https://orcid.org/0000-0002-3484-0839
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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.
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No potential conflict of interest was reported by the authors.
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Notes on contributors
Beth Hundey
Beth Hundey, PhD, is a Curriculum and eLearning Specialist at the Centre for Teaching and Learning, an Adjunct Research Professor in the Centre for Research on Teaching and Learning in Higher Education, and an Assistant Professor in the Department of Geography at Western University.
Lauren Anstey
Lauren Anstey, PhD, is an eLearning and Curriculum Specialist at the Centre for Teaching and Learning and Adjunct Research Faculty in the Centre for Research on Teaching and Learning in Higher Education at Western University.
Heather Cruickshank
Heather Cruickshank is a freelance writer, editor, and qualitative researcher who has contributed to program development and research in the fields of health and online learning.
Gavan P. L. Watson
Gavan P. L. Watson, PhD, is the Director of the Centre for Innovation in Teaching and Learning, Associate Vice President (Teaching and Learning), and Adjunct Professor in the Faculty of Education at Memorial University.