Promising Practice paper: Mentoring in the teaching of intercultural communication Heather Tobe Douglas College Kolb’s experiential learning cycle McLeod, S.2013 Mentoring context • Total 10 mentees since fall 2011 • 6/10 responded to my questionnaire • Mentees are either intercultural grads, trainers, or teachers of other subjects • Mentoring for grads: in the classroom – once a week, one semester • Mentoring for trainers/teachers – weekly discussions – both teaching the same course • Course: CMNS 1104 Foundations of Intercultural Communication • Informal mentoring model • Voluntary and willing Mentoring context • Mentoring focused on: • Profile of the students and student issues • Working with individual students/groups • Expectations in the classroom • Teaching strategies • Intercultural resources • Theory to practice to theory • Assessment and student development • Curriculum development • Teaching and learning Mentee Feedback ´ how your mentorship has influenced you (pedagogically, as an interculturalist, personally, etc) Professional development • engaged dialogue – sharing, learning • deepened understanding – own practice • developed understandings – other perspectives – teaching & learning • benefits of mentoring • strengthened confidence Mentee Feedback ´ how your mentorship has influenced you (pedagogically, as an interculturalist, personally, etc) Intercultural development • new learning – intercultural theorists • teaching intercultural communication in an academic setting • considered – own assumptions • renewed passion • resources Mentee Feedback ´ how your mentorship has influenced you (pedagogically, as an interculturalist, personally, etc) ´ Pedagogical development • Classroom environment • New tools, materials, resources • Develop lesson plans/select effective teaching methods • Connect abstract theories to real life experiences • Learning centered instruction • Articulation of intentions/objectives • Reflect on own practice Mentee Feedback -changed your way of thinking, if it has, about teaching or intercultural communication itself • Training teaching –trained professionals vs young adults • Teaching: satisfying– a lot of work • Stronger foundation and more confidence • Diversify teaching – more flexible and inclusive Student Feedback ´ Mentees: • helped clarify concepts – give real life examples • participated in the student discussions • allowed students access to more than one ‘instructor’ • were helping students learn and students were helping mentees learn Literature review: peer coaching and mentoring in higher education ´ Characteristics of the definitions • “a relationship with a defined purpose” Bland, 2009 • “a collaborative relationship” Bland 2009 • “a power-free partnership between two individuals who desire mutual growth” Penner 2001 • “in which learning and experimentation can occur” Kippelmeyer, 2007 • “focused on developing self…through dialogue and reflection” Kippelmeyer, 2007 • “Mutual mentoring” – “mentoring partners” Sorcinelli, nd. Literature review: peer coaching and mentoring in higher education ´ Benefits: • Institution – cost savings, retention, creates community • Mentee – empowerment, career development, relationships • Mentor – enrichment, satisfaction, new relationships Literature review: peer coaching and mentoring in higher education ´ Characteristics of successful mentoring ´ Meet regularly ´ Voluntary ´ Developmental – set challenges/goals ´ Nature of the relationship determined by the mentee and mentor Personal Reflections • Mentees need to start where they feel comfortable – for both teaching and intercultural understanding • Create a focus – for observations • Preconference and debrief – self discovery • Move forward – experiment / engage • Kolb’s learning cycle • Supports my professional growth • Invigorates my connection with the curriculum • Reduces the isolation ´ “Teachers who have a safe, organized structure to talk about instructional improvements are more likely to improve their practice.” Barbara Gottesman p.14 Resources ´ Bland, Carole etal. Faculty Success Through Mentoring: A Guide for Mentors, Mentees, and Leaders. American Council on Education and Rowman & Littlefield Education. USA. 2009. ´ Gottesman, Barbara. Peer Coaching in Higher Education. Rowman and Littlefield Education. USA. 2009. ´ Knippelmeyer, Sheri and Richard Torraco. Mentoring as a Developmental Tool for Higher Education. http://research.utah.edu/_documents/mentoring/Knippelmeyer2007.pdf ´ Luna, G and D. Cullen. Empowering Faculty: Mentoring Redirected ad Renewed. ERIC Clearingouse on Hight Education. George Washington University 1995. ´ MacPherson, H. New Faculty Mentoring: Best Practices and Recommendations. University of Guelph Spring 2005. ´ McLeod, Saul. Kolb –Learning Styles. http://www.simplypsychology.org/learning-kolb.html. 2013. ´ Penner, Ron. Mentoring in Higher Education. Direction Spring 2001 Vol 30 No1 p 45-52. http//www.directionjournal.org/30/1/mentoring-inhigher-education.html ´ Sorcinelli, M., J. Yun and B. Baldi. Mutual Mentoring Guide. Institute for Teaching Excellence and Faculty Development . UMASS Amherst. nd.