Published Journal Articles about Faculty Mentoring Program
Graduate Student as Mentors
Iowa State University
Iowa State University College of Education adopts the approach of recruiting graduate
students as mentors through a graduate course “ Technology and Teacher Education.” For
the field component of this course, each graduate student is paired with a faculty member and
they spend approximately one hour per week working on technology-related learning tasks.
This model also caters to a more individualized approach to professional development
because each faculty member involved focuses on their specific needs.
Zachariades, I. G. & Roberts, S. K. (1995). A collaborative approach to helping teacher
education faculty model integration in their courses: An informal case. Journal of Technology
and Teacher Education 3(4), p.351-357.
Thompson, A., Hansen D., & Reinhart, P. (1996) One-on-one technology mentoring for
teacher education faculty: Case study reports. Technology and Teacher Education
Annual,1996, 495-498. Charlottesville, VA: Association for the Advancement of Computing in
Education.
Stewart, E.B. (1999). Learning together: The use of mentoring for faculty development in
the integration of technology. Journal of Computing in Teacher Education. 16(1), 15-19.
George Mason University
The Graduate School of Education at George Mason University, through Instructional Technology program,
offered a graduate course “ Faculty Development in Instructional Technology.” Before beginning their
mentoring experience, graduate students enrolled in “ Faculty Development in Instructional Technology.”
Efforts were made to pair students’ technology abilities with faculty member’s desired skills. Graduate students
worked with the faculty members as the faculty became comfortable with technology and began to develop
materials to be used in courses. Based on that more than one semester of assistance is needed and faculty
members have expressed interest in participating in this project, plans are being made to continue connecting
one-on-one mentoring with an existing course.
Sprague, D., Kopfman, K., & Dorsey, S. (1999). Faculty development in the integration of technology in teacher
education courses. Journal of Computing in Teacher Education 14 (2), 24-28
New Mexico State University
New Mexico State University College of Education initiated a pilot faculty mentoring program in 1996. Five
volunteer faculty members and five graduate students were matched by area of interest and technology expertise.
Students met with their faculty mentees and received graduate credits as part of an internship course. Graduate
students also met with the project director every other week for investigation of software and solutions to
faculty’s questions.
Gonzales, C, Hill, M., Leon, S., Orrantia, J., Saxton, M. & Sujo de Montes, L. (1997) Faculty from Mars, technology from
Venus: Mentoring is the link, in J. Willis, J. D. Price, S. McNeal, B. Robin & D. A. Willis (Eds.) Technology and Teacher
Education Annual 1997. Charlottesville: AACE. Also available online: http://www.cssjournal.com/gonzales.html
Gonzales, C. & Thompson, V. (1998). Reciprocal mentoring in technology use: Reflecting with a literacy educator. Journal of
Information Technology for Teacher Education,7 (2), 163-176.
Undergraduate Students as Mentors
Carson-Newman College
Carson-Newman College Teacher Education Department started a mentoring program using elementary
and secondary education undergraduate students to mentor the faculty. This model consisted of four stages: 1)
large group planning sessions, 2) small technical sessions, 3) one-on-one mentoring sessions, and 4) a final large
group session for project sharing. Students’ commitment was in the form of a one-hour course. Course
requirements included 35 hours in planning and implementing large and small group sessions as well as
preparing for and meeting in one-on-one sessions with the faculty. Faculty agreed to allocate time to meet with
mentors, to share projects with other faculty, and to participate in an evaluative interview. Elements of this
mentoring programs included one-on-one relationships, mentoring techniques training, communication with the
program director, and formal commitments of both student mentors and faculty mentees.
Milligan, K. & Robison, S. (2000). Faculty development: From computer skills to technology integration, in B. Gillan & K.
McFerrin (Eds.) Faculty Development. ERIC Document (ED444497)
the University of Regina
In Canada, the University of Regina Faculty of Education initiated a reciprocal mentoring model in which
technologically skilled education students organized workshops offered to faculty members and provided
one-one-one assistance following the workshops. As reciprocal mentors, faculty and students worked together to
learn from each other in making educational connections utilizing the technology skills of the students and
pedagogy expertise of the faculty.
Browne, N., Maeers, M.& Cooper E. (2000). A faculty of education as a community of learners: Growing to meet the
demands of instruction and technology, in B. Gillan & K. McFerrin (Eds.) Faculty Development. ERIC Document
(ED444497)
Secondary School Students as Mentors
The well-known Generation www.Y mentoring model originated in the Olympia School District,
Washington, in 1996 features the extensive involvement of students as collaborative partners with their teachers.
As the project title implies, Generation www.Y focuses on today's new generation of youth who contribute their
technology expertise as they become leaders in bringing technology to the classroom and the community. This
program has developed and implemented an instructional technology support model that included the extensive
and authentic involvement of secondary students (grades 8-12). The 18-week course teaches students
technology, collaboration, and project development skills prior to their mentoring a teacher during regular school
days. These students maintain school networks and support their teachers as they integrate technology into
their curriculum-based projects and lesson plans. It is one of the most extensive student mentoring programs in
the nation.
Generation www.Y (2001)
http://www.genyes.org/genwwwy
Generation
www.Y:
Teaching
with
technology.
Many PT3 grant programs include some form of mentoring as a key component in
faculty development.
Pepperdine University pairs students with credentialing faculty to help develop
educational technology projects.
George Mason University's "High Touch Mentoring for High Tech Integration" is
using mentoring as a model for working with School of Education faculty.
University of Northern Colorado educational technology graduate students
[online]
Available:
mentor teacher education and arts and science faculty members on the redesign
of courses to model appropriate uses of technology.
University of Minnesota's Ed-U-Tech Technology Integration Fellows specialize
in technology use in the classroom and are experienced elementary and/or
secondary teachers.