Transcript Slide 1

Best Practices in Online Education:
Faculty Mentoring Models
William M. Barkley, Ph.D.
Program Director, Human Services
School of Social Work and Human Services
College of Social and Behavioral Sciences
Alice Walters
Ph.D. Student in Human Services
School of Social Work and Human Services
College of Social and Behavioral Sciences
Housekeeping
• Muting
• Questions:
Type into Question box
• Tech trouble?
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• Recording & Handout available later
Introductions
William Barkley, Ph.D.
Program Director
For Walden’s BS, MS,
and Ph.D. programs in
Human Services
Alice Walters
Ph.D. Student in
Human Services
Peer Mentor
Academic Skills Center
Agenda
• What do we know about mentoring?
• Study:
“Mentoring In Online Doctoral Education”
What can students tell us?
• What specific strategies can we use to effectively
mentor?
• Practice
• More . . .
Mentoring: What do we know?
What is mentoring?
Intentional efforts of a more
advanced colleague to
support, guide, assist, and
model professional development for a more novice
associate (Crespi & Rueckert, 2002, p. 114).
Mentoring: Why mentoring?
• 50% attrition for Ph.Ds. nationally, brick &
mortar, online (Sowell, 2008).
• Mentoring increases student success (Bloom,
Cuevas, Hall, & Evans, 2007).
• Online mentoring has potential to address
student engagement, retention, isolation, and
helping students navigate the program process.
• Mentors assist in professional development.
• Meeting accreditation standards.
The Face of Online Education
Online enrollments are
increasing and more likely to
be non-traditional students
across the U.S. and at
Walden (Allen & Seaman,
2011; U.S. Department of
Education, 2011).
Walden Core Value: “Walden University believes that all adult
learners should have innovative educational access, especially
those who are without opportunity in other venues” (Walden
University, 2013, University Values section, para. 4 ).
Mentoring & Theory
What theories aid mentoring in all online capacities
with students?
• Vygotsky (1978): Collaboration with peers, a
knowledgeable other, and scaffolded tasks.
• Knowles, Holton III, & Swanson (2005): Learning that is
relevant, self-directed, and integrates life experience
• Wegner (1998 ): Engagement, imagination, and
application in educational communities.
Poll: Mentoring Experience
I am . . .
 New to mentoring
 Developing mentoring skills
 Experienced at mentoring
Context for Mentoring Study
In Winter 2011, Ph.D. Human Services and Ph.D.
Counselor Education & Supervision students were invited
to participate in a pilot mentoring forum.
The mentoring forum objectives were:
• To improve writing and communication skills
• To increase student engagement
• To encourage professional development and
collaboration through research, publishing,
teaching, and presenting
• To meet CACREP standards for advising in CES, HLC
suggestions for advising/faculty engagement in CES
and Human Services, and achieve goals related to
retention and student satisfaction
Mentoring & CES/HS Data
Mentoring Strategies
Given limited time & resources:
What are some strategies
to mentor online students?
Mentoring Takes Place In:
• Dissertation Supervision
(Chair, Committee membership)
• Research Forums
• Residencies
• Online Courses
Poll: Choose all that apply to your
context in mentoring students
• Dissertation Supervision
• Research Forums
• Residencies
• Online Courses
Mentoring Study:
“Mentoring in Online Doctoral Education”
Principal Investigator William M. Barkley, Ph.D.
Co-Principal Investigators
Alice Walters, Tina Jaeckle, Ph.D.
Student Research Assistants: Lisa Forbes,
Khaleelah Giles, Irena Glover,
Cassandra McDonald, Claudia Schenk
• Based on a gap in the research on
student perceptions.
• 4 quarters of faculty mentor &
student posts in a pilot mentoring
forum - recently expended by 6 more sections
Mentoring: & Mentees
What do
Mentees
mentees want??
Mentoring & Our Study data
• The study described “mentoring in action”
It’s was not a survey about
mentoring – it was a reflection of mentoring in
action.
• The study didn’t ask
people what they wanted.
It described what they got.
Student Questions
• I am interested in employment as a college
instructor. What are areas that I can currently be
working on to build up my skills and knowledge?
• I have noticed while doing research on parental
substance abuse there are a lot of articles. My
question is what are the specific criteria we should
be looking for to make this distinction?
• When should I look for a dissertation committee?
Mentoring: Study Preliminary Affinity Coding
Mentoring Data Frequency
This is what
mentees
wanted
to talk
about!
We know what students
want. Next, how can faculty
assist with that?
Category
Residency
Student Interactions
Faculty Feedback
Peer Feedback
Resources
Course Questions
Literature review
Dissertation Topics
Research Design
Balance
Conference Calls
Premise & Prospectus
Dissertation Process
Research tools
Writing issues
Committee
Forum Procedures
Publishing
Partic. in Forum Comments
Theory
Career Exploration Comm.
Mentoring
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Poll: Mentoring Challenges
I see the biggest challenge to my mentoring as:
 Time
 Student Participation Issues
 Knowing some “how tos”
Online Environment
Other Barrier (Type in Question Box the
barrier)
Faculty Prompts: Examples
• I have stayed out of the conversation between Kim and Mark for a
while hoping some of the rest of you would jump in. Please take a
look at what they have been talking about.
