Moving Mentoring to Collegial Relationships : A Lead Manager's Approach PROCEEDINGS
Lisa Thomas, Francisco Brizuela, Graceland University, United States
World Conference on Educational Multimedia, Hypermedia and Telecommunications, in Toronto, Canada ISBN 978-1-880094-81-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Moving a new faculty member to be acculturated into the philosophy of the online learning environment, it is imperative to scaffold ideas while developing best practice expected by the university. Furthermore, if a program wants to ensure academic rigor, teacher quality and longevity, mentoring should include an induction phase to last far beyond the initial stage of teaching. It is of high importance to enhance a learning community through a mentoring program that reaches far beyond the walls of the initial introduction to an academic online program. Three perspectives, (mentor, full-time faculty and faculty associate) will be shared as the systematic approach of moving faculty from novice online teachers to professional educators. Specific issues that arise in a face-to-face mentoring process will be compared with faculty at a distance. In addition, specific insight into the process of retention and facilitation of faculty associates rather than full time faculty.
Thomas, L. & Brizuela, F. (2010). Moving Mentoring to Collegial Relationships : A Lead Manager's Approach. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2010 (pp. 2285-2290). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
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