Glanzer, Perry L. (Perry Lynn)Robinson, Jessica Ann, 1985-2014-06-112014-06-112014-052014-06-11http://hdl.handle.net/2104/9101The purpose of this study was to examine the way in which good mentorship relationships aid in the sense-making processes that shape students' development of a larger narrative. Through specific practices, mentors guided their mentees' sense-making processes by providing wisdom, alternate perspectives, and good questions, which caused their mentees to reframe their current circumstances, and a more cohesive narrative to take shape. Multiple means of data collection were used to inform and enrich my study, including two different means of gaining responses from my participants: open-ended surveys and interviews. This data was analyzed using the grounded theory method (Corbin & Strauss, 1990). In presenting my findings, I tried to maintain the uniqueness of each mentorship narrative while maintaining consistent themes than ran across all the narratives. I concluded this study by offering specific suggestions for mentors in Christian and secular institutions of higher education.en-USBaylor University theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact librarywebmaster@baylor.edu for inquiries about permission.Student development.Mentorship.Spirituality.Sense-making.Meaning and purpose.Educational administration.ThesisWorldwide access