• Another very important way to start is to submit presentations at
local, state, regional, and national association conferences. This is a
very, very important way to get your name out there and to build
your CV. It also makes it possible for you to network and get
involved in your professional associations.
• I wonder and would love to hear what you dream of doing and
being after your graduation. I think it is the beginning of a whole
new way of life, and want to hear what you have planned.
Faculty Prompts: Types from Mentoring Study
•
•
•
•
•
Supportive Encouragement
Probing Questions
Providing Resources
Program Process Help
Discussion Facilitation (encouraging peer
interaction)
Intervention Strategies: A Model
Faculty Prompts: “Like pixie dust . . .”
T. Bell said “All you
need is faith, trust and
a little pixie dust”
(Disney, 1953).
Just a little goes a long way!
Student Scenario #1
• Maggie is a second year student.
• She has goals to teach in a
university. She wants to use her
creative writing talents to write
plays about the research she
conducts.
• Maggie’s biggest challenge is
deciding her dissertation topic.
She has well-defined interests in
poverty, minorities, and education
but is having trouble narrowing
her focus.
Maggie
Student Scenario #2
George
• George is a first year student.
• He is expecting to be relocated soon.
• He is having trouble meeting deadlines and
struggles with academic writing.
• He feels overwhelmed and is questioning dropping
out.
Faculty Prompts: Types from Mentoring Study
Raise your hand (click button) to volunteer to
suggest an approach to George from these (or
another idea):
• Supportive Encouragement
• Probing Questions
• Providing Resources
• Program Process Help
• Discussion Facilitation (encouraging peer
interaction)
Key Points
•Flexibility of mentoring- adapts to many
faculty styles
•A little will go a long way
•The process (student engagement) can
be as important as the content.
•Faculty can encourage peer interaction
•Faculty can model professional
development by sharing conferences etc.
Choose One
What is one idea
from this session you
might apply to your
own context in
mentoring students?
Type your answer
into the “Question Box”
First Steps . . . Next Steps
We have presented
some First Steps :
• The difference
mentoring can make
• Student Perspectives
• Faculty feedback
Moving Forward: Take Aways & Follow-up
• What challenges are there
to mentoring in your
context?
• What are ways to
balance student & faculty
perspectives on
mentoring?
• Did any information
surprise you?
• How might this
presentation change your
instruction practices?
More to come . . .
Checking in . . .
• We’d like to follow-up
next month with a
short online survey
for thoughts on what’s working (or not)
• A handout will be sent to participants of key
webinar points
• References available on the last slide
Contact Information
William M. Barkley, Ph.D.
[email protected]
Program Director, Human Services
School of Social Work and Human Services
College of Social and Behavioral Sciences
Alice Walters
[email protected]
Ph.D. Student in Human Services
School of Social Work and Human Services
College of Social and Behavioral Sciences
Tina Jaeckle, Ph.D.
[email protected]
Core Faculty
School of Counseling and Social Services
College of Social and Behavioral Sciences
Thanks for joining us!
Questions?
Email:
[email protected]
[email protected]
References
Allen, I. E. & Seaman, J. (2011). Going the distance: Online education in the United States 2011 (Babson Survey Research Group Report No. 9). Retrieved
from Babson Survey Research Group website: http://www.babson.edu/Academics/centers/blank-center/global-research/Documents/going-thedistance.pdf
Buell, C. (2004). Models of Mentoring in Communication. Communication Education, 53(1), 56-73.
Bloom, J. L., Cuevas, A. E. P., Hall, J. W., & Evans, C. V. (2007). Graduate students' perceptions of outstanding graduate advisor characteristics. NACADA
Journal, 27(2), 28-35.
Crespi, T. D., & Rueckert, Q. H. (2002). Mentoring School-Based Careers in Graduate Education: Conceptual Considerations and Case Illustration. Journal of
Applied School Psychology, 19(1), 113-131.
Knowles, M. S., Holton III, E. F., & Swanson, R. A. The adult learner.(2005/1973). Burlington, MA: Elsevier Butterworth-Heinemann.
McAllister, C. A., Harold, R. D., Ahmedani, B. K., & Cramer, E. P. (2009). Targeted mentoring: Evaluation of a program. Journal of social work education,
45(1), 89-104.
Sowell, R. (2008). Ph.D. completion and attrition: Analysis of baseline data. Retrieved from www.phdcompletion.org/resources/CGSNSF2008_Sowell.pdf
U.S. Department of Education, National Center for Education Statistics. (2011). The Condition of Education 2011(NCES 2011-033). Number and percentage
of postbaccalaureate students in postsecondary institutions taking distance education courses, by selected characteristics: 2007-08
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Walden University. (2013). Vision, mission, and goals. In 2012-2013 Walden University catalog. Retrieved from
http://catalog.waldenu.edu/content.php?catoid=83&navoid=17633
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. New York, NY: Cambridge University Press.