In formal mentoring settings, mentor selection is a strong
determinant of program effectiveness. The same selection criteria used for
formal mentoring should be implemented in more informal CoP settings.
Successful mentors should have 3 to 5 years experience, teach in the
same discipline or field as the new teacher, and should have undergone
mentor training. In addition, mentors should be flexible, professional,
nonjudgmental, good listeners, realistic, caring and supportive (White and
Mason 2003). Training for effective mentoring should include continued
engagement in teaching and learning strategies and special sessions on
advising, techniques for teaching adult learners, problem solving and
communication skills. Effective mentors should provide social support to
put new faculty at ease with online students, provide guidance in making a
successful transition from the classroom to the web, and provide
professional support to advance the knowledge and practices of the
discipline within a web environment.
Volunteer mentors can enjoy formal recognition for their service
through their professional development, the opportunity to establish
cooperative relationships with colleagues, access to training and
technology, and professional or university credit. A department or college
can provide incentives, such as stipends to encourage experienced faculty
to mentor new faculty. Even if such incentives are absent, both the
mentor and the new faculty member should engage in continuous self-
evaluations.
19
Convention