Innovative Faculty Peer Mentoring at the University of Maryland University College

1. Innovative Faculty Peer Mentoringat theUniversity of Maryland University College Pamela M. Witcher, Ph.D. Center for Teaching and Learning Office of Academic Affairs November 2, 2004

2. Who We Are • One of 11 degree-granting institutions of the University System of Maryland • Mission: to serve primarily adult and part-time learners

3. Who We Are (continued) • Leader in higher education and distance education for 50+ yrs • More than 87,000 students in FY03 and 2,500 faculty worldwide • More than 160 on-site locations worldwide & online since 1996

4. Who We Serve • Students in Maryland • On the ground & online courses • Collaborating with community colleges • Students in the military worldwide • On the ground & online courses • Beyond Maryland with online courses

5. Faculty have… • Strong academic credentials with extensive professional experience • Experience in classroom but may not in online teaching • Little to no experience teaching in higher education

6. Faculty need... • Orientation and training • Professional development opportunities to build collegiality through faculty development seminars and meetings • Administrative support and other resources

7. But what about your full-time or part-time online faculty?

8. Peer Mentoring Works!

9. Yes, but what IS mentoring?

10. History of mentoring • The Odyssey – classic Greek literature told in 750 B.C. • Odysseus, king of Ithaca • Telemachus, son of King Odysseus • Mentor, friend to the King • Athena, goddess of wisdom

11. The story continues… • Mentor helped Telemachus on his journey • Found the ship • Went on the journey with him • Left him on his own during the journey • Went back to help him, his father, and grandfather reclaim their heritage and find their way home

12. And the point of the story…. • Athena used Mentor to share wisdom at critical times in the story • Mentor was a multi-tasker! • had resources • worked with Telemachus • watched over Telemachus and family

13. Wisdom/mentoring is… • Flexible – travels far and wide • Hardworking – practical and fanciful • Gender-less – both male and female • Timeless – mortal and immortal

14. Mentoring… So what?

15. UMUC Peer Mentoring Program • Started as a Peer Visitor Program in the 1980s, funded by a FIPSE grant • Modified in 2000 to include online mentoring • Updated to its present version in academic year 2001-2002

16. Mentors & Mentees: Who are they? • Mentors: Experienced UMUC faculty in good academic standing • Mentees: Faculty who are either new to UMUC, new to teaching in the classroom, or new to teaching online

17. Mentoring Process • Get mentor recommendation from dept. • Invite mentor to participate via e-mail, include program manual • Roster mentor & mentee into each other’s online/hybrid courses • Introduce mentor and mentee via e-mail

18. Mentors and Mentees... • Discuss syllabus & assignments prior to the start of the semester • Visit the class before, during, and near the end of semester • Submit reports at semester end (w/copies to departments and to faculty’s file)

19. Possible Issues to Consider • Same discipline mentoring • Aim for teaching same course/format • Aim for same discipline, if not same course • Across discipline mentoring • It works too!

20. Good Ideas for Semester Start • Kick-off with meeting or online forum • Review mentor/mentee roles • Discuss expectations for feedback and confidentiality • Address specific issues for online mentoring (e.g., frequency of visits) • Consider any cross-cultural and cross-discipline issues

21. A mentor makes a point…

22. Institutional Benefits • Supports faculty who are new to online teaching and/or the institution • Increase faculty retention and teaching skills • Gives experienced faculty an opportunity to share with colleagues • Supports program chairpersons who supervise faculty

23. Departmental Benefits • Gains insights about the mentee’s teaching performance from mentor • Gains assistance in disseminating institutional policies & teaching practices • Gains more time to handle other matters when adjuncts mentor adjuncts

24. Mentors’ Benefits • Shares with and learns from another colleague • Able to show commitment and service to the institution • Earns recognition from institution

25. Mentees’ Benefits • Shares with and learns from another colleague--same benefit as the mentor! • Experiences the institution’s commitment to teaching quality and excellence • Becomes an active member in the faculty community

26. Setting Up a Peer Mentoring Program • Recruit departments to participate • Determine mentor requirements • Proven teaching excellence • Good communication and listening skills • Creative thinking and problem solving skills • Willingness to share with other faculty

27. Setting Up (continued) • Arrange mentor incentives • Printed/online resources • Opportunities to discuss mentoring issues • Stipends • Recognition in faculty meetings and in faculty records

28. Program Evaluation • Analyze semester report findings from both mentors and mentees • Telephone interviews and online surveys to all program participants in a given academic year • Currently underway for AY03-04 • Student course evaluation result comparisons

29. Possible Program Costs • Books and program manuals • Mentor stipends • Meeting rooms, food, parking, gifts • Year-end recognition awards/certificates • Staff time

30. Limitations to Mentoring • Mentoring does not replace effective faculty supervision • Mentoring requires time and competes with other priorities of teaching, workload, and family • Mentoring is not counseling!

31. For more information, please feel free to ask me: Pamela M. Witcher, Ph.D. Email: pwitcher@umuc.edu Phone: 240-582-2770 www.umuc.edu/facdev

32. Good luck from UMUC’s Peer Mentors!