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process of grant application and publication”
(Johnston & McCormack, 1997, p. 262). There-
fore, it is important to organize the set of ideas that
form the basis for mentoring. The underpinning of
mentoring is succinctly described by Ponce, Wil-
liams and Allen (2005): “Mentoring models derive
from a collectivistic philosophy that emphasizes
wider arrays of interpersonal contact between
more- and less-expert individuals, greater shar-
ing of resources, heightened advocacy, and more
frequent use of formative feedback that generally
centers on both instrumental goal-oriented career
support and psychosocial nurturance” (p. 1160).
Below, we describe a theoretical framework that
integrates some viewpoints concerning faculty
with mentoring program models and resources:
core attributes of this new formative role to
be developed at university level:
a. “Being supportive, intelligent, knowl-
edgeable, and ethical”.
b. “Teaching, sponsoring, encouraging,
counselling and befriending”.
(2) Mentoring processes . Assigning a veteran
faculty mentor does little to remedy the situ-
ation of distress of first-year academic staff
if the mentoring approach is to give hand-
outs, transparency masters or videotapes
as a means of inducting novice instructors
about how to teach. By contrast, authors
have concluded that the 'mentoring practice
has shifted from a product-oriented model,
characterized by transfer of knowledge, to
a process-oriented relationship involving
knowledge acquisition, application, and
critical reflection. The hierarchical transfer
of knowledge and information from an older,
more experienced person to a younger, less
experienced person is no longer the prevail-
ing mentoring paradigm.' (Zachary, 2002,
p. 28). Mentors are expected to be models
who develop and show unwritten principles
and practicalities of the university culture
to novice faculty members who have taken
on the challenge of helping students learn.
For example, Haynes and Petrosko's (2009)
social learning theory provides a framework
for mentoring, because the strategy involves
“modeling, vicarious reinforcement and ob-
servation” (p. 42). Mentoring carried out by
an experienced faculty mentor might support
a group of faculty members doing a reflective
and critical thinking and developing their
teaching practice not only for emotional but
also professional development. Mentoring
consists in the provision of guidance and
nurturing; as such, it is a process of socializa-
tion into the profession coming from peers
as well as senior organizational members:
“Mentoring circles typically involve one
mentor working with a group of mentees
(1) Telementoring relationships . In defining
e-mentoring as a professional development
strategy based on the internet, Bierema and
Merriam (2002) stated its scope as 'computer
mediated, mutually beneficial relationship
between a mentor and a protégé which
provides learning, advising, encouraging,
promoting, and modelling, that is often
boundary-less, egalitarian, and qualita-
tively different than traditional face-to-face
mentoring' (p. 214). This definition has
two elements that distinguish e-mentoring
from traditional mentoring; the boundary-
less configuration of e-mentoring (e.g., no
time, geography and culture limits) and
the egalitarian quality of staff induction
(e.g., protégés deserve equal rights and op-
portunities as mentors). We established the
character of e-mentoring as occurring in a
virtual and formalized program environ-
ment where training and coaching is made
available for mentors and protégés and out-
comes are evaluated. Findings from Calkins
and Kelley's (2005, pp. 261-2) analysis of
personality characteristics for a mentor also
contributed to a catalogue of the qualities and
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