Academic Technology Mentorship

Academic Technology Mentoring Program

The Academic Technology Mentoring Program consists of concurrent online Learning Circles and peer mentorship in order to share best practices in the use of academic technology to meet pedagogical goals; implement elements of the Guttman model; and increase student abilities to share their work with communities beyond the classroom.

Facilitated by the Academic Technology Area Coordinators, the program is designed to:

  • Provide new faculty with the appropriate learning models and skills to teach in Guttman’s technology-rich learning environment
  • Offer social and informative support for new faculty
  • Strengthen new faculty members engagement with the Guttman Instructional Principles through the use of academic technology
  • Help bridge the gap between the new faculty’s introduction to Guttman’s learning model and actual implementation of teaching practices that deepen the model

Program Description

For the duration of their second year of teaching at Guttman, faculty is paired with a peer mentor experienced in using academic technology effectively. Mentors share how they use ePortfolio and/or Blackboard in their teaching and provide assistance for mentees in implementing aspects of specific academic technologies in their courses. Mentors and mentees meet four times to discuss topics relevant to different aspects of teaching at Guttman, as outlined in the schedule below. Apart from the four scheduled meetings, mentees can ask mentors for information or support throughout the semester. Interactions can take place via in-person meetings, email, telephone, Skype, or web chat.

Academic Technology Mentoring Program Timeline

One or two weeks before the Semester begins
Preliminary Plan & Setup:

  • Introductions and expectations
  • Setting up the course and planned assignments

Week 3
Check-In:
Adjustments to preliminary plans

Week 6
Feedback & Revision:
Mid-semester assessment

Week 11
Preparing for Finals:
Implementing end of semester plans

End of Semester
Reflection & Future Planning:
Discussion of what worked well and what improvements mentees want to implement in the future

Academic Technology mentors provide collegial peer support and do not serve in any supervisory or evaluative role in relation to their mentee. In addition to making a measurable impact on student learning, mentors receive a certificate at the end of the program, which can be placed in their files. This is a prime opportunity for faculty to demonstrate their service through mentorship and improving teaching practices across the institution.

Mentor Learning Circle

Mentors participate in a monthly Mentor Learning Circle where they discuss best practices and common problems encountered in the classroom and focus on particular teaching questions. The learning circle is tasked with creating a shared archive of materials to be disseminated to mentees and the broader college community.

Blackboard Learning Circle

The goal of the Blackboard Learning Circle is to expand familiarity among faculty and develop teaching resources for using Blackboard in line with Guttman’s Instructional Principles.

September

  • Match mentors with mentees.

October

  • First Mentor Learning Circle – an online discussion of how we use Blackboard to enhance transparency and efficiency in our classrooms.
  • Based on our discussion, Academic Technology Area Coordinator(s) develop a best practices document to share with mentors.
  • Mentors check in with mentees, share examples from their own courses and/or resources from the learning circle.

November

  • Second Mentor Learning Circle – an online discussion of using Blackboard to provide feedback on student work.
  • Based on our discussion, Academic Technology Area Coordinator(s) put together some sample assignments from various disciplines.
  • Mentors check in with mentees.

December

  • Third Mentor Learning Circle – an online discussion of how to use Blackboard to enhance peer to peer learning and communication inside and outside the classroom.
  • Based on our discussion, Academic Technology Area Coordinator(s) put together examples and best practices and share these with mentors.
  • Mentors check in with mentees.

ePortfolio Learning Circle

ePortfolios allow students to digitally showcase their work for various audiences, including future employers. Additionally, the platform allows faculty to experiment with teaching and pedagogy in ways that further the Guttman Instructional Principles.

The purpose of the ePortfolio Learning Circle is for faculty to share and develop practices that advance our teaching and help our students develop their ePortfolios in ways that are meaningful to them. Instead of course management or presenting course material, the learning circle focuses on how to use ePortfolio to deepen our teaching and our students’ learning in innovative ways.

September

  • Match mentors with mentees.

October

  • First Mentor Learning Circle – an online discussion of how we help students build up their ePortfolios across their courses at Guttman.
  • Based on our discussion, Academic Technology Area Coordinator(s) develop a best practices document to share with mentors.
  • Mentors check in with mentees, share examples from their own courses and/or resources from the learning circle.

November

  • Second Mentor Learning Circle – an online discussion of using the flexibility of web-based ePortfolios to break out of the term paper format and help students shine.
  • Based on our discussion, Academic Technology Area Coordinator(s) put together some sample projects from various disciplines.
  • Mentors check in with mentees.

December

  • Third Mentor Learning Circle – an online discussion of how to use ePortfolio to enhance peer to peer learning and communication inside and outside the classroom.
  • Based on our discussion, Academic Technology Area Coordinator(s) put together examples and best practices and share these with mentors.

December 

  • Mentors check in with mentees.