Faculty Peer Mentoring Program in Higher Education - Overview and Objectives

Faculty Peer Mentoring Program UCCA PRESENTATION

Background and Context Winter 2014 Six Western Region Colleges began CEDP Renewal Plan & Implementation Project Vision Statement: Advancing student learning by inspiring college educators to delivery quality teaching CEDP Steering Committee Directors, Centre for Teaching & Learning (Lambton, St. Clair, Conestoga, Fanshawe, Mohawk, Niagara) CEDP Planning Committee Representatives: CEDP Facilitators/Faculty from 6 western region colleges New curriculum highlights: 6 online modules, teaching mentors, CEDP Reads, teaching philosophy, ePortfolios and reflective practice, lesson planning

CEDP Learning Outcomes oBy the end of Phase 3 of the program, participants will be able to: oDevelop curricula that aligns with intentional learning outcomes, assessment practices and teaching and learning practice oDesign assessment tools oImplement active learning strategies oIntegrate scholarship of teaching and learning into teaching practice oIncorporate technology (enabled learning) into course design oEstablish a personal learning network oCreate a personal professional development plan with a focus on life-long learning oRecognize professional obligations that adhere to MTCU standards

Objectives of FPMP To provide new full-time teaching faculty with opportunity to learn through formal interactions with a peer mentor To assist mentee with achieving the learning outcomes of CEDP To create a productive and professional interaction with an experienced peer in teaching practice

Principles of Faculty Peer Mentoring Program Cross-disciplinary approach to encourage community of teaching practice Focus on general teaching and learning principles Opportunity to develop positive peer partnerships Professional development opportunity for mentors Confidential relationship between Mentor and Mentee with a confidentiality agreement

Mentor Selection Criteria 2-3 years teaching experience, knowledge, skill Willingness to share teaching practice philosophy Ability to coach and provide suggestions to mentee Develop a trusted working relationship to help build mentee s self confidence Communication and active listening skills Interest in professional development and personal growth Participation is a voluntary activity

Mentors Role Attend a 3 hour Faculty Peer Mentor training session August, 2015 Attend Faculty Peer Mentoring Program Kick-off meeting September, 2015 Weekly meetings with mentees Answer Mentee s questions relating to teaching within the College, the program and/or courses Refer questions and/or concerns to the Learning & Development Consultant that are out of scope for the Faculty Peer Mentoring Program Create opportunities for Mentee to meet other faculty and colleagues to build a community of teaching practice

Mentees Role Attend CEDP Phase 1 Attend Faculty Peer Mentoring Kick-off meeting Attend weekly meetings with Mentor, as mutually agreed upon

Process Faculty Peer Mentoring Program co-ordinated by Centre for Teaching and Learning as part of the CEDP program Learning & Development Consultant, Leslie Marshall, is the Faculty Peer Mentoring Program Co- ordinator on behalf of the College Application Process for volunteer Faculty Mentors Established Selection Criteria for Faculty Mentors Selection of Faculty Mentors, using established selection criteria. made in consultation with Associate Deans Faculty Mentors will attend a mandatory 3 hour orientation/training session, late August, facilitated by Learning & Development Consultant Mentor/Mentee Ration = 1 Mentor to 3 Mentees Mentoring Program will run during Fall and Winter Semester

Staffing Mentees will be assigned 1 hour Complimentary on SWF for Fall/Winter semesters Mentors will be assigned 1 hour Complimentary per Mentee on SWF to a maximum of 3 hours Fall/Winter semesters Associate Deans, in consultation with the Learning & Development Consultant, may not approve the application based on: SWF implications that may result in excessive overtime or may result in overtime beyond 47 hours Participation will not result in unnecessary course release and/or need to re-assign a course

Accountability New FT Faculty hires are required to participate in the CEDP New FT Faculty participation in FPMP is a key component of CEDP s first year curriculum Mentoring by FT faculty is on a volunteer basis CEDP Faculty Peer Mentoring Program does not influence or impact the College s Development & Performance Management process Mentee participating in FPMP does not influence or impact the faculty s probationary period

Consultation Process CEDP Strategic Planning Session CEDP Planning Team develop curriculum and map to learning outcomes Mohawk CTL research on best practices and mentoring principles Mohawk Advisory Working Group: 3 ADs, 3 Faculty, 3 CTL team members Consultation with Associate Deans Presentation to VPA and Deans Consultation with HR Presentation to UCCA

Proposed Timelines June 2015 August 2015 Present at UCCA Call for Faculty Mentors 18, 19, 20 CEDP Phase 1 27 Training /orientation for Faculty Mentors September 2015 July 2015 Faculty Mentoring Program Participant Kick- off Selection of Faculty Mentors

Summary of Goals To create and enable a dynamic learning community for full-time faculty To build and establish a community of teaching practice at Mohawk To engage new faculty in a network of teaching with their peers To establish a reciprocal learning relationship To focus on continuous improvement in teaching and learning To foster a strong, supportive relationship between Faculty and CTL with supporting initiatives