Please cite this publication in the following format:
Centre for Teaching Support & Innovation. (2016). Faculty Mentoring for Teaching Report. Toronto: Centre for Teaching Support & Innovation, University of Toronto
This report has drawn attention to the gap in mentoring for teaching literature and has been a valuable exercise in drawing on effective practices situated in a strong evidence base in order to enhance our understanding of effective mentoring for teaching at the University of Toronto. We gained important insights for our own work at CTSI that build on COACHE (2012) and ‘Speaking Up’ (2014) survey results as we seek ways to address gaps in faculty development and mentoring for teaching specifically identified by participants in our study. Our next steps include:
(1) CTSI to share this report with U of T senior administrators, faculty and staff involved in faculty development to provide insights and considerations for faculty mentoring broadly, and “for teaching” more specifically, as they seek to develop or build upon existing faculty mentoring activities and initiatives.
(2) CTSI to draw on the report’s findings to further its ongoing efforts to enhance teaching and support student learning at U of T by creating evidence-based resources to support departments/divisions, faculty and staff in faculty mentoring for teaching.
(3) CTSI to pilot a peer mentoring model, based on the Peer Assisted Teaching Scheme (PATS) (Carbone, 2014) research shared in this report. The CTSI pilot study will be tailored to the specific teaching context at U of T.
(4) CTSI to distribute the report via a number of CTSI communication channels and through academic conferences and publications. There has been significant interest in the findings of this report from other institutions, generated through presentations of this work at recent national and international teaching and learning conferences. CTSI has received multiple requests both internally and externally to view the report in order to discuss and share ideas and resources. Our goal is to continue this important conversation and to, in turn, influence practices that result in more effective mentoring for teaching.