Essential E-mentors’ Characteristics for Mentoring Online Doctoral Dissertations: Faculty Views

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Auslyn Nieto, PhD

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Auslyn Nieto, Ph.D.
First and Last Name: 
Auslyn Nieto

History

Member for
5 years 6 months
Phone: 
(714) 244-6164
Current and Ongoing Research Interests: 

Essential E-Mentors' Characteristics of Mentoring Online Doctoral Dissertations

Factors Limiting Student Preparedness for Success in Higher Education: Strategies Identified To Improve Performance and Persistence of First Year Students

Noncognitive Measures Assess First-Year Students’ Preparedness: Developing Strategies for Persistence and Success

Graduated Felecia Mootry - June 2018

Publications: 
Essential E-mentors' Characteristics for Mentoring Online Doctoral Dissertations
Professional Bio: 
Auslyn has more than thirty years experience in vocational rehabilitation counseling, including self-employment within the workers compensation system and writing grants and managing federally funded employment and training programs within the nonprofit sector. She is currently Dissertation Chair at UoPX, and has been facilitating online classes in World Religions, Race and Ethnicity, and Introduction to University Studies since 2005. Certified Advanced Facilitator. Auslyn’s educational background includes a B.A. in French and Spanish from Fordham University, an M.A. in Vocational Rehabilitation Counseling from New York University, and a Ph.D. in Higher Educational Administration from Capella University. Auslyn is bilingual in English and Spanish. Her hobbbies include reading, gardening, and interior design. Currently as CEITR fellow, Dr. Nieto is working on the study of: Essential E-mentors’ Characteristics for Mentoring Online Doctoral Dissertations: Faculty Views.
Degrees Completed: 
Doctoral Degree
Higher Educational Administration
Capella University
2005
Masters Degree
Vocational Rehabilitation Counseling
New York University
1974
Bachelors Degree
French, Spanish
Fordham University
1971
Academic Appointments: 
DOC/734
University of Phoenix SAS
Duration: 
Monday, January 29, 2018
DOC/993
University of Phoenix SAS
Duration: 
Tuesday, August 7, 2018
DOC/734A
University of Phoenix SAS
Duration: 
Monday, January 29, 2018
DOC/734A
University of Phoenix SAS
DOC/734B
University of Phoenix SAS
Honors and Awards: 
Employee Recognition Program
EPIC
Employee of the Month
National Distinguished Service Award: Medical and Vocational Rehabilitation (Library of Congress Number: 86.51240)
Professional Education: 
Guidance Counseling
Long island University
Year Awarded: 
1972
Learning Disabilities Interventions and Strategies
California State University at Sacramento
Year Awarded: 
2014
CITI
Collaborative Institutional Training Initiative
Year Awarded: 
2018
Professional Suffix: 
PhD
Primary College or School: 

Effective mentoring is an integral component of the doctoral dissertation process.  Prior research amply explored the triadic symbiosis of faculty mentoring skills, responsibilities, and values within the dyadic mentor-protégé relationship, but did not substantively analyze faculty views of the essential e-mentors’ characteristics for mentoring online doctoral dissertations. As a result of the lacunae in the mentoring literature, this qualitative case study will investigate these views, using purposeful sampling methodology. Insights will be gained through a voluntary, anonymous survey distributed to ten online doctoral dissertation Chairs via email.  Data will be collected from open-ended surveys administered electronically, telephone interviews with faculty and faculty reflective journals, and will be analyzed thematically using a pattern matching technique congruent with case study analysis. Repetitive patterns and themes for categorization and analysis, crucial to case study data investigation, will be identified.  NVivo software will be used for forming themes from transcribed interviews, surveys and journals.   Patterns of information gleaned from the survey, interviews, and journals will be utilized for triangulation of results.  Mentoring characteristics within the tri-fold convergence of values, professional skill, and relationships will be explored through the lens of online doctoral faculty.  The study results may be transferred to similar contexts as this proposed research should prove beneficial to e-mentors and doctoral learners. E-mentors will be able to utilize the recommendations to more effectively mentor their students. 

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