Module Details

Module Code: EDUC9050
Title: Mentoring in HE
Long Title: Mentoring in HE
NFQ Level: Expert
Valid From: Semester 1 - 2017/18 ( September 2017 )
Duration: 1 Semester
Credits: 10
Field of Study: 1420 - Education Studies
Module Delivered in: 2 programme(s)
Module Description: In Mentoring in Higher Education, learners will critically consider current theories, models and research on mentoring and coaching in the context of their own professional development. Participants will be in an active coaching/mentoring role for much of the duration of the practicum and develop an evidence-based personal professional practice portfolio.

A fundamental objective of the module is to develop participants mentoring skills through reflective practice, enabling rigorous examination of their assumptions and perceptions, and how they affect the way they relate to individuals, groups and organisations.

Appropriate mentoring and coaching methodologies which promote individual reflective practice through cycles of action and subsequent reflection will be employed.
 
Learning Outcomes
On successful completion of this module the learner will be able to:
# Learning Outcome Description
LO1 Critically engage with current mentoring and coaching theory.
LO2 Evaluate and apply appropriate Action Inquiry and Solution Focused Conversation methodologies to their professional practice.
LO3 Critique and develop their own mentoring and coaching practice using peer observation, learner feedback and critical self reflection.
LO4 Critically reflect on their ability to effectively integrate engaging verbal and non-verbal communication and listening skills, including the use of questioning and the provision of feedback, into their mentoring practice.
LO5 Act as a mentor to support staff as they commence their careers in Higher Education
LO6 Develop a portfolio to communicate their mentoring and coaching practice to the professional community which will reflect intellectual development, practical development, and reflective practice.
Dependencies
Module Recommendations

This is prior learning (or a practical skill) that is strongly recommended before enrolment in this module. You may enrol in this module if you have not acquired the recommended learning but you will have considerable difficulty in passing (i.e. achieving the learning outcomes of) the module. While the prior learning is expressed as named MTU module(s) it also allows for learning (in another module or modules) which is equivalent to the learning specified in the named module(s).
Incompatible Modules
These are modules which have learning outcomes that are too similar to the learning outcomes of this module. You may not earn additional credit for the same learning and therefore you may not enrol in this module if you have successfully completed any modules in the incompatible list.
No incompatible modules listed
Co-requisite Modules
No Co-requisite modules listed
Requirements

This is prior learning (or a practical skill) that is mandatory before enrolment in this module is allowed. You may not enrol on this module if you have not acquired the learning specified in this section.
No requirements listed
 
Indicative Content
Theories & Models
Formal and informal mentoring, e-mentoring, team mentoring, reverse mentoring, group mentoring, Heron’s Six Categories of Intervention, Egan’s Skilled Helper Model, Carl Rogers’ theories on people centered relationships, GROW coaching model, Johari Window, Emotional Intelligence
Mentoring
Aims and purposes, coaching versus mentoring. Participants explore the dynamics of one-to one interactions, groups, the behavioral, emotional, self-developmental and political aspects of mentoring and coaching. Stresses that early-stage lecturers typically experience. Dysfunctional behaviors of mentors and mentees. Confidentiality, duty-of-care and ethical dilemmas
Mentoring & Coaching Practice
Implementation of mentoring and coaching skills through activities: group discussion, observation, group and one-to-one feedback sessions, goal setting, brainstorming, planning. Role-play and discussion. Mentors paired with Mentees to practice and develop skills. Role of classroom peer observations in higher education. Process of peer observation, pre-observation discussion, observation session and post-observation discussion.
Communication
Openness, trust and respect. Attention and eye contact. Communication norms in different cultures. Active listening skills. Open and closed questions, probing, clarifying and paraphrasing. Constructive feedback
Portfolio development
reflective portfolios, portfolio components, reflective writing, identifying appropriate forms of evidence, critical refelction
Module Content & Assessment
Assessment Breakdown%
Coursework100.00%

Assessments

Coursework
Assessment Type Critique % of Total Mark 20
Timing Week 5 Learning Outcomes 1,6
Assessment Description
A written evaluation of current mentoring and coaching theory. Peer-reviewed and self-assessed against a rubric.
Assessment Type Other % of Total Mark 20
Timing Week 9 Learning Outcomes 2,3,4,5,6
Assessment Description
First draft of reflective portfolio. Evidence-based reflection on at least two learning outcomes. Peer reviewed & self-assessed. Approx 800 words.
Assessment Type Other % of Total Mark 60
Timing Sem End Learning Outcomes 2,3,4,5,6
Assessment Description
Final draft of reflective portfolio. Evidence-based reflection on all five learning outcomes. Self-assessed. Maximum 2500 words.
No End of Module Formal Examination
Reassessment Requirement
Coursework Only
This module is reassessed solely on the basis of re-submitted coursework. There is no repeat written examination.

The University reserves the right to alter the nature and timings of assessment

 

Module Workload

This module has no Full Time workload.
Workload: Part Time
Workload Type Contact Type Workload Description Frequency Average Weekly Learner Workload Hours
Lecture Contact Lectures and workshops addressing the learning outcomes and topics in the indicative content list Every Week 1.00 1
Independent Learning Non Contact Review resources, establish mentor-mentee relationship, meet and support mentee, organise peer observation of teaching, reflect on the mentoring experience, create reflective portfolio Every Week 13.00 13
Total Hours 14.00
Total Weekly Learner Workload 14.00
Total Weekly Contact Hours 1.00
 
Module Resources
Recommended Book Resources
  • Lois J. Zachary. (2011), The Mentor's Guide: Facilitating Effective Learning Relationships, 2nd. Jossey-Bass, p.288, [ISBN: 047090772X].
  • JoAnn Moody. (2015), Mentoring Early-Stage Faculty: At Medical, Law, & Business Schools and Colleges & Universities, 2nd. CreateSpace Independent Publishing Platform, [ISBN: 1519395337].
Supplementary Book Resources
  • W. Brad Johnson, Charles R. Ridley. (2008), The Elements of Mentoring, Revised. St. Martin's Press, p.176, [ISBN: 0230613640].
  • John Whitmore. (2009), Coaching for Performance: GROWing Human Potential and Purpose - The Principles and Practice of Coaching and Leadership, 4th Edition, 4th. Nicholas Brealey, p.244, [ISBN: 185788535X].
Recommended Article/Paper Resources
Other Resources
  • Website, 2016, 'Popular resources in critical thinking and reflection', UK, LearnHigher, http://www.learnhigher.ac.uk/learning-at -university/critical-thinking-and-reflec tion/. LearnHigher.
 
Module Delivered in
Programme Code Programme Semester Delivery
CR_HTLHE_9 Master of Arts in Teaching and Learning in Higher Education 2 Group Elective 2
CR_HTCHL_9 Postgraduate Diploma in Arts in Teaching & Learning in Higher Education 2 Group Elective 2