FACULTY OF EDUCATION

EDUC5501G: Directed Studies

Title: Faculty Mentorship in Higher Education
Course outline for Fall, 2014
1. Student Information
Student Name

Phone

Virginia Harwood
100116826

H: 905-983-6011
B: 905-721-2000
ext. 2540

Email
virginia.harwood@durhamcollege.ca

2. Instructor Information
Instructor Name

Office

Phone

Email

Dr. Diana Petrarca

Rm. 522
905-721-8668
diana.petrarca@uoit.ca
(downtown campus) ext. 2839

3. Course Description
The self-directed course is to explore the concept of mentorship and mentoring
for the purpose of faculty development in the realm of higher education in
Ontario, particularly in the Ontario community college system. The intent of the
course is to study the principles and elements of mentorship and mentoring on a
faculty level in higher education. Topics will include, but are not limited to,
perspectives of mentoring, outcomes of mentoring, exploration of the structure of
mentoring programs, an examination of the critical considerations for design and
implementation of mentoring programs in higher education. Full details of the
themes of this course are noted in section 6 of the course outline.

EDUC 5501G Directed Studies Fall 2014 Petrarca/Harwood

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4. Learning Outcomes
On the successful completion of the course, the student will be able to:
1. Reflect upon potential needs, challenges and opportunities that present at an
Ontario community college for the implementation and operation of a faculty
mentoring program.
2. Locate, analyze and synthesize the purposes, characteristics, elements, and
challenges of faculty mentoring programs presented in scholarly literature.
3. Develop a conceptual framework of best practices and elements for a faculty
mentoring program that could serve an Ontario community college.
4. Explore and apply research methods and mentorship literature to the
development of a survey tool for program development purposes.

5. Course Design
This course is designed as a self-directed learning course. The student and
supervisor will have multiple opportunities for one-to-one conversations, by
phone, Adobe Connect, e-mail communication, face-to-face, scheduled at
mutually convenient times, to discuss, inter alia, progress, course readings,
learning, questions, and direction. During the course, the student will also
connect with a critical friend to discuss and share findings related to the topic of
faculty mentorship.

6. Outline of Topics in the Course

This self-directed course is designed for the student to explore the topic of
mentorship and mentoring for the purpose of faculty development in the realm of
higher education in Ontario.
An overview of the themes and related topics for this course are noted below.

EDUC 5501G Directed Studies Fall 2014 Petrarca/Harwood

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Theme/Topic Outline:
Weeks
1-2

Theme
What is mentorship?

What are the

outcomes/goals of
mentorship in higher
education?

How are mentoring

programs structured in
higher education?

4-6

Topics
Historical perspective
Contemporary definition
Conceptual definitions
Mentoring phenomenon
Reflect on personal
experiences with mentoring

7-8

What are key considerations

and challenges of mentoring
programs?

EDUC 5501G Directed Studies Fall 2014 Petrarca/Harwood

Institutions of higher
education
Mentors
Mentees
Formal
Informal
Traditional
o Dyads
21st Century Paradigms
o Relational
Networks
Constellations
o Distributed
Communities of
Practice
Faculty
Learning
Communities
o E-mentoring
o Technology enhanced
mentoring
Mentoring Relationships
o Pairing
o Community
Diversity
Gender
Institutional policies
Institutional supports
Other
considerations/challenges

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Weeks
9-11

Theme
Mentoring program design

12

Summary and course

debrief

Topics
Conceptual frameworks
Implementation
considerations
Program evaluation

Final meeting with critical

friend and supervisor to
debrief

7. Reading List
This reading list presents preliminary readings for the course. The student will be using
the UOIT Library and databases to search peer reviewed journals, reports, and theses
for relevant research related to mentorship and faculty development in higher education.

