Abstract
Effective mentoring brings positive outcomes for mentees, mentors and their organizations. Modern mentoring is developing through employment of technology and thus it is important to better understand these new opportunities and their limitations. Termed as “e-mentoring”, the field remains under-researched and sub-optimally theorized.
In this work we introduce and critically examine an innovative model for mentor-mentee engagement. Termed “DARP”, our model is designed to foster a cycle of reflection for academic development and growth. DARP stands for: Discuss; Archive; Reflect; Prepare. We ground our model in Kolb’s experiential learning cycle and link our theory to practice through discussion of an e-mentoring case study. A key element of our e-mentoring focus is the inclusion of archivable online video-conferencing.
We discuss processes and outcomes associated with our e-mentoring journey by drawing on multiple experiences, including: a fellowship application scheme for professional development; a faculty teaching award application; a promotion application; and a tenured academic position.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Tisdell, Christopher C. Prof and Shekhawat, Giriraj Singh
(2019)
"An Applied e-Mentoring Model For Academic Development, Reflection And Growth,"
International Journal for the Scholarship of Teaching and Learning:
Vol. 13:
No.
2, Article 6.
Available at: https://doi.org/10.20429/ijsotl.2019.130206
Supplemental Reference List