Mentoring Within a Community of Practice for Faculty Development: Adding Value to a CTL Role

Calderwood, Patricia E.; Klaf, Suzanna

doi:10.1002/tia2.20022

Cited by 4 publications

(5 citation statements)

References 25 publications

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“…While the importance of mentoring and collaborative peer communities for educational reform in higher education is well documented (Lindholm 2003; Zellers et al . 2008), these initiatives typically occur within individual academic centers and departments (eg Calderwood and Klaf 2015). To address this need, the FMN model of the Quantitative Undergraduate Biology Education and Synthesis (QUBES) project creates distributed communities of educators by providing online professional development in quantitative teaching strategies and classroom resource implementation (eg Bonner et al .…”

Section: Opportunities To Improve and Expand Macrosystems Trainingmentioning

confidence: 99%

Training macrosystems scientists requires both interpersonal and technical skills

Farrell

Weathers

Sparks

et al. 2021

Frontiers in Ecol & Environ

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Macrosystems science strives to integrate patterns and processes that span regional to continental scales. The scope of such research often necessitates the involvement of large interdisciplinary and/or multi‐institutional teams composed of scientists across a range of career stages, a diversity that requires researchers to hone both technical and interpersonal skills. We surveyed participants in macrosystems projects funded by the US National Science Foundation to assess the perceived importance of different skills needed in their research, as well as the types of training they received. Survey results revealed a mismatch between the skills participants perceive as important and the training they received, particularly for interpersonal and management skills. We highlight lessons learned from macrosystems training case studies, explore avenues for further improvement of undergraduate and graduate education, and discuss other training opportunities for macrosystems scientists. Given the trend toward interdisciplinary research beyond the macrosystems community, these insights are broadly applicable for scientists involved in diverse, collaborative projects.

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Section: Opportunities To Improve and Expand Macrosystems Trainingmentioning

confidence: 99%

Training macrosystems scientists requires both interpersonal and technical skills

Farrell

Weathers

Sparks

et al. 2021

Frontiers in Ecol & Environ

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“…Faculty educational development encompasses a wide range of activities, including formalized/structured programs, informal discussions with colleagues and experimentation with alternative teaching approaches, as well as peer consultation and observation (Kenny et al, 2017). Increasingly, mentoring is being seen as an important collaborative professional development strategy fostering the exchange of ideas, resources and the development of collegial relationships built on common interests and the mutual desire for intellectual stimulation and growth (Boyer, 1990;Carter and Brockerhoff-MacDonald, 2011;Calderwood and Klaf, 2015;Kenny et al, 2017). Faculty mentoring has also been associated with several behavioral, attitudinal and career benefits, including increased motivation, collaboration, colleagueship, resilience and leadership development (Golbeck, 2017;Janssen et al, 2016;Lewis and Olshansky, 2016).…”

Section: Mentoring and Professional Development In Teachingmentioning

confidence: 99%

Mentoring and professional identity formation for teaching stream faculty

Simmonds

Dicks

2018

IJMCE

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Purpose Peer-to-peer (P2P) mentorship has been identified as an important component of professional identity formation in higher education (HE). This may be especially true for education-focused or teaching stream (TS) faculty to thrive in times of changing organizational structures and work environments. The purpose of this paper is to present a critical reflection on the experiences in a faculty P2P mentoring for teaching program and considers the ways in which such programs can influence professional identity formation among TS academics. Design/methodology/approach In this paper, a matched faculty mentorship pair from Nursing and Chemistry disciplines uses critical reflection as a process of inquiry to interpret their experiences of building and sustaining an effective mentoring relationship as part of the P2P program, and to consider implications for professional identity formation and the Scholarship of Teaching and Learning. Findings Through the P2P program, the authors discovered that establishment of clear goals, a commitment to teaching and mentoring processes, and a mutual desire to build a relationship based on authenticity and reciprocity resulted in positive short- and long-term impacts on instructional practices. Professional identity was strengthened through intentional engagement and the opportunity to connect with like-minded peers, contributing to a renewed sense of confidence and commitment. Originality/value Interest in examining professional identity formation in HE has been growing over the past decade. This paper is novel in the critical reflection on a structured peer mentorship initiative through the lens of professional identity formation, with implications for planning and executing mentoring programs for TS faculty.

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“…41, No. 2 • Fall 2022 Keywords: peer mentorship, community of practice, faculty mentoring for teaching, pedagogical practices, mentorship triad, higher education A long history of formal and informal faculty mentoring across institutions of higher education points to the positive association between faculty mentoring and culture building, increased motivation, relationship building and strengthening, professional development, and more (Boyle & Boice, 1998;Calderwood & Klaf, 2015;Golbeck, 2017;Janssen et al, 2015;Kenny et al, 2017;Lewis & Olshansky, 2016;Zachary, 2006). The scholarship of teaching and learning (SoTL) literature has further outlined the benefits that faculty mentorship holds for employers within higher education, including faculty retention, professional development, and promotion and advancement (Benson et al, 2002;Fountain & Newcomer, 2016;Gardiner et al, 2007;Gwyn, 2011;Lumpkin, 2011;Steele et al, 2013;Thurston et al, 2009;Wasserstein et al, 2007).…”

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confidence: 99%

Reflections on pedagogical practice and development through multidisciplinary triadic peer mentorship

Charles

Moon

Dicks

2022

To Improve the Academy: A Journal of Educational Development

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This article presents a critical reflection on the experiences of three university instructors (two teaching stream and one tenure stream) within a 6-month peer-to-peer mentoring for teaching community of practice (P2P CoP). As part of the P2P CoP, the authors (who were previously unknown to one another) formed a “teaching triad” at a tri-campus, research-intensive Canadian university. They regularly met in person for 1 hour on a weekly basis throughout the Winter 2019 semester to discuss teaching-related matters, undertook classroom visits to observe one another teach, and participated in pedagogical workshops with other P2P CoP members. In this article, the authors specifically reflect on (a) the opportunities presented for reciprocity within their triadic mentorship structure; (b) the value their different scholarly fields offered them in pursuit of professional development and open exchange; and (c) the broadened knowledge base of pedagogical techniques their multidisciplinarity afforded them throughout the P2P CoP. They interpret their experiences of building relationships to offer insights into the unique and transformative advantages of teaching triad mentorship models. These include faculty peer mentoring and professional development opportunities that are not merely formalized but institutionally supported and related benefits for other institutions of higher education.

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Mentoring Within a Community of Practice for Faculty Development: Adding Value to a CTL Role

Cited by 4 publications

References 25 publications

Training macrosystems scientists requires both interpersonal and technical skills

Training macrosystems scientists requires both interpersonal and technical skills

Mentoring and professional identity formation for teaching stream faculty

Reflections on pedagogical practice and development through multidisciplinary triadic peer mentorship

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