DE Oracle @ UMUC

Want to Make a Difference at UMUC? Try Peer Mentoring!

Pamela Witcher

Collegiate Associate Professor and Director, Faculty Development Programs

Center for Teaching and Learning

Published: May-June 2004

Category: » Fac-resources » Faculty-support

When I came to UMUC 10 years ago as an adjunct faculty member, I was confident that I knew my subject matter (psychology) and that I could be effective in the classroom based upon my previous teaching and training experiences.  Yet, I confess that I didn't really feel connected to the university or other colleagues at that time since my course only met at Andrews Air Force Base on Saturdays.  My students came from diverse backgrounds, and had differing needs and levels of ability that tested my creativity as an instructor.  When I began teaching online 4 years later, the teaching challenges were exacerbated because now many of my students were in locations all over the world.  To say my teaching experience became a bit more demanding while juggling my other work and family responsibilities would be an understatement.  Does this experience sound familiar? 

So how can UMUC help its new faculty -- and those new to teaching online -- feel more connected to the university, to each other, and to resources that will help them teach more effectively?  One answer is CTL's Peer Mentoring Program -- a program that draws together two professionals in the spirit of constructive dialogue.  This dialogue includes an exchange of ideas about good teaching styles, strategies, and general teaching philosophies. It can also orient subject-area experts to UMUC's policies and practices as they relate to teaching students worldwide.

CTL Mentors and Mentees -- Who are they?

Mentors are experienced UMUC faculty members located worldwide who possess great teaching skills as well as the ability to interact effectively and supportively with peers.  Mentors help mentees become acclimated to the university, the specific mode of teaching (online or face-to-face classrooms), and to develop and/or refine their own teaching skills.  Mentors, therefore, receive not only the benefit of making a positive contribution to someone's life and professional career but also of expanding their own perspectives and experiences in working with new colleagues.  This benefit in turn can translate into additional weight toward promotion and consideration if nominated for a teaching award.

UMUC academic directors, program chairs, and deans nominate potential mentors each semester for each mentee.  All mentors are carefully selected for their teaching competency and their ability to interact effectively and supportively with peers. CTL staff offer these potential mentors the opportunity to serve during the semester.  The mentors receive program resources and directions in the standard operating procedures of the program, if they accept the mentoring assignment.  Mentors are usually scheduled for one mentoring partnership per semester; however, if the mentor is available and interested, he or she may be assigned to additional mentees at the same time. 

Mentees are faculty members who are new to teaching online or UMUC. Mentees are experienced faculty who bring expertise and life experience to share with their students. They do the same in their relationship with a mentor. Mentees not only learn from their mentors but also share their expertise and life experience with their mentors.

Successful mentees are actively responsible for their own career development at UMUC. This means that mentees can initiate discussions and contribute to the mentoring process with constructive feedback to the mentor and the CTL staff. 

The CTL Peer Mentoring Program -- How does it work?

At the start of each semester, a kick-off meeting occurs in Adelphi that provides local mentors and mentees a chance to come to Adelphi and learn more about the program and to ask questions.  The information is also made available online to mentors and mentees who are unable to participate in the kick-off meeting.

Mentors and mentees are rostered into each other's online classrooms and are encouraged to review and discuss their courses and teaching experiences throughout the semester.  These discussions can be online, by telephone, or in person.  Mentees are also encouraged to complete a self-assessment about their own teaching styles, perspectives, and past learning and teaching experiences.  This self-assessment can be shared with the mentor for further discussion and feedback. 

It should be noted that mentees who teach in a face-to-face classroom will also be encouraged to visit their mentor's class early in the semester.  This opportunity is encouraged since the mentor will visit the mentee's class by the 6^th week of the semester.  Mentors are asked to observe the mentee and to provide further feedback and support.

At the end of the semester, mentors and mentees are asked to complete and submit a summary report to each other and to CTL.  Each report serves as feedback about the mentoring assignment and is shared with the academic administrators.  Mentors are also given a stipend for their services upon receipt of the report.  This mentoring assignment is also noted in the university's faculty database as service to the university for mentors and as professional development for mentees.

The CTL Peer Mentoring Program -- What is its future?

In 2004-2005, the CTL Peer Mentoring Program will expand to provide support to faculty in Asia and Europe.  Currently, CTL and area administrators are in discussion in order to tailor the program to meet the needs and circumstances of their faculty. 

Another project that will be conducted in 2004-2005 will be a program evaluation with the assistance of UMUC's Institute for Research and Assessment in Higher Education.  This study will evaluate the effectiveness of the program and determine what elements, if any, can be added to increase the overall satisfaction of faculty members and academic administrators participating in the program. 

This Peer Mentoring Program has worked well because of the outstanding caliber of our faculty and their willingness to explore multiple approaches to teaching and learning.  If you wish to join our efforts or have suggestions for how to provide more support to our new faculty, please let us know at ctla@info.umuc.edu or at 301-985-7770.