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E-Faculty Mentoring Guide

Introduction to the E-Faculty Mentoring Program

 

The e-faculty mentoring program for new e-faculty at Austin Peay State University is designed to provide an institutional and personal commitment to each new e-faculty member as he or she searches for community and participates in the diverse culture of the online university campus.

 

Reflecting the spirit of Austin Peay State University, the program seeks to provide and foster e-dialogue in a relationship where more experienced e-faculty members assist new e-faculty in adjusting to their roles of e-instructor.

 

This effort emphasizes our Austin Peay heritage, which stresses the need for consistent dialogue, an appreciation for living and working in and as a community, and caring for the development of each individual. However, the success of any e-mentoring program will depend, to a large extent, upon the department chair, the e-mentor and the e-mentee all taking on an active role within the acclimation process.

         

Mentoring has been defined as the process in which one person, usually of superior rank and outstanding achievement, guides the development of an entry-level individual, seen as the protégé or the mentee. Additionally, the roles of mentor and mentee are intended to be dynamic and interactive, thereby making the success of the relationship dependent on constructing meaningful dialogues and designing tangible actions. In higher education, new faculty mentoring programs provide the opportunity to share pertinent and valuable information, including resources, assistance and support, and cross-disciplinary collaboration and discussion.

         

While e-mentors cannot guarantee the job satisfaction and happiness of new e-faculty mentees, they can offer support, encouragement and useful information. This, in a few words, is the mission of the new E-Faculty Mentoring Program.

 

Expected positive benefits of the E-Faculty Mentoring Program to the University and to the E-Faculty Mentors

 

          • Satisfaction in assisting in the development of a colleague;

     • Ideas for and feedback about the e-mentor’s own online                 teaching/scholarship;

     • A network of colleagues who have previously participated in the online program;

          • Retention of excellent online e-faculty colleagues;

          • Enhancement of department quality;

 

 

 


 

 

Suggested Qualifications for the Role of E-Faculty Mentor

         

A fundamental requirement to be an e-faculty mentor at APSU is that the e-faculty mentor will have taught online courses one or more semesters. 

Additionally, e-faculty mentors should have:

          • a successful track record in working with online students;

          • a working knowledge of the e-culture of Austin Peay State University, including ideas about APSU’s mission and vision; 

          • a sense of supportiveness coupled with good networking skills;

          • a knowledge of effective e-instructional methods and activities, along with the ability to organize and plan effectively;

          • a sincere desire to build constructive, positive relationships between the mentor/mentee, as well as between the mentee and the institution;

          • the ability to listen and be compassionate;

          • an understanding of accessibility, dedication, and perceptiveness; and

          • balanced views in a given situation as well as a sense of humor.

 

Roles and Responsibilities of E-Faculty Mentors

 

The e-faculty mentor should:

          • make sure that contacts (preferably through face-to-face and online meetings) are maintained on a regular basis, for example, once per week;

          • try to be compassionate, caring, and mindful that these are tough times for new online faculty members;

          • help the mentee make the transition to the University online community;

          • introduce the mentee to the larger academic online community and its e-culture;

          • advise the mentee on how to deal with the pressures and crises of professional life;

          • suggest strategies for effective e-teaching;

          • propose effective ways of interacting with online students and colleagues;

          • read and critique e-research proposals and papers;

          • advise on submission of papers for publication;

          • encourage the submission of papers for presentation at professional conferences; 

          • provide advice on University and college policies;

          • refer the mentee to other mentoring resources when needed;

          • let the mentee and the Program Coordinator know when a relationship needs to be modified, amplified, diminished or terminated; and

          • participate in as many traditional and online program functions as possible.

 

Obligations of the Online Mentee

 

The e-faculty mentee should:

          • attend online and face-to-face meetings/programs during the semester;

          • have his/her mentor observe at least one of his/her online classes and discuss the class;

          • observe at least one of the mentor’s online classes and then discuss the outcome of that observation;

          • meet with mentor face-to-face or online at mutually convenient times (as previously arranged) to discuss institutional expectations and answer questions; and

          • complete evaluation forms as requested.

 

E-Faculty Mentor/Mentee matching process

 

E-Faculty mentors and mentees will be matched by the recommendation of the Department Chair/Director in agreement with the Academic Dean and Dean of Extended and Distance Education. Requests from mentors for specific assignment to a particular mentee will certainly be entertained. The Office of the Provost will have final approval.

 

Program of Activities for E-Faculty Mentors/Mentees

 

An e-workshop will be held for prospective e-faculty mentors and mentees prior to the opening of the academic term. The workshop will define the relationship and the expectations of both parties, and provide an introduction to the University environment. All e-faculty mentors/mentees will be encouraged to participate. Finally, the e-faculty mentor and mentee should meet in a face-to-face or online/telephone meeting on a regular basis (e.g. once per week [see Roles and Responsibilities of E-Faculty mentors]). Each meeting will combine presentations on subjects such as (but not limited to):

          • use of discussion board;

          • constructing an e-learner-centered syllabus;

          • constructing faculty-oriented teaching portfolios;

          • strategies for teaching online classes;

          • the use of online tools to enhance learning;

          • online classroom management;

          • web-based learning strategies;

          • formative evaluations;


 

 

Incentive for Mentors

 

E-Faculty mentors will have $300.00 per semester available for professional development.  E-Faculty mentors must file a letter of intention (form included in Appendix A) with the Office of the Provost when the mentoring process begins. The letter must be filed with this office no later than one week prior to the academic term.

 

Duration of the Mentoring Commitment

 

The length of the e-faculty mentorship set forth in the letter of intent will be one semester. E-Faculty mentors will serve for a maximum of one academic year. Longer terms of service will be at the discretion of the Dean of Extended and Distance Education in concert with the Provost.  E-Mentors will have no more than 3 mentees per term.

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