APA 6 (2010). Publication manual of the american psychological association, (6th ed.).
Washington, DC: American Psychological Association.
Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education, (7th ed.).
New York: Routledge.
Darwin, A., Palmer, E. (2009). Mentoring circles in higher education. Higher Education
Research & Development, 28(2), 125-136. doi:10.1080/07294360902725017
Ehrich, L. C., Hansford, B., & Tennent, L. (2004). Formal mentoring programs in
education and other professions: A review of the literature. Education
Administration Quarterly, 40(4) 518-540. doi: 10.1177/0013161X04267118

EDUC 5501G Directed Studies Fall 2014 Petrarca/Harwood

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Hopkins R.A., Grigoriu, E. (2005). Mentoring community college faculty and staff:
Balancing contradictions of informal program components and formal program
structure. Community College Review, 32(4), 40-59. Retrieved from
http://journals1.scholarsportal.info.uproxy.library.dcuoit.ca/pdf/00915521/v32i0004/40_mccfaspcafps.xml
Huizing, R. L. (2012). Mentoring together: A literature review of group mentoring.
Mentoring & Tutoring: Partnership in Learning, 20(1), 27-55.
doi: 10.1080/13611267.2012.645599
Lumpkin, A. (2011). A model for mentoring university faculty. The Educational Forum,
75, 357-368. Retrieved from: http://journals1.scholarsportal.info.uproxy.library.dcuoit.ca/details/00131725/v75i0004/357_amfmuf.xml
Marcellino, P. A. (2011). Fostering sustainability: A case study of a pilot mentoring
program at a private university. Mentoring & Tutoring: Partnership in Learning
19(4), 441-464. doi: 10.1080/13611267.2011.622079
Mullen C. A., Hutinger J. L. (2008). At the tipping point? Role of formal faculty
mentoring in changing university research cultures. Journal of In-Service Education,
34(2), 181-204. doi: 10.1080/13674580801951012
Schrodt, P., Cawyer, C. S. & Sander, R., (2012). An examination of academic
mentoring behaviours and new faculty members satisfaction with socialization and
tenure and promotion processes. Communication Education, 52(1), 17-29.
doi: 10.1080/03634520302461
Single P. B., Single, R. M. (2005). E-mentoring for social equity: Review of research to
inform program development. Mentoring and Tutoring, 13(2) 301-320.

EDUC 5501G Directed Studies Fall 2014 Petrarca/Harwood

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doi: 10.1080/13611260500107481
van Emmerik, I. J. H. (2004). The more you can get the better: Mentoring
constellations and intrinsic career success. Career Development International,
9(6/7), 578-594. doi: 10.1108/13620430410559160
Wasburn M. H., LaLopa, J. M. (2003). Mentoring faculty for success:
Recommendations Based on Evaluations of a Program. Planning and Changing,
34(3 & 4), 250-264. Retrieved from: Retrieved from
http://planningandchanging.illinoisstate.edu/

8. Evaluation Method
Assignment

Learning
Outcome(s)
Addressed
1, 4, 6

Value

Due Date

15%

September 29, 2014

Annotated
bibliography

1, 2, 4, 5, 6

40%

October 27, 2014

Survey tool

1, 2, 3, 4, 5, 6

20%

November 10, 2014

Conceptual
framework

1, 2, 3, 4, 6

25%

November 17, 2014

Reflection paper

Reflection Paper:
This 1000-1500 word paper will provide the student with an opportunity to complete an
initial reflection on the topic in the context of her own academic institution and
experience. This reflection paper serves to position the student to embark upon
scholarly inquiry on the topic of faculty mentorship/mentoring.
In this paper, the student will reflect on what she considers to be the key benefits,
opportunities, and challenges associated with a faculty mentorship program. The
student will need to provide a brief overview of the context; identify opportunities and
one or two challenges that present with faculty mentorship programs in the Ontario
college system.

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Annotated Bibliography:
This assignment provides the student with the opportunity to participate in scholarly
inquiry of the literature regarding faculty mentorship/mentoring and mentoring programs
in accordance with the themes and topics identified in this course. In doing so, the
student will prepare an annotated bibliography, in APA format, and provide it in a format
to be shared with other UOIT graduate students. The number of entries will be
discussed and confirmed in consultation with the academic supervisor.
Conceptual Framework:
The student will design, based upon: her reflection paper, scholarly inquiry over the
course, a conceptual framework which will include, inter alia, best practices and
elements of a faculty mentoring program.
The intent of this assignment is that the conceptual framework could eventually be
utilized as a component in the writing of a briefing note or business case for the
development of a faculty mentoring program.
Survey Tool:
The student will design a survey tool based upon her exploration and application of
research methods and mentorship literature that could serve as a basis for the
development of a faculty mentoring program at an Ontario community college.
9. Evaluation Criteria in Accordance with the UOIT Graduate Calendar 2014-2015

Retrieved from: https://shared.uoit.ca/shared/faculty/grad/assets/Publications/GraduateCalendar/UOIT_GraduateCalendar_2014_2015.pdf

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