1. Kimberly R. Burgess, Ph.D. Troy University, Albany Site Troy University eTROY Colloquium April 17-18, 2012

2.  Selecting Appropriate Content  Moderating Discussion  Building Community  Infusing Technology  Assessment & Feedback

3. Mentoring Facilitating Spiritual Learning Facilitating Critical Reflection

4.  What is mentoring?  Why is mentoring online necessary?  What are the challenges to mentoring online?  How does one mentor online?

5.  What is mentoring? ◦ A one-on-one relationship that lasts over an extended period of time, where the mentor and protégé journey together through phases of entry to exit. ◦ Helping the less experienced be knowledgeable in, and become a successful part of, the system within which the protégé seeks to exist. ◦ Focusing on the long-term development of the protégé rather than short-term performance.

6.  Why is mentoring online necessary? ◦ Supporting the novice  New to the field  New to the format ◦ Supporting the marginalized  Histories of imposed silence and discrimination  Issues of power and privilege

7.  What are the challenges to mentoring online? ◦ Faculty-student interaction is often brief, sporadic, and isolated. ◦ Issues of position (race, class, gender) ◦ Time, time, time

8.  How does one mentor online? ◦ Keeping your eye on the student  Mentor from dependence to independence.  Embrace a culturally relevant paradigm.  Seek individual connections as much as possible.  Actively listen to students’ stories. ◦ Providing windows to the future  Model revelation and reflection  Expose students to the profession  Develop social capital

9.  How does one mentor online? ◦ Inviting chaos when appropriate  “Toss ‘cow plops’ on the road of truth” (Daloz, 1999).  Use frustration as a learning opportunity? ◦ Inviting others to mentor  Peer mentoring  Graduate assistants

10.  Mentoring reminds the instructor that students are individuals who are at different learning stages, have differing goals and expectations, and have needs different from those of their instructors.

11.  The experience of spirit is outward looking and allows the individual to connect to relationships and realities beyond the immediacy of body and mind.  Spiritually is the expression of an individual’s quest for meaning.

12.  Spiritual learning helps us to: ◦ Connect with a higher consciousness ◦ Move beyond the limits of our model of reality ◦ Connect to others in meaningful ways ◦ Move toward a holistic sensation associated with total involvement.

13.  Facilitators need to provide very safe, supportive, environments in which openness to new ideas will not result in feelings of being discounted or devalued.  Facilitators need to provide a variety of activities in which learners can become aware of and identify different states of consciousness.  Facilitators need to avoid agreement, approval, or rejection of both positive and negative ideas and feelings about self.

14.  Provide opportunities and “lots of time” to reflect on and share thoughts and experiences.  Facilitators need to encourage learners to look for connections in unlikely places.

15.  Significant learning experiences in adulthood involve critical self-reflection – reassessing what and how we perceive, believe, feel, and act.  Accelerated courses are criticized for providing less time for reflection and analysis.  Online courses are criticized for presenting passive learning contexts that limit the capacity for learners to move toward reflection.

16.  The Instructor Matters ◦ Preparation matters ◦ Questions matter ◦ Challenges matter ◦ Safety matters  The Student Matters ◦ Experience matters ◦ Interaction matters  The Design Matters ◦ Privacy ◦ Accountability

17. Mentoring Facilitating Spiritual Learning Facilitating Critical Reflection

18.  Online instructors who choose to incorporate mentoring techniques into their practice are acknowledging that students deserve attention and nurturing both within and beyond the content.