In the online college classroom, the relationship between undergraduate students and faculty mentors has been the subject of some research, particularly within the framework of structured academic mentoring programs. These programs are designed to foster meaningful connections between faculty mentors and their undergraduate mentees, extending beyond individual growth to positively impact student retention (Olesova, 2019; Jefferson, 2021). This practical guide draws on research and experience to help you implement an effective mentoring program for your online students.
Definition of mentoring
Olesova (2019) portrays mentoring as a dynamic process through which mentees acquire new skills, exchange values, and cultural insights with mentors whom they hold in high regard. This interpersonal exchange is not only significant for personal development but also recognized as a predictive factor for academic success (Ferguson, 2021). Drawing from a rich body of research, this article explores various mentoring activities, which have shown promise in reducing university non-completion rates (Delnoij et al., 2020). Teachers can use what we learned from our research to apply in the online university setting.
Benefits of mentoring
Positive relationships with faculty play a critical role in fostering persistence and completion among college students. The focus for mentoring in this case is on structured academic online mentoring programs that facilitate the development of robust relationships between faculty mentors and their undergraduate mentees. These relationships can lead to more engaged and successful students in the online environment. Benefits of mentoring include:
- Reduced isolation: Compared to their on-campus counterparts, online students often feel disconnected from peers and faculty (Anderson & West, 2021). Mentoring provides a crucial support system, fostering belonging and engagement, which research suggests can positively impact retention rates (Delnoij et al., 2020).
- Enhanced learning: Mentors can guide students through course material, answer questions, and offer personalized feedback, leading to improved academic performance. Moreover, faculty mentoring programs have been shown to elevate student self-efficacy, happiness, and goal-setting behavior.
- Professional development: Beyond academics, mentoring helps students develop skills needed for the workforce, such as communication, critical thinking, and problem-solving (Orsini & Coers, 2022). This aligns with the evolving needs of students entering the workforce, where adaptability and collaboration are increasingly valued.
- Increased confidence: Positive relationships with faculty mentors can boost students’ self-esteem and confidence, empowering them to achieve their goals. This is particularly crucial in the online environment where feelings of isolation may be prevalent.
Framework for mentoring
Within the Early Childhood Department, we envisioned a comprehensive observation and assessment course, recognizing the crucial role that field experience should play in our program. Collaborating closely with the curriculum team, we not only created our vision but also put it into action, emphasizing the significant benefits that both students and instructors gain from hands-on field experiences. As we witnessed outstanding work from our students during their field experiences, the desire to share these accomplishments with the wider faculty and student community grew. This inspiration led us to engage with numerous students in various mentoring projects during the initial years, laying the foundation for our ongoing research endeavors. The framework of the program involves the following:
Building a mentoring program
- Define your program’s goals: What do you want to achieve for your students? Focus on goals that align with student needs and interests (Chelberg & Bosman, 2019).
- Recruit and train mentors: Choose faculty members who share your program’s goals and possess strong communication and interpersonal skills. Provide training on effective mentoring practices.
- Match mentors and mentees: Consider factors like academic disciplines, interests, and learning styles when making matches (Ferguson, 2021).
- Structure your program: Determine meeting frequency, format (e.g., online conferences, email exchanges), and communication channels while taking into account student preferences and the unique landscape of online learning (Orsini & Coers, 2022).
- Set clear expectations: Define roles and responsibilities for both mentors and mentees, including communication expectations and goal-setting strategies as outlined in research by Delnoij et al. (2020).
Research study
Our study explored the experiences and perceptions of four undergraduate student mentees under the guidance of one faculty mentor. Additionally, survey data was collected from all students within an undergraduate program. Employing a mixed-method, action-research framework, our approach aimed to provide an understanding of student perceptions through both qualitative and quantitative insights, considering student interest and involvement in an online higher education faculty mentoring program.
Survey one focused on students’ perspectives on the benefits of faculty mentoring, the characteristics they value in mentors, and their inclination towards participating in such programs. Survey two delved deeper into students’ interactions with mentors, the impact of mentoring on their future goals, how it facilitated growth and learning, and the dynamics of their relationship with their mentors.
Impact and application
Within our exploration, distinct themes emerged consistently across the research questions, interviews, and surveys—namely, experience, support/connection, and professional development. A notable revelation was the keen interest students exhibited in faculty mentoring and the overwhelmingly positive perceived benefits woven into their overall educational journey.
Online faculty members operating within a distinctive landscape hold a special opportunity to function as individual connectors, offering informational support and embodying professional role models for their students. Faculty mentorship programs, as evidenced by past studies (Delnoij et al., 2020; Orsini & Coers, 2022), possess the potential to fortify student self-efficacy, happiness, and goal-setting behavior. Taking a holistic approach to mentoring students can yield remarkable outcomes, a perspective supported by participants in this study. They express a belief that mentoring should stand apart from teaching responsibilities, anticipating that the encouragement and benefits from faculty mentoring would enrich their scholarly experience.
