Creating Connections within the Faculty-Instructional Designer Relationship through Mentoring Theory Application
Brief Abstract
Would you love to have a model that can guide you to having a role in creating self-directed faculty members? Come learn about the Faculty-ID Mentorship Model. We will explore how mentoring theory can be incorporated into the ID process. Participants will create their own mentoring-model within this interactive session.
Presenters
Extended Abstract
Instructional designers (IDs) are critical in helping faculty develop high quality courses, but success can depend heavily on the relationship they build with faculty members. A strong partnership between IDs and faculty members can lead to a smoother design process and faculty member empowerment.
One of our goals is to train faculty to be more self-directed and confident in the ID process. However, this is often easier said than done as some faculty often lack the confidence in executing course development tasks and technology use. This interactive presentation will explore how mentoring theory can be incorporated into the instructional design process to create self-directed faculty learners. The Faculty-ID Mentorship Model was designed to assist Instructional Designers in developing faculty members to feel more confident with innovation and the course design process. The theoretical framework, Kram's Mentoring Model (1985), will be explained, and a case study of a course design that tests the Faculty-ID Mentorship Model will be presented.
This session will be interactive and allow participants to apply mentorship theory to their development process. Through collaborative work in small groups, participants will create alternative ID-mentorship models by applying mentoring theory to their own development process, then share their model within the session. A post-presentation working group will be developed to brainstorm research opportunities to implement these mentoring ID models in the real world.
The objectives of this presentation are:
- Explore the Faculty-ID Mentorship Model as a solution to faculty support needs.
- Recognize that ID-Mentorship is an investment that leads to long-term improvement to course development and implementation.
- Support OLC member connection - create an ID-Mentorship Model working group to continue research post-presentation.
Expected Outcome: Participants in this interactive presentation will better understand how mentoring theory can be applied to the instructional design process to increase faculty skill and confidence.
This session will be facilitated by the authors of the Faculty-ID Mentorship Model; an Instructional Designer and an Education and Training Specialist.