Guide for the Wilmington University
Faculty Mentoring Program
Ernest C. Linsay
May, 2012
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Contents

Wilmington University’s Vision, Mission & Values – page 3

Purpose & Goals of Mentoring Program – Page 4

Participation in Wilmington University’s Mentoring Program – Page 5

Guidelines & Expectations for Mentoring Program – Page 6

Framework for Mentoring Topics – Page 7

Appendix – Page 9
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Wilmington University’s Vision, Mission & Values
Wilmington University has articulated its vision, mission and institutional values:
Mission
Wilmington University is committed to excellence in teaching, relevancy of the curriculum, and
individual attention to students. As an institution with admissions policies that provide access
for all, it offers opportunity for higher education to students of varying ages, interests and
aspirations.
The University provides a range of exemplary career-oriented undergraduate and graduate
degree programs for a growing and diverse student population. It delivers these programs at
locations and times convenient to students and at an affordable price. A highly qualified fulltime faculty works closely with part-time faculty drawn from the workplace to ensure that the
University’s programs prepare students to begin or continue their career, improve their
competitiveness in the job market, and engage in lifelong learning.
Vision
Wilmington University will distinguish itself as an open-access educational institution by
building exemplary and innovative academic programs and student-centered services while
anticipating the career and personal needs if those it serves.
Institutional Values
We are committed to being a University where respect for each other is paramount, integrity
guides all of our choices, providing educational opportunity is our primary purpose, and
responsiveness to community needs is key. In designing academic programs and student
services, we support innovation and actively seek faculty with experience in their fields who
can provide students with an education focused on practical application. We are especially
committed to caring for our students as customers and partners.
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Purpose & Goals of Mentoring Program
The purpose of the mentoring program is to connect our new faculty members with experienced
and qualified colleagues who can be a resource and guide for teaching and working at
Wilmington University (WU). The ultimate objective of the mentoring program is to enhance
teaching and thereby student learning.
More specifically, the goals of the mentoring program are:
A. Teaching/Instruction
o Help faculty enhance their instructional methods
o Provide faculty with feedback on their teaching using such mechanisms as
observation (based on a rubric) of classroom if mentee requests
o Aid faculty in making effective and appropriate decisions
o Provide encouragement, help faculty celebrate achievements
B. Campus Culture/University Community
o Orient faculty to the University and its people, processes, and policies
o Help faculty form a connection to the University community
o Retain adjunct faculty
C. Increase and Aid in Professional Development
o Guide faculty towards professional organizations, workshops, conferences, etc.
o Suggest faculty development activities
o Familiarize faculty with the responsibilities and ethics of teaching and learning
o Suggest ways to balance professional priorities (teaching, service, research, other
jobs)
D. Networking
o Help faculty form effective professional relationships
o Help faculty identify additional mentors
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Participation in Wilmington University’s Mentoring Program
Participants
 Mentees
o Adjunct and Fulltime (FT) faculty who teach face-to-face (F2F) or online
o New or already at WU
o Chairs and Faculty Development & Support (FD&S) inform new faculty about
mentoring program
o Faculty can self-nominate - contact Chair or FD&S to enter program
o Complete short information form (Appendix A)

Mentors
o Adjunct and FT faculty who teach F2F or online
Guidelines for Selecting/Assigning Mentors
 Program Chairs will select mentors
 Most appropriate mentor would be an experienced faculty member (adjunct or FT) who
teaches or taught (in order of preference):
1. the same course as the new faculty member will teach
2. in the same discipline but a different course
3. teaches in the same College but in a different discipline
 Chairs will inform FD&S who is mentoring whom so mentors can attend an orientation
session about the program, interactions can be documented, and the effectiveness of the
overall mentoring program can be followed
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Guidelines & Expectations for Mentoring Program

Orientation session for new mentors
o Required
o Arranged by FD&S
o F2F, telephone, online
o Several mentors at same time if possible

