A Constellation Model for Mentoring Undergraduates During COVID-19

Maureen Vandermaas-Peeler; Jessie Moore; Amy Allocco

doi:10.20343/teachlearninqu.11.9

Authors

Maureen Vandermaas-Peeler Elon University https://orcid.org/0000-0001-8965-9191
Jessie L. Moore Elon University https://orcid.org/0000-0001-8342-9862
Amy Allocco Elon University https://orcid.org/0000-0001-8591-2137

DOI:

https://doi.org/10.20343/teachlearninqu.11.9

Keywords:

mentoring, mentoring constellation, COVID-19 pandemic, relationship-rich education

Abstract

Conceptualizing mentoring beyond a traditional one-to-one mentor-mentee model, we utilized a constellation framework with collaborative co-mentoring among faculty, staff, near-peers, and community partners. We conducted a multi-method study to examine faculty, staff, and students’ perceptions of mentoring relationships, and we focus in this article on participants’ perceptions of how the global pandemic changed their mentoring relationships. Analyses of the study’s surveys and interviews yielded four primary themes: 1) scaffolded, developmental programming and a diverse set of mentors in an interconnected constellation positively impacts students’ and mentors’ experiences during unexpected challenges like a pandemic; 2) skilled mentoring requires a dynamic, individualized balance of instrumental, psychosocial, and reciprocal mentoring practices, taking into account unique aspects of students’ identities; 3) reduction of in-person relational mentoring was associated with significant challenges, but occasionally offset by opportunities; and 4) gaps exist in the campus ecosystem, especially for students with minoritized identities and students who are not participants in cohorted programs. A case study of a multi-year, experientially rich, and academically rigorous program highlights the potential of collaborative, interconnected, globally oriented mentoring constellations to support students’ personal, academic, and professional development, particularly when mentors were agile and adapted to new contexts. Challenges incurred in implementing a constellation model for undergraduate mentoring included scalability and capacity, particularly during the pandemic and when forming new relationships.

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Author Biographies

Maureen Vandermaas-Peeler, Elon University

Maureen Vandermaas-Peeler is professor of psychology and director of the Center for Research on Global Engagement at Elon University (USA). Her scholarly interests focus on children’s inquiry, sociocultural and global contexts of learning, and mentoring.

Jessie L. Moore, Elon University

Jessie L. Moore is professor of professional writing and rhetoric and director of the Center for Engaged Learning at Elon University (USA). Her research focuses on engaged learning, the writing lives of university students and alumni, and mentoring.

Amy Allocco, Elon University

Amy Allocco is associate professor of religious studies and director of the Multifaith Scholars Program at Elon University (USA). Her research focuses on vernacular Hinduism, mentoring undergraduate research in global contexts, and mentoring models.

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