Proposal Submission Form for 2015 EDC Conference

February 11 13, 2015

University of Manitoba, Winnipeg, Manitoba
Deadline for submissions: Friday, October 31, 2014

Title

Please be succinct. It is not expected that you include the conference theme in your title. Your
session description should make the link appropriately and explicitly.
Mentoring without Mentoring

Abstract

The abstract should be 200-250 words, not including the bibliography. It should situate the topic
within the scholarly literature.
There is consensus among the research that a mentoring relationship serves new faculty members
in one or both distinct functions: career and psychosocial (Hopkins & Grigoriu, 2005; Mullen &
Hutinger, 2008; Wasburn & LaLopa, 2003). Unable to implement a formal mentoring program, due
to institutional constraints, the educational developers at the Centre for Academic and Faculty
Enrichment at Durham College continually strive to provide opportunities for faculty to gain the
benefits of a mentoring relationship. These opportunities are framed within a multiple mentoring
relationship paradigm (Beane-Katner, 2014, Huizing, 2012) referred to as mentoring constellations
(van Emmerick, 2004).
Through the development of many programs, such as faculty learning communities, workshops,
etc., we have learned that faculty can establish mentoring constellations to support them through
and beyond their transformation of subject matter expert to teacher of.
In the spirit of the water cooler model, the presenters will actively engage in discussion with the
participants to examine how mentoring constellations can support new faculty members and
encourage dialogue related to quality teaching and learning practices.
Beane-Katner, L. (2014). Anchoring a mentoring network in a new faculty development program.
Mentoring & Tutoring: Partnership in Learning, 22(2), 91-103. doi:
10.1080/13611267.2014.902552
Hopkins, R., & Grigoriu, E. (2005). Mentoring community college faculty and staff: Balancing
contradictions of informal program components and formal program structure. Community
College Review, 32(4), 40-59. doi: 10.1177/009155210503200404
Huizing, R.L. (2012). Mentoring together: A literature review of group mentoring. Mentoring &
Tutoring: Partnership in Learning, 20(1), 27-55. doi: 10.1080/13611267.2012.645599
Mullen, C. A., & Hutinger, J. L. (2008). At the tipping point? Role of formal faculty mentoring
in
changing university research cultures. Journal of in-Service Education, 34(2), 181-204. doi:
10.1080/13674580801951012
van Emmerik, I.J.H. (2004). The more you can get the better: Mentoring constellations and intrinsic
career success. Career Development International. 9(6), 578-594. doi:
10.1108/13620430410559160

EDC 2015 Proposal Submission Form

Intended
Learning
Outcomes

Relationship to
EDC Living Plan
Theme

Wasburn, M. H., & LaLopa, J. M. (2003). Mentoring faculty for success: Recommendations based on
evaluations of a program. Planning and Changing, 34(3), 15-15. Retrieved from
http://planningandchanging.illinoisstate.edu/
The ILOs for the participants learning in your conference submission should be clearly stated.
1.
2.

Discuss a contemporary mentoring paradigm;

Discover a variety of opportunities that may provide faculty the opportunity to establish
mentoring constellations based upon the experience of one Ontario Community College.

All submissions should clearly identify the relationship of their proposed topic to an EDC living plan
theme. http://bit.ly/1huBYTU
This Water Cooler session aligns with the Teaching and Learning quality theme of the Living Plan,
specifically it will focus on the area of providing collaborative spaces for effective, evidence-based,
and complex discussions about quality teaching and learning. Through our discussion we will
examine how mentoring constellations can support new faculty members and encourage dialogue
related to quality teaching and learning practices.

Delivery
Method

Provide a brief rationale indicating why you selected the session type and length for the proposed
session. For scheduling purposes, please further indicate if you would be willing to consider another
session format in order to accommodate your session.
Session format Please choose the session format you would prefer. You may rank your first three
choices.
Water Cooler Discussions, 20 minutes (WC) are inspired by those discussions that take
place informally and in the moment when individuals converge (e.g., at the water cooler,
photocopier, coffee shop line-up, etc.). This fast-paced roundtable format provides a forum
for delegates to convene with others to discuss an issue or topic, exchange ideas, and/or
share best practices in a short timeframe. There is no limit to what you can do, but keep in
mind the 20-minute timeframe and the need to set the context at the beginning of your
discussion. All discussions will take place at the same time in one large room. It will be noisy
and dynamic, so prepare your best speaking voice. Within one concurrent timeslot,
presenters are expected to present/facilitate their session three times in a row, allowing
delegates to sit in on three different table discussions. Each table will accommodate 8 to 10
individuals. Given the shortness of time, resource handouts (as appropriate) are
recommended. No audio-visual equipment will be provided.
Rationale: At Ontario Community Colleges individuals with subject matter expertise are
typically the faculty recruits of choice. However, most of these faculty have little to no
teaching experience. Through the development of many programs, we have learned that
faculty can establish mentoring constellations to support them through and beyond their
transformation of subject matter expert to teacher of.
We would like to showcase the opportunities we have developed for faculty and obtain
feedback and ideas so we can continue to grow our programming.

EDC 2015 Proposal Submission Form

Instructional strategies: Describe the types of strategies that will be used e.g., presentation,
interactive problem solving, gaming, etc.
In the spirit of the water cooler model the presenters will actively engage in discussion with the
participants.
A connection activity will begin the discussion to determine how participants perceive the
definition and purpose of mentoring at institutions of higher education.
We will then provide guiding questions to bring participants to the concept of mentoring
constellations. Through explanation we will showcase the opportunities we have developed to
date. Further, we will entertain participant questions and seek feedback and input from the
participants.
An overview handout will be provided to participants.

AV Requirements: Each room will be equipped with a computer, data projector and internet access.
Please indicate if you require speakers, a microphone, etc.
N/A water cooler discussion

Presenters

Name
Affiliation
Email Address
Brief Bio
(for conference
website)
Lead

Co-Presenter 1

Name
Affiliation
Email Address
Brief Bio
(for conference
website)

EDC 2015 Proposal Submission Form

Virginia Harwood
Durham College
Virginia.harwood@durhamcollege.ca
Virginia Harwood is a full-time faculty member at Durham
College and has recently joined the colleges Centre for
Academic and Faculty Enrichment as an educational
developer. She has been with the college for 10 years
teaching and coordinating programs in the colleges School
of Justice & Emergency Services. Prior to joining the college
Harwood enjoyed a successful career in law and mediation.
Harwood holds an advanced diploma in Law Clerk, a B.Ed in
Adult Education, (Q.Med) ADRIO - Canadian Qualified
Mediator, and will complete her M.Ed. in 2015. Her research
interests are in the areas of transformation of industry
experts to faculty and mentoring at community colleges.
Jordanne Christie
Durham College
Jordanne.christie@dc-uoit.ca
Jordanne is an Educational Developer in the Centre for
Academic and Faculty Enrichment (C.A.F.E) at Durham
College. She has specific expertise in online and hybrid
learning, and is committed to supporting faculty in the
design and delivery of rich and engaging online learning
experiences. She has a broad range of experience
developing and facilitating web-based, hybrid and online
courses at the post-secondary level and has taught in the

School of Interdisciplinary Studies and Employment Services

and the School of Continuing Education at Durham College,
and in the Faculty of Education at the University of Ontario
Institute of Technology (UOIT). Jordanne has a Master of
Education from Athabasca University, and is currently a PhD
candidate in the E-Research and Technology-Enhanced
Learning program at Lancaster University.

EDC 2015 Proposal Submission Form