealed that the Scribner recipients were intrinsically motivated to mentor doctoral students and junior faculty because of deep commitment to the future of the educational leadership profession.
Mentors and mentees reported that relationships primarily emerged informally, included individual and group mentoring experiences, were characterized by relational equality, and frequently resulted in long-term research partnerships and deep friendships. Activities were tailored to mentees’ unique needs, based upon their career stages and institutional contexts, and experiences were aligned with Mertz’s continuum of mentoring relationships. Given the descriptions of group mentoring arrangements, it may be beneficial to redefine mentoring to include an array of situational consultations and group experiences, so students and novice faculty can recognize and access supports that depart from traditional mentee-mentor dyads. Additional research is needed to identify mechanisms that promote universal access to mentoring, particularly for females and persons of color.
Cost:
Free
Contact:
Dr. Jennifer Delaney
217-333-7828
delaneyj@illinois.edu
Sponsor:
Higher Education Collaborative and the Forum on the Future of Public Higher Education