Guidelines and expectations of the mentoring program
o Minimum length of mentoring – 1 semester, unless mentor and mentee agree to
longer period
o Initial meeting with mentee should be F2F. If geographically difficult, then by
telephone or online with voice and picture
o Mentors/mentees are responsible for deciding on the actual substance, format, and
timing of their interactions
o Suggested minimum contact is once per week
o If mutually agreeable, mentor and mentee visit each other’s classroom. For online
courses, the mentor and mentee can be enrolled as a “student” in the other’s class.
o Mentor/mentee relationship should be supportive, not evaluative. The mentor will
not be asked to rate the mentee.
o Mentor and mentee should keep brief narrative notes of meetings, e.g., when,
where, major topics discussed, any action items or decisions.
o Mentoring program will be evaluated by FD&S at the middle and end of the
semester via surveys sent to mentees and mentors. (Appendices B and C)
o Documentation of interaction signed by mentor and mentee at the conclusion of
the program (Appendix D)
o Chairs/Deans will be notified by FD&S when a mentoring assignment has been
completed
o Certificate of completion awarded to mentee
o “Thank you” letter sent to mentor with copy to mentor’s Chair and/or Dean
Appendices E, F and G give, respectively:
(E) Snapshots of some WU websites
(F) Resources on teaching and learning
(G) References on teaching and learning
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Framework for Mentoring Topics
Topics
Wilmington University
Course Roster
Classroom Set-up
Syllabus
Textbook
Blackboard
Preparing for your First Day
Topics
Classroom Management
Topics
How Students Learn
Teaching Methods
Accommodations
College Specific Items
I. Planning and Preparation
Sub-category 1
Sub-category 2
Mission
Vision
Location of Roster in WebCampus
Connection to Drop/Add/Bb
Philosophy/room arrangement
Technology assistance
Preparation and Posting
Location of syllabus in Blackboard
Obtaining the Instructor Copy
Verifying textbook and edition
Bb Advanced Training
Determine level of use
Setting first day agenda
Decide on Ground Rules for Class
II. Classroom Management
Sub-category 1
Sub-category 2
Strategies to prevent issues
Practical Solutions to Common
Issues
III. Delivery of Instruction
Sub-category 1
Sub-category 2
Learning Styles
Active vs. Passive Learning
Group Work
Eliciting Higher Order Thinking
Policy
How will I Know That A Student
Needs Accommodations?
College of Arts and Sciences
College of Business
College of Education
College of Health Professions
College of Social and Behavioral Sciences
College of Technology
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Sub-category 3
Philosophy
Textbook Information with Roster
Types of Technology in classroom
Contract with students
Bookstore
Workshops
Select Ice Breaker activities
Sub-category 3
Establishing Ground Rules – part of First Day
Sub-category 3
Adult Learning Theory
Questioning Techniques
Accommodation Strategies
Topics
Assessment
Grading
Final Grade Submission
Grade Appeals
Academic Integrity
Safe Assign
Attendance
Topics
Tutoring Services
Library
Calendar and Schedules
WU E-mail
WU website
Administrative and General
Support
Technology
FERPA
IDEA
IV. Monitoring, Assessment, and Follow-Up
Sub-category 1
Sub-category 2
Types of Assessment
Rubrics
WU Grading Scale, incl FA, NA, I
Timely Feedback
How to Submit
Submission Dates
Maintain good records
Process
Policy/Code of Conduct
Plagiarism/Cheating/Fabrication
Overview of Safe Assign Tool
WU’s Philosophy
WU Policy (new for Fall 2012)
Instructor’s Policy
V. Resources and Support
Sub-category 1
Sub-category 2
Student Success Center
Smart-thinking
Resources
Services
Academic Calendar
Professional Development-Special
Events
How to Access
Forwarding E-mail/Using on
Mobile Devices
Location
Features
Use of Copiers
Mailbox locations
Help and Support
Privacy Policy
Overview
Training
VI. Professional Responsibilities
Tutorial
How to Access your IDEA results
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Sub-category 3
Strategies for Assessing Student Work
WU and Individual Instructor Policies
Incompletes
Promoting integrity in the classroom
Training
Submitting attendance information
Sub-category 3
Early Alert Program
Locations
Training
Help and Support
Resources
Administrative support within Colleges and at
sites.
AV Resources and Support for the Classroom
Student’s Rights
How to Read and Interpret
Appendix
A. Mentee Information Form – page 10
B. Mentee Evaluation Form – page 11
C. Mentor Evaluation Form – page 12
D. Completion of Mentoring Program Form – page 13
E. Wilmington University Website Snapshots – pages 14-18
F. Resources – page 19
G. References – pages 19-20
Note – The forms in Appendices A-D are available in the FD&S website within the
“Mentoring Program” link. The forms within the link can be filled in and emailed to the
FD&S office.
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Appendix A - Mentee Information Form
