This article describes a collaborative mentoring program in which graduate students from a university atmospheric science research department team-taught environmental science classes with professors in a liberal arts college. Qualitative analysis of narratives from four fellows who completed the mentoring program in an upper-level undergraduate atmospheric science class was used to develop hypotheses about approaches to mentoring and teaching.
Details
Type Journal ArticlePub Date 11/1/2011Stock # jcst11_041_02_72Volume 041Issue 02