Peer Mentoring Program Helps Teachers Teach

Pamela Witcher

By Wil McLean
Special to FYI Online

For many, teaching for the first time in higher education—or for the first time at a new university—is an experiment in trial and error. Elementary education majors spend at least four years learning to teach, but college professors enjoy no such luxury.

Enter UMUC's peer mentoring program, offered by the Center for Teaching and Learning (CTL). Through the program, experienced faculty members who volunteer are assigned a new instructor, or mentee. From there, a four-step process is followed throughout the course of the instructor's first semester at UMUC.

The mentees perform a self assessment, analyzing their own values, practices, and goals. Next, mentor and mentee dialogue and establish a professional relationship. The mentor then observes the mentee in action; if the mentee is teaching online, the mentor will be added to the roster so that he or she can experience the class firsthand. Finally, the mentor provides periodic, informal feedback throughout the semester.

Pamela Witcher, an adjunct psychology instructor since 1994 and a director of faculty development programs in CTL, oversees the program.

"I love teaching and helping others and as a director I can provide support and resources so that faculty can be more effective in the classroom and enjoy their teaching more," Witcher said.

The partnerships fostered in this program are often lasting and extremely beneficial for both parties. Mentors and mentees meet to brainstorm, strategize, and share new ideas and materials.

Participants in UMUC's peer mentoring program.

"Both mentors and mentees consistently report high satisfaction with the program and support shared—learning from each other seems to be the ultimate outcome of the program," she said.

Visty Dalal, an environmental engineer with the Maryland Department of the Environment who teaches physical sciences for UMUC, has been both a mentee and mentor, and has even drawn up a list of guidelines to help the relationship succeed.

"This is an absolutely fantastic idea," Dalal said, "and I really believe it should be made a requirement for all new faculty members. The program was very helpful and offered me a tremendous head start. I began teaching online as soon as I finished WebTycho training, and I was absolutely flabbergasted at how difficult it was. Without a mentor, I don't know how I would have succeeded."

The mentoring program also serves to strengthen the institution, of course. Mentoring is a powerful tool in promoting understanding and advancing organizational culture. By working together, university faculty and staff can help build a cohesive community of learners—faculty members as well as students.

For the future, Witcher said, plans are underway to expand the program to faculty in the Graduate School, as well as to individuals teaching in Europe and Asia. Because of the differing needs of each environment, though, each will require a separate program.

For more information about CTL and the peer mentoring program, visit CTL's Web page.