ABSTRACT

Teaching-focused faculty mentorship programs can expose instructors to new ideas, as well as opportunities for critical self-reflection, professional growth, and network building. In this literature review, we synthesize the research on teaching-focused faculty mentorship programs that have been facilitated at institutions of higher education through online or blended modalities. We identify key trends in the reported outcomes of these programs, as well as aspects of program design and implementation that might enable or impede program success. Finally, we provide eight recommendations to help guide the implementation of online and blended faculty mentorship programs.

摘要

以教学为重点的教师指导计划可以使教师接触到新的思想，以及进行批判性的自我反省，专业发展和网络建设的机会。在这篇文献综述中，我们综合了以教学为重点的教师指导计划的研究，该研究已通过在线或混合方式在高等教育机构中得到了促进。我们确定了这些计划的报告结果中的关键趋势，以及可能导致或阻碍计划成功的计划设计和实施方面。最后，我们提供了八项建议，以帮助指导在线和混合的教师指导计划的实施。