A Personalized Faculty Peer Support Program: Less Can Be More

Autor/in	Fox, Laurie
Titel	A Personalized Faculty Peer Support Program: Less Can Be More
Quelle	In: Journal of Faculty Development, 26 (2012) 2, S.55-61 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0736-7627
Schlagwörter	Adult Learning; Mentors; Learning Theories; Reflective Teaching; Program Descriptions; Participant Satisfaction; Training Methods; Faculty Development; Coaching (Performance); Peer Groups; Models + Suchen Sie Ihr Suchwort? Adulte education; Adult training; Erwachsenenbildung; Learning theory; Lerntheorie; Didaktik; Trainingsmaßnahme; Gleichaltrigengruppe; Peer Group; Analogiemodell
Abstract	This program description presents a unique, radically simple mentoring model for post-secondary institutions. The Faculty Peer Support Program invites all faculty members, regardless of rank, to connect for personalized professional development support. Participants self-select partner(s), meeting times, places, and topics. They also self-direct activity, sharing equal mentor status and session time. Individual interests and learning styles are respected. Its uncomplicated design encourages involvement and renders it easy to run and replicate at no cost. Eleven years of data yield consistently high degrees of satisfaction; 99% say they would participate again. Theoretical foundations draw from mutual mentoring, adult learning theory, and reflective practice. (Contains 2 tables.) (As Provided).
Anmerkungen	New Forums Press, Inc. P.O. Box 876, Stillwater, OK 74076. Tel: 405-372-6158; Fax: 405-377-2237; e-mail: info@newforums.com; Web site: http://www.newforums.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10