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 Distance Education & Lifelong Learning November 15, 2003

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

3. Who We Are (continued) • Worldwide leader in higher education and distance education for 50+ yrs • More than 82,000 students and 2,300 faculty worldwide • More than 160 on-site locations worldwide

4. Curriculum Delivery Formats • Face-to-face • Distance delivery • Online • Interactive Video Network (IVN) • Interactive Televideo (ITV)

5. 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

6. Our students require…. • Quality instruction & dedicated faculty who are: • Committed to students and responsive to their needs and skill levels • Knowledgeable about UMUC policies and practices

7. Our faculty… • All have strong academic credentials with extensive professional experience • Some have experience in classroom but not in online teaching • Others are new to teaching in higher education

8. Meeting faculty needs.. • Provide resources, including: • Training • Professional development opportunities • Administrative support • Collegiality in faculty development seminars and meetings

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

10. Peer Mentoring Works!

11. Institutional Benefits • Peer mentoring supports: • New faculty who are new to teaching in the online environment • Current faculty who have experience and expertise to share • Program directors/department chairpersons

12. Institutional Benefits—Part 2 • Helps retain faculty • Easy way to incorporate pedagogy and changing technology into effective teaching

13. Peer mentoring promotes excellence in teaching!

14. 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

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

16. Mentoring Process • Get recommendation for the mentor • 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

17. Mentoring Process (cont’d) • 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)

18. Good ideas for semester start • Kick-off with meeting or online forum • Review mentor/mentee roles • Expectations within the program for feedback and confidentiality • Issues for online mentoring assignments • Cross-cultural and cross-discipline issues

19. Program evaluation • Analyze semester report findings • Formal follow-up interview with mentee after mentoring assignments

20. 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!

21. Faculty Benefits • Department view-- • Mentee has additional insight on teaching and the institution from a qualified peer • Department has additional insights about the mentee’s performance from mentor • More time to handle other matters when adjuncts mentor adjuncts

22. Benefits to mentoring (cont’d) • Mentor view-- • Mentor has an opportunity to share with and learn from another colleague • Mentor gives service back to the institution in helping develop and retain good faculty • Mentor earns recognition from institution

23. Benefits to mentoring (cont’d) • Mentee view-- • Mentee has an opportunity to share with and learn from another colleague • Mentee experiences the institutional commitment to teaching quality and excellence • Mentee is introduced to faculty community

24. Limitations to mentoring • Mentoring does not replace effective faculty supervision • Competing priorities of teaching, workload, and family may affect mentoring outcomes • Mentoring is not counseling!

25. Expected program costs • Books and program manuals • Mentor stipends • Meeting rooms, food, parking, gifts • Year-end recognition awards/certificates • Staff

26. And now a few words from those who know our program….

27. For more information, please feel free to ask me: Pamela M. Witcher, Ph.D. Pwitcher@umuc.edu 301-985-7770 (phone) 301-985-7845 (fax) www.umuc.edu/facdev

28. Good luck from some of UMUC’s Peer Mentors!