A Developmental Framework for Mentorship in SoTL Illustrated by Three Examples of Unseen Opportunities for Mentoring

Jennifer C Friberg; Mandy Frake-Mistak; Ruth Healey; Shannon  Sipes; Julie Mooney; Stephanie  Sanchez; Karena  Waller

doi:10.20343/teachlearninqu.9.1.26

Authors

Jennifer C Friberg Illinois State University
Mandy Frake-Mistak York University
Ruth Healey University of Chester
Shannon Sipes Indiana University
Julie Mooney University of Alberta
Stephanie Sanchez University of New Mexico
Karena Waller University of Melbourne

DOI:

https://doi.org/10.20343/teachlearninqu.9.1.26

Keywords:

mentoring in SoTL, mentoring framework, unseen mentoring, SoTL, Faculty mentoring

Abstract

Mentoring relationships that form between scholars of teaching and learning occur formally and informally, across varied pathways and programs. In order to better understand such relationships, this paper proposes an adapted version of a three-stage model of mentoring, using three examples of unseen opportunities for mentoring in the Scholarship of Teaching and Learning (SoTL) to illustrate how this framework might be operationalized. We discuss how the adapted framework might be useful to SoTL scholars in the future to examine mentorship and how unseen opportunities for mentoring might shape how we consider this subset of mentorship going forward.

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Author Biographies

Jennifer C Friberg, Illinois State University

Jennifer Friberg is the Interim Director for the Center for Teaching, Learning, & Technology, the Cross Endowed Chair in the Scholarship of Teaching and Learning, and a Professor of Communication Sciences and Disorders at Illinois State University (USA). She is the founding Associate Editor for Teaching and Learning in Communication Sciences & Disorders and is a member of ISSOTL’s Advocacy Committee.

Mandy Frake-Mistak, York University

Mandy Frake-Mistak, PhD, is an educational developer at the Teaching Commons, York University, Ontario (CAN). She is an active SoTL researcher and Fellow of the International Society for the Scholarship of Teaching and Learning. She is secretary of the Educational Developers Caucus, and the Chair of the Accreditation Committee of the Educational Developer Caucus.

Ruth Healey, University of Chester

Ruth L. Healey is an Associate Professor in Pedagogy in Higher Education at the University of Chester, UK. She is a National Teaching Fellow and a Fellow of the International Society for the Scholarship of Teaching and Learning.

Shannon Sipes, Indiana University

Shannon M. Sipes is Director of the Scholarship of Teaching & Learning Program and a Lead Instructional Consultant in the Center for Innovative Teaching and Learning at Indiana University (USA). She is a member of ISSOTL’s Advocacy Committee as well as the Convenings Committee.

Julie Mooney, University of Alberta

Julie A. Mooney is a PhD candidate specializing in Educational Policy Studies at the University of Alberta (CAN), with a background in Educational Development. She is a 3M National Teaching Fellow and a Social Sciences & Humanities Research Council (SSHRC) Doctoral Fellow.

Stephanie Sanchez, University of New Mexico

Stephanie M. Sanchez is the Associate Director of student learning at the Center for Teaching and Learning and lecturer in Chicana/o Studies at the University of New Mexico (USA).

Karena Waller, University of Melbourne

Karena L. Waller is an Associate Professor (in Microbiology and Immunology, and Higher Education) and Deputy Program Director of the Bachelor of Biomedicine at The University of Melbourne (AUS). She is also an ISSOTL Regional Vice-President (Asia-Pacific) and member of the Recognition Committee.

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