DIGITAL ACADEMIC REVOLUTION

MENTORSHIP COMPETENCY

#2 THE CONVERSATION: Viewing Instructional Design & Pedagogy as a Holistic Unit Transformative Teamwork in a Learn by Doing Approach –

Student Turned Mentor & Mentor Turned Student

BY MARTIN MEHL & LUANNE FOSE | NOVEMBER 2016