Top Five List - Weebly
Top Five ListApril JohnsonCUR 532H. Garth BeermanNovember 16, 2015The top five list of characteristics of effective faculty mentoring programs for distance learning include the following: knowing thyself, planning and monitoring progress, modeling technology use, effective communication skills, and marketing and evaluating the program (Palloff & Pratt, 2011). In this brief synopsis, the five characteristics will be defined according to the author’s research from the weekly readings.Knowing thyselfBy planning an effective program, the faculty member will enable one’s self to organize the contents of the materials prior to holding the course. During this stage of development; the facilitator will ask themselves questions to seek clarification within their own skillset. An example of questions asked can include: “What strengths do I bring to the mentoring relationship and what are some areas of need?” Planning and monitoring progressWhen planning and monitoring progress for mentoring programs, it is essential to organize every piece of the process to maximize continuous learning. This stage of mentor training is critical. By working collaboratively with a mentor or a peer group, novice faculty can begin to “catch the vision” in terms of ways in which technology might enhance the work they do with students (Palloff & Pratt, 2011). In effective planning and monitoring stages, the mentee and mentor can create a relationship which will essentially provide learner-focused instruction. Modeling technology useAn individualized approach to technology is important to the novice facilitator as they would need to know all aspects is what is available to them. The approach in individualizing and modeling technology use allows the instructor to practice and make mistakes before “going live” in a classroom (Palloff & Pratt, 2011). Effective communication skillsEach faculty mentor should have the proper form of communication to enable themselves as well as the mentees to be on the same page as one another. Communication is the key to success in any relationship. Effective communication skills are needed during the learning period for the mentee, and the mentor should have the optimal advice and instructions to offer. Without open dialogue, and a path of action the mentee could become confused within his/her own classroom. Even though the education has been mastered; the communication from experience should follow suit in the form of a job shadow. Evaluating the programEvery mentoring program should be evaluated during and upon completion of the course. Mentees can keep track of their felt needs for mentoring (Palloff & Pratt, 2011). Mentors should utilize the evaluation process as tools for success through the next phase of mentoring.ConclusionThe top five list of characteristics of effective faculty mentoring programs for distance learning include the following: knowing thyself, planning and monitoring progress, modeling technology use, effective communication skills, and marketing and evaluating the program (Palloff & Pratt, 2011). In this synopsis, the five characteristics were briefly defined according to the author’s research from the weekly readings.ReferencesPalloff, R. M., & Pratt, K. (2011). The excellent online instructor: Strategies for professional development. San Francisco, CA: Jossey-Bass ................
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