Insights gathered from interviews and surveys conducted in this research underscore the pivotal role a faculty mentoring program might play in shaping student experiences, fostering professional advancement, and nurturing connections (Holzweiss et al., 2014). Particularly noteworthy are the reported benefits from students who engaged in faculty mentoring activities, aligning seamlessly with the overarching themes of experience, support/connection, and professional development. Corroborative research and student responses in this study further underscore the importance of supportive faculty, potentially through faculty mentoring, especially in the online environment where feelings of isolation may prevail. Therefore, consider the following tips when working with students:
Practical tips for mentors
- Be approachable and available: Make time for your mentees and create a safe space for them to ask questions and express concerns.
- Actively listen and build trust: Create a supportive and judgment-free environment where mentees feel comfortable sharing their thoughts and experiences (Olesova, 2019).
- Empower mentees to take ownership: Guide them towards self-discovery and independent learning rather than providing immediate answers (Chelberg & Bosman, 2019).
- Focus on goals and celebrate progress: Help mentees set realistic goals and track their progress. Celebrate their achievements along the way to build motivation.
- Connect students to resources: Assist mentees in finding academic support services, career guidance, and other resources relevant to their needs.
Conclusion
Online faculty members find themselves in a unique position to act as individual connectors, offering informational support, and serving as professional role models for students. Faculty mentorship programs, as highlighted by previous studies (Anderson & West, 2021), have the potential to elevate student self-efficacy, happiness, and goal-setting behavior. The participants in this study expressed that they anticipate the encouragement and benefits from faculty mentoring could enhance their scholarly experience.
This article can serve as a guide for online higher education programs, shedding light on the perceived positive benefits of participation in a faculty mentoring program. Moreover, there is valuable evidence to guide online faculty in embodying the characteristics students believe mentors should possess. While participants focused on specific activities led by mentors and found them valuable, the broader data analysis suggests that a more extensive mentoring program could be more impactful for students (Chelberg & Bosman, 2019; Orsini & Coers, 2022). Understanding the perceptions of both students interested in mentoring programs and those who have participated in faculty mentoring enables online faculty and administrators to tailor mentoring activities and programs to meet the unique needs of online higher education students.
Implementing a successful faculty-student mentoring program requires dedication and planning, but the rewards are substantial. By providing your online students with personalized support and guidance, you can significantly enhance their learning experience, boost their confidence, and prepare them for success in the workplace (Delnoij et al., 2020; Chelberg & Bosman, 2019; Orsini & Coers, 2022). Remember, even small actions and gestures can make a big difference in the lives of your online students.
Lisa Wright holds a bachelor’s degree in physical therapy, a master’s degree, and a PhD in early childhood special education, alongside a post-graduate certificate in applied behavior analysis. She is certified to teach special education K-12 and is a licensed physical therapist. With over two decades of university-level teaching practice, Wright has hands-on experience in diverse settings, including early intervention, rehabilitation hospitals, public schools, and home environments. Dr. Wright’s expertise extends to research, with published work on interventions for children with autism spectrum disorder and strategies for effective online university teaching and mentoring. Dr. Wright is a volunteer Guardian ad Litem for Court Appointed Special Advocates (CASA) and volunteers teaching ballet to children with disabilities.
Dena AuCoin holds a doctorate in curriculum and teaching and has over 20 years of experience in education from early childhood to higher education. During her time in higher education, AuCoin has supported many initiatives to build dynamic learning environments, encourage critical thinking, and mentor students and colleagues to successful outcomes. She works to stay relevant in the field of special education and early childhood through her involvement in NAEYC and the American Montessori Society. She is involved in research surrounding collaboration in special education and the Montessori classroom, Montessori inclusivity and accommodations, Response to Intervention in early childhood, faculty mentoring, and student well-being in higher education. Dr. AuCoin also volunteers as a PATH equine therapy instructor for children with special needs, operates a small hobby farm, and is a board member of her county farmer’s market.
References
Andersen, C. L., & West, R.E. (2021). “We overwhelm them with hope”: How online mentors can support online learners. Online Learning, 25(4), 388-415. doi:10.24059/olj.v25i4.2440
Chelberg, K.L., & Bosman, L.B. (2019). The Role of Faculty Mentoring in Improving Retention and Completion Rates for Historically Underrepresented STEM Students. International Journal of Higher Education.
Ferguson, N.S. (2021). Effects of faculty and staff connectedness on student self-efficacy. Journal of the Scholarship of Teaching and Learning, 21(2), pp. 58-78. doi: 10.14434/josotl.v21i2.28597
Holzweiss, P., Joyner, S., Fuller, M., Henderson, S., & Young, R. (2014). Online graduate students’ perceptions of best learning experiences. Distance Education, 35. https://doi.org/10.1080/01587919.2015.955262
Jefferson Jr., D. (2021). The impact and effect of a school-based mentoring program on students at-risk. [Doctoral dissertation, Saint Elizabeth University]. https://eric.ed.gov/?id=ED618474
Olesova, L, Campbell, S (2019) The Impact of the Cooperative Mentorship Model on Faculty Preparedness to Develop Online Courses. Online Learning. 23. 10.24059/olj.v23i4.2089.
Orsini, J., & Coers, N. (2022). Leaders and scholars: How faculty mentoring behavior influences the development of leadership self-efficacy. Journal of Leadership Education, 21(1). https://journalofleadershiped.org/jole_articles/leaders-and-scholars-how-faculty-mentoring-behavior-influences-the-development-of-leadership-self-efficacy/
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