Name of Mentee ________________________________________________.
Address _________________________________________________________
Telephone Numbers: (H) ________________ (W) _________________(C) ________________
Wilmington University Email Address ______________________________________________
Personal Email Address __________________________________________________________
Start date for teaching at WU ______________________________________________________
WU College(s) _________________________________________________________________
WU Campus(es) ________________________________________________________________
WU Course(s) to be taught during mentoring program (also indicate if F2F or online)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Do you have specific items/concerns/questions you would like covered during the WU
mentoring program?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Have you taught college classes elsewhere? If yes, what did you teach, where, when?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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Appendix B - Mentoring Program – Mentee Evaluation Form
In order to make this program as effective as possible, your feedback is important. Please
complete this survey and return it to: Ernest Linsay, Wilmington University, 320 DuPont
Highway, New Castle, DE, 19720; Fax 302-328-6372; ernest.c.linsay@wilmu.edu.
1. Semester of participation (e.g., Fall, YYYY):
2.
3.
4.
For which College(s) do you teach?
Arts & Sciences
Education
Business
Health Professions
Social & Behavioral Sciences
Technology
At which site(s) do you teach?
New Castle
Dover
Wilson Grad Ctr.
Dover AFB
Burlington
Cumberland
Brandywine
Middletown
Georgetown
Rehoboth Beach
Salem
Other (where?)
Dist. Learning
JB-MDL
Elkton
Type an approximate number of interactions with mentor during the mentoring program:
F2F
Number of such interactions
Number of hours
Telephone
Number of such interactions
Number of hours
Email
Number of such interactions
Number of hours
Online
Number of such interactions
Number of hours
5. How many agreed upon goals have been met:
None
1-2
Half
Most
6. Was your mentor available/accessible?
Never
Infrequently
Sometimes
All
Usually
Almost always
7. Are you better prepared to teach than prior to the mentoring program?
Yes
No
8. Would you recommend the mentoring program to other new faculty?
Yes
No
9. Overall value of mentoring experience (1 = not valuable and 5 = very valuable):
1
2
3
4
10. Prior professional teaching: None
K-12
Post-secondary
5
Other
Comments and Suggestions:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Name (optional) __________________________________
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Appendix C - Mentoring Program – Mentor Evaluation Form
In order to make this program as effective as possible, your feedback is important. Please
complete this survey and return it to: Ernest Linsay, Wilmington University, 320 DuPont
Highway, New Castle, DE, 19720; Fax 302-328-6372; ernest.c.linsay@wilmu.edu.
11. Semester of participation (e.g., Fall, YYYY):
12. For which College(s) do you teach?
Arts & Sciences
Education
Business
Health Professions
Social & Behavioral Sciences
Technology
13. At which site(s) do you teach?
New Castle
Dover
Wilson Grad Ctr.
Dover AFB
Burlington
Cumberland
Brandywine
Middletown
Georgetown
Rehoboth Beach
Salem
Other (where?)
Dist. Learning
JB-MDL
Elkton
14. Type an approximate number of interactions with mentor during the mentoring program:
F2F
Number of such interactions
Number of hours
Telephone
Number of such interactions
Number of hours
Email
Number of such interactions
Number of hours
Online
Number of such interactions
Number of hours
15. How many agreed upon goals have been met:
None
1-2
Half
Most
16. Was your mentor available/accessible?
Never
Infrequently
Sometimes
All
Usually
Almost always
17. Is the Mentee better prepared to each than prior to the mentoring program?
18. Would you recommend the mentoring program to other new faculty?
Yes
Yes
19. Overall value of mentoring experience (1 = not valuable and 5 = very valuable):
1
2
3
4
No
No
5
Comments and Suggestions:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Name (optional) __________________________________
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Appendix D - Completion of Mentoring Program
Mentee Name (print)
Mentor Name (print)
College
College
Semester of mentoring program (e.g., Fall, YYYY)
Course(s) taught by mentee
Our mentoring program was completed satisfactorily.
Mentee Signature
Mentor Signature
Date
Date
Return signed form to the Faculty Development & Support office (NC campus, PEO Rm 202)
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Appendix E - WU Websites
The following pages provide snapshots of WU websites and information about them.
The WU Homepage is shown below. Click on “Faculty & Staff” on the right side to see
information pertinent to teaching and learning at WU.
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Note all the different sites you an access on the “Faculty & Staff” site shown below. For
