NTLT 2013 - Mentoring: from research to realisation

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Mentoring: from research to realisation

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NTLT 2013 - Mentoring: from research to realisation

  1. 1. Mentoring: from research to realisation Teaching and learning conference 2013
  2. 2. Why research mentoring?  Enhance teaching quality and therefore learner success – aligns with the institution’s teaching & learning plan  Build on leadership capabilities of staff  Enhance communication and relationships across the institution  Create collaborative and collegial networks to support the sharing of teaching best practice.
  3. 3. About the research project • 6 step model of engagement • Stage 1: Mentor/mentee selection • Stage 2: Mentoring training • Stage 3: Establish mentoring partnerships • Stage 4: Establish communities of practice • Stage 5: Evaluation • Stage 6: Celebrate success
  4. 4. Mentoring programme V1 • Staff engaged after CAT • Mentors and mentees trained together • COP for mentors driven by mentors • Campus diversity supported • Need for co-ordinator identified
  5. 5. Realisation MentoringprogrammeV2 • Changed our initial model re engaging earlier & at career transition points • Expected norm in their daily work • Train, train, train (pool of mentors ready to go) • Training mentors and mentees separately • Training content changed to skills based practice
  6. 6. • COP for mentors more skills based • Place value on co-ordinators role • Celebrated campus diversity • Rolling out mentoring programme for general staff
  7. 7. Comments from mentors & mentees • “I feel more confident in assessment design and I am introducing more innovative assessment tasks with my students” • “ I have been learning ways to make learning more active, for example, independent learning, student research projects and suiting different learning styles.” • “Having someone different to talk to about what’s going on in my area is so helpful.” • “Good to have someone outside my department or discipline. I could speak more freely.” • “Helped me to integrate into the organisation and help familiarise me with staff and procedures.” • “Not so over-whelmed by the whole situation now, as a new teacher.” • “I applied for a new job and the mentor helped me with this. He encouraged me to go further in my career and I feel that I can now.”

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