Best Practices for Mentoring in Online Programs: Supporting Faculty and Students in Higher Education PDF
Preview Best Practices for Mentoring in Online Programs: Supporting Faculty and Students in Higher Education
Best Practices for Mentoring in Online Programs Best Practices for Mentoring in Online Programs is a straightforward guide to cre- ating meaningful, lasting mentoring programs for faculty or students enrolled in fully or predominantly online programs. Faculty and student mentoring programs are proliferating in higher education, including peer mentoring, group/network mentoring, and career mentoring, making it all the more important that administrators and instructors incorporate research-based best practices for effective and successful implementation. Divided into two sections – the first on mentoring programs for faculty, the second on pro- grams for students – this volume engages a broad variety of mentoring mod- els and contexts across disciplines, paying special attention to the effective strategies and common problems associated with online mentoring. The book addresses the practical aspects of setting up, running, structuring, and evaluating online mentoring programs, along with the recruitment, selec- tion, compensation, and recognition of mentors. Case studies and interviews bring to life the challenges and opportunities of mentorship, including how to resolve discussions pertaining to difficult or controversial issues, while a wealth of resources, templates, and checklists will help administrators and faculty take concrete steps towards implementing or developing programs tailored to their needs and institutional contexts. Susan Ko is Faculty Development Consultant in the Office of Online Edu- cation at Lehman College, City University of New York, USA, and teaches Humanities and Asian Studies courses online for the University of Mary- land Global Campus, USA. She is the author of Teaching Online: A Practical Guide, a leading book in the field of online teaching, and the series editor for the Best Practices in Online Teaching and Learning series. She has more than 20 years of online teaching and faculty development experience. Olena Zhadko is Director of Online Education at Lehman College, City University of New York, USA. She has 15 years of experience providing leadership in online education and innovative use of technology in teach- ing and learning. With Susan Ko, she is the co-author of Best Practices in Designing Courses with Open Educational Resources. Best Practices in Online Teaching and Learning Series Editor Susan Ko Best Practices for Flipping the College Classroom edited by Julee B. Waldrop and Melody A. Bowdon Best Practices in Engaging Online Learners through Active and Experiential Learning Strategies by Stephanie Smith Budhai and Ke’Anna Brown Skipwith Best Practices for Teaching with Emerging Technologies, 2e by Michelle Pacansky-Brock Best Practices in Planning Strategically for Online Educational Programs by Elliott King and Neil Alperstein Best Practices in Designing Courses with Open Educational Resources by Olena Zhadko and Susan Ko Best Practices for Administering Online Programs by Daniel Hillman, Robert Schudy, and Anatoly Tenkin Best Practices in Engaging Online Learners Through Active and Experiential Learning Strategies by Stephanie Smith Budhai and Ke’Anna Brown Skipwith Best Practices for Mentoring in Online Programs: Supporting Faculty and Students in Higher Education by Susan Ko and Olena Zhadko For a full list of titles in this series, please visit: www.routledge.com/ Best-Practices-in-Online-Teaching-and-Learning/book-series/BPOTL Best Practices for Mentoring in Online Programs Supporting Faculty and Students in Higher Education Susan Ko and Olena Zhadko Cover image: Getty Images First published 2023 by Routledge 605 Third Avenue, New York, NY 10158 and by Routledge 4 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN Routledge is an imprint of the Taylor & Francis Group, an informa business © 2023 Taylor & Francis The right of Susan Ko and Olena Zhadko to be identified as authors of this work has been asserted in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988. All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. Library of Congress Cataloging-in-Publication Data A catalog record for this title has been requested ISBN: 978-1-138-35246-9 (hbk) ISBN: 978-1-138-35247-6 (pbk) ISBN: 978-0-429-43475-4 (ebk) DOI: 10.4324/9780429434754 Typeset in Bembo by codeMantra Contents Acknowledgments vii Introduction 1 PART I Faculty Mentoring Models 17 1 Faculty Group and Networking Mentoring 19 2 Faculty Peer Mentoring 28 3 Campus Cultures, Compensation and Incentives, and Related Issues 48 4 Training, Evaluation, Plus Resources, Checklists, and Templates for Setting Up Your Program 57 PART II Student Mentoring Models 69 5 Student Peer Mentoring 71 6 Peer Tutoring as Mentoring 81 7 Career-Oriented Mentoring by Non-faculty and Faculty Mentors 99 vi Contents 8 Special Issues: Modality, Recruitment, Workload, Compensation, and More 112 9 Setting Up a Student Mentoring Program: Training, Evaluating, and Resources 131 Index 151 Acknowledgments We would like to acknowledge the assistance and encouragement of our Routledge editor, Daniel Schwartz. We would also like to thank the many faculty, staff, and students all of whom generously shared their experience, expertise, and journeys with mentoring. Introduction Online education can be a challenging and sometimes bewildering en- vironment for faculty and students alike. When online education was a relatively new phenomenon, faculty and students who had even limited experience teaching and learning online both quickly gravitated toward welcoming the “newbies” (new to online) on board, sharing insights, tips, and strategies in what was a rapidly evolving learning environment for all. In this way, informal mentoring relationships and networks can be said to have long been characteristic of the online experience. During the COVID pandemic, a rapid adoption of emergency remote, i.e. online teaching and learning, upended what had hitherto been a rather steadily evolving and expanding trend in online education and disrupted the more deliberate preparation and training regimens that had developed over the last 20 years or so. What we refer to as “mentoring” is generally thought of as an interper- sonal relationship in which one party provides guidance, direction, mode- ling of behaviors or approaches, information, or encouragement to others. It may even result in a type of apprenticeship or sponsorship to another (or more than one other). The mentee is someone who is typically new to, less expert, or less familiar with an area of knowledge, or a profession, or who seeks to be introduced and inducted into a greater community. Because mentoring often requires high-touch communication, and is grounded in a relationship of trust, it is more traditionally associated with in-person in- teractions and settings rather than the online ones. Nonetheless, before the age of omnipresent electronic and digital communications, when a mentor and a mentee found themselves far apart, mentoring was carried out quite intimately and often successfully through other means of communicating at a distance, including written correspondence. So being able to sustain a mentoring relationship online should perhaps not be viewed in such a startling light. In the educational setting, mentoring relationships are often depicted as consisting of a more senior or veteran member of the community provid- ing guidance to a more junior or neophyte mentee. In faculty-to-faculty DOI: 10.4324/9780429434754-1
The list of books you might like