example, click on Faculty Development & Support to see teaching resources, Frequently Asked
Questions, helpful hints, forms, manuals, open adjunct positions, and much more. Click on
Technology Services for information about Technology training schedules, Blackboard,
AV/Classroom Technology, and much more.
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The “Faculty Development & Support” site is shown below. Web Resources and Teaching Tips
offer concise information about teaching and learning. Mentoring Program describes how
faculty can obtain mentoring support. Helpful Hints has site-specific information about the
support you can obtain at your campus. Contact FD&S tells you how to contact Faculty
Development & Support if you have questions, concerns and issues.
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Figures 1 and 2 below are overlapping snapshots of a course syllabus in Blackboard. To access
your Syllabus, go into Blackboard, click on your course, and then click the syllabus button. Note
that the total Syllabus consists of all the sections on the screen. The only section you need to
input information is the “Class Information & Schedule.” There is a template you can use, but
you can modify the template in any way you want to fit your needs. All the other sections in the
Blackboard Syllabus screen are maintained by your Chair and the University and should not be
modified or deleted. If you have any questions about the Blackboard Syllabus, contact your
Chair or FD&S.
Figure 1
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Figure 2
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Appendix F - Resources
1. For links to great, concise information about teaching and learning, go to “Web Resources”
in the Faculty Development & Support website. Or use this link:
http://www.wilmu.edu/faculty/webresources.aspx
2. For basic teaching assistance, there will be a 5-module (1hr/module) training program
available in Fall, 2012. It will be available in online and hybrid versions. It will be located
in the Faculty Development & Support website. Call FD&S if you have questions.
3. Additional resources and a Faculty Discussion Board can be found in Blackboard. Once in
Blackboard, go to “Organizations” and then “Professional Development for Faculty” which
is a new Blackboard Faculty Community. This site will host recorded webinars, workshops,
discussion boards, and other information.
Appendix G - References
These books and articles are available either in the WU Library or in the FD&S office.
1. Angelo, T. A., & Cross, K. P. (1993). Classroom Assessment Techniques: A Handbook for
College Teachers. San Francisco, CA: Jossey - Bass.
2. Bain, K. (2004). What the Best College Teachers Do. Cambridge, MA: Harvard University
Press.
3. Barkley, E. F. (2009). Student engagement techniques: A handbook for college faculty. San
Francisco, CA: Jossey -Bass.
4. Beck, E. & Greive, D. (2008). Going the Distance: A Handbook for Part-Time & Adjunct
Faculty Who Teach Online. Ann Arbor, MI: Part-time Press.
5. Boice, R. (2000). Advice for New Faculty Members. Boston, MA: Allyn & Bacon.
6. Bonwell, C. C. & Eison, J. A. (1991). Active Learning: Creating Excitement in the
Classroom. ASHE-ERIC Higher Education Report No. 1. Washington, DC: The Geroge
Washington University, School of Education and Human Development.
7. Filene, P. (2005). The Joy of Teaching: A practical Guide for New College Instructors.
Chapel Hill, NC: The University of North Carolina Press.
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8. Greive, D. (2006). Teaching Strategies & Techniques, Revised 4th Ed. Ann Arbor, MI: Parttime Press.
9. Greive, D. (2005). A Handbook for Adjunct/Part-Time Faculty and Teacher of Adults, 6th
Ed, Revised 1st Ed. Ann Arbor, MI: Part-time Press.
10. Leamnson, R. (1999). Thinking about Teaching and Learning - Developing Habits of
Learning with First Year College and University Students. Sterling, VA: Stylus Publishing.
11. Lieberg,C. (2008). Teaching Your First College Class. Sterling, VA: Stylus Publishing.
12. Lyons, R. E., Kysilka, M. L., & Pawlas, G. E. (1999). The Adjunct Professor’s Guide to
Success. Needhm Heights, MA: Allyn and Bacon.
13. Magnan, R. (1990). 147 Practical Tips for Teaching Professors. Madison, WI: Atwood
Publishing.
14. Stevens, D. D., & Levi, A. J. (2004). Introduction to rubrics: An assessment tool to save grading
time, convey effective feedback and promote student learning. Sterling, VA: Stylus Publishing.
15. Svinicki, M., & McKeachie, W. J. (2010). McKeachie's Teaching Tips: Strategies, Research,
and Theory for College and University Teachers (13th ed.). Belmont, CA: Wadsworth
Publishing.
16. Walvoord, B. E. & Anderson, V. J. (1998). Effective grading: A tool for learning and
assessment. San Francisco, CA: Jossey - Bass.
17. Weimer, M. (2002). Learner-Centered Teaching: Five Key Changes to Practice. San
Francisco, CA: Jossey - Bass.
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