Building Communities of Practice through Faculty Mentorship Programs

Autor/inn/en	Lari, Pooneh; Barton, Denise H.
Titel	Building Communities of Practice through Faculty Mentorship Programs
Quelle	In: International Journal of Adult Vocational Education and Technology, 8 (2017) 4, S.1-12, Artikel 1 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-8607
DOI	10.4018/IJAVET.2017100101
Schlagwörter	Communities of Practice; Mentors; College Faculty; Community Colleges; Faculty Development; Qualitative Research; Computer Mediated Communication; Focus Groups; Program Evaluation; Surveys; North Carolina (Raleigh) + Suchen Sie Ihr Suchwort? Community; Fakultät; Community college; Community College; Qualitative Forschung; Computerkonferenz; Programme evaluation; Programmevaluation; Survey; Umfrage; Befragung
Abstract	Building an effective mentoring program for community college faculty is a complex and multifaceted task. There are multiple layers of stakeholders and levels of involvement, which at times makes navigating the mentoring relationships challenging and complicates the decision of what types of information to provide to the faculty as part of their mentorship. A strategy for developing a successful mentoring program is creating a community of practice among faculty members to provide support, create dialogue, exchange best practices, and hopefully, create a process of collective learning in a community of practice, where faculty are open to receiving guidance and willing to engage in the process as part of the mentoring program with minimal resistance to learning. This article describes the practices and processes of a newly-formed faculty mentoring program at Wake Technical Community College and aims to add to the body of literature of community college faculty mentoring, vocational training, learning resistance, and faculty development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01