Faculty Peer Mentoring ProgramUCCA 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 OutcomesoBy 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 practiceoDesign assessment toolso Implement active learning strategieso Integrate scholarship of teaching and learning into teaching practiceo Incorporate technology (enabled learning) into course designoEstablish a personal learning networkoCreate a personal professional development plan with a focus on life-long learningoRecognize professional obligations that adhere to MTCU standards

Objectives of FPMPTo 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

Mentor’s 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

Mentee’s 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• Present at UCCA• Call for Faculty Mentors

August 2015• 18, 19, 20 – CEDP Phase 1• 27 – Training /orientation for 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