ABSTRACT The connection between students and faculty is a recognized component of student belonging and engagement. To better understand how these relationships are formed, we utilized a qualitative design to explore the ways in which faculty and staff at a mid-sized public university perceived their roles in supporting, and connecting with, students. Based on our focus group data, we identified three themes. The first theme defined the mentoring relationship in the university context. The second theme addressed the unique features of mentoring Underrepresented Minority (URM) and First Generation (FG) students. Our third theme focused on perceived barriers to mentoring, including personal, institutional, and student-related barriers. Our findings provide a first step in developing a framework for colleges and universities working to promote a culture of mentoring as a means to support students.

中文翻译：

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教职员工对本科生指导的看法

摘要学生与教师之间的联系是学生归属感和参与度的公认组成部分。为了更好地理解这些关系的形成方式，我们使用定性设计来探索中型公立大学的教职员工如何看待他们在支持和联系学生方面的作用。根据我们的焦点小组数据，我们确定了三个主题。第一个主题定义了大学环境中的指导关系。第二个主题解决了指导弱势群体（URM）和第一代（FG）学生的独特特征。我们的第三个主题关注于指导方面的可感知障碍，包括个人，机构和与学生相关的障碍。