Graduate Course Proposal Form Submission Detail - EDG7355
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- Department and Contact Information
Tracking Number Date & Time Submitted 1774 2006-03-07 Department College Budget Account Number Educational Leadership & Policy Studies ED 0-1735-000 Contact Person Phone Dr. Carol A. Mullen 8139740040 firstname.lastname@example.org
- Course Information
Prefix Number Full Title EDG 7355 Mentoring Theory and Leadership Practice Is the course title variable? N Is a permit required for registration? N Are the credit hours variable? N Is this course repeatable? If repeatable, how many times? 0 Credit Hours Section Type Grading Option 3 D - Discussion (Primarily) R - Regular Abbreviated Title (30 characters maximum) MENTORING TH & LEADER PRACTICE Course Online? Percentage Online -
This cross-disciplinary doctoral course is for students interested in the topic and process of mentoring in education. Students from inside and outside the College of Education are eligible.
A. Please briefly explain why it is necessary and/or desirable to add this course.
Mentoring theory and practice has become a major focus in the education field and for the College of Education with respect to dissertations, faculty research, seminars, and programs. For example, the college now has a new program, initiated in fall 2005,
B. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service?
This course is not part of a required sequence in the major and it will be offered as an elective. The department and college have a need for a greater offering of graduate electives. All education programs in the College of Education (e.g., Business Education, Counselor Education) and in some CAS departments (notably, Communication, Interdisciplinary Studies Sociology, and Women’s Studies)
C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?
Yes, Selected Topics, offered once (fall 2005)
D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)
Doctoral degree in education; tenured or tenure-earning (regular faculty); experience in the educational area of mentoring theory and practice; knowledge of academic professional development, specifically dissertation-and-publication processes
- Other Course Information
This course functions as a student-centered discourse community and on a practical level as a writing/research workshop. The goal is to support each person’s learning in mentoring and education and related areas, primarily research, communication (writing, speaking, listening, and sharing), and leadership. The group will meet and work together in a variety of seminar-based formats. Students will be expected to take responsibility for reciprocal learning through individual, paired, and group sharing. They will use materials produced by policymakers, academics, practitioners, and peers to analyze different issues and solutions inherent in mentoring situations. Students’ work will be shared developmentally on a weekly basis with input from members of the group, which allows everyone the opportunity to improve upon initial research ideas. Class members will produce works of high quality, share developments with colleagues and the instructor, complete all assigned work and readings on time, and proactively support the development of peers. The support of colleagues in this course is an evaluative aspect of the individual’s progress, a model that mirrors effective mentors’ and protégés’ actions in peer coaching, collaborative or comentoring, and other forms of colearning.
With guidance from the instructor, constructive feedback from classmates, and serious effort, students will learn how to write works of high quality and practical value that have relevance for work-related contexts. They may also have relevance for the doctoral dissertation or thesis and can be prepared for dissemination as well as publication with journals, ERIC Clearinghouses, and other venues. The oral, written, and cooperative components of professional development will be emphasized using proven writing process models. All writing will be submitted in draft form before the final version. Exemplary papers will be directed toward specific dissemination opportunities.
· Discuss contemporary models, systems, and forms of mentoring, described broadly as alternative and technical (e.g., peer coaching), within educational institutions.
· Cover the key foundations of mentorship, technical mentorship, and alternative mentorship.
· Investigate various resources that could aid in the use and development of mentoring programs and projects, as well as research instruments, methods, and processes.
· Incorporate insights from peers, creating a colearning/comentoring support network.
· Shift paradigms in the group’s thinking as educational issues are studied, recognizing that the way a mentoring problem is framed often defines how it can be tackled.
· Create a new system of mentorship so that profound changes in the culture of schooling and the workforce can occur.
· Examine the development of teacher mentors as coaches to beginning teachers and the parallel structure for other contexts (e.g., faculty mentors as coaches to junior faculty).
· Explore the role of principals and other instructional leaders in improving their mentoring function and culture (through such means as team-building, self-assessment, and reflective portfolio development).
· Investigate the current climate of school-based mentoring and its mandated aspects (e.g., guidelines of state or federal policies, educational trends, and supervisory responsibilities).
· Compare the philosophy, implementation, and effectiveness of grassroots versus mandated mentoring programs and processes.
· Study issues of diversity and equity, with a focus on gender and race, and how “difference” within schools, universities, and companies is relevant for fit/matching, perception, performance, and completion or promotion.
· Develop a work of significance related to mentoring on a specific topic (e.g., peer coaching) using the readings in the course (along with other materials located by the student).
· Endeavor to improve the culture and climate of mentoring in the graduate group’s own academic sites and workplaces.
CURRICULUM AND LEADERSHIP STANDARDS
This course addresses the following state- and national-level goals for graduate education.
Florida Department of Education—fostering education systems (developing mentoring skills).
ISLLC/ELCC (adopted by NCATE)—adult learning and professional development models; enhancing teacher capacity and commitment; fostering productive school cultures, working relationships, and leadership capacity to enhance student learning; curriculum design, implementation, evaluation, and refinement; using data to strengthen schools; implementing continuous school improvement; and diversity and equity in a democratic society. (Educational Leadership Constituent Council/Educational Leadership Constituent Council, ISLLC Cognitive Matrix, EAD (Educational Administration) Assessment, online: http://education.missouristate. edu/accreditation/programs).
B. Learning Outcomes
Class Participation/Workshop Activities
Facilitator of Class Reading
Draft Writing of Long Mentoring Paper
Short Review Paper on Mentoring
Presentation of Review Paper on Mentoring
Short Proposal for Long Report on Mentoring
Long Report on Mentoring
Presentation of Long Report on Mentoring
APA Formatting for Both Papers
C. Major Topics
· foundations of mentoring (e.g., mythological, historical, cultural, philosophical)
· mentoring functions (e.g., team-building) scales (e.g., Noe’s mentoring assessment)
· mentoring within the school leadership domain
· mentoring within the higher education domain
· mentoring within the teacher education domain
· mentoring within the career education domain
· “live” mentoring programs in schools, universities, and businesses
· cultures of synergistic (i.e., high effective and enabling) mentoring
· formal (assigned) versus informal (spontaneous) mentoring—benefits and drawbacks
· different types and processes of mentoring (e.g., functional, co-mentoring)
· legislation and policy dealing with formalized expectations of mentoring—implications for public schools with respect to accountability
· diversity and equity, gender and race (e.g. same-race and cross-race mentoring)
· staff development training (emphasizes skill-building, demonstration, and improvement)
· critical pedagogical perspectives on mentoring (socialization versus empowerment)
· contemporary theories and practices of mentoring broadly defined as technical (e.g., peer coaching) and alternative (e.g., reciprocal learning)
· academic professional development (e.g., dissertation writing, dissemination)
Herman, L., & Mandell, A. (2004). From teaching to mentoring: Principle and practice, dialogue and life in adult education. London: RoutledgeFalmer.
Johnson, W. B., & Ridley, C. R. (2004). The elements of mentoring. New York: Palgrave MacMillan.
Mullen, C. A. (2005). The mentorship primer. New York: Peter Lang.
Mullen, C. A. (2006). A graduate student guide: Making the most of mentoring. Lanham, MD: Rowman & Littlefield Education.
E. Course Readings, Online Resources, and Other Purchases
F. Student Expectations/Requirements and Grading Policy
G. Assignments, Exams and Tests
H. Attendance Policy
I. Policy on Make-up Work
J. Program This Course Supports
- Course Concurrence Information