Resources

Graduate Student Mentosr
Undergraduate Student Mentors
K-12 School Student Mentors
Published Articles
Published Theses
PT3 Mentoring Stories

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.

  • 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.

  • 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.
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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.

  • 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.
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K-12 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.
  • The ST2EP found in 1999 by PT3 catalys grant. The project has explored collaborative ways to help teacher education students learn effective use of educational technology. In this case, K-12 students share their technology expertise with teacher education students. An interdisciplinary technology integrated curriculum model is adopted and an electronic leraning forum is set up to form collision within and outside of a formal course.
  • SWAT- Students Working to Advance Technology
    A SWAT Team is directed by a motivated teacher and is comprised of any number of students who wish to form a structured group to advance the technology program at their school. The students assist other students, teachers and the community with computer skills while also advancing their levels of technical skills. One of the benefits of a SWAT team is "students mentor teachers."

Published Journal Articles about Faculty Mentoring Program

Title:Faculty Technology Mentoring Programs: Major Trends in the Literature
Author: Chuang, H. Thompson, A. Denise, D.

    • 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
    • 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.
    • 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
    • Milligan, K. & Robison, S. (2000). Faculty development: From computer skills to technology integration, in B. Gillan & K. McFerrin (Eds.) Faculty Development. ERIC Document (ED444497)
    • 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)
    • Generation www.Y (2001) Generation www.Y: Teaching with technology. [online] Available: http://www.genyes.org

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Published Theses

  • Author:Li, Qian.
    Title: Assisting faculty with technology integration : a case study of a student/faculty mentoring program
    Thesis (M.S.)--Iowa State University, 2001.
    Published 2001.
  • Author: Reinhart, Paul Marlin.
    Title: Student technology mentors for college of education faculty : two case studies .
    Published 1997.
    Thesis (M.S.)--Iowa State University, 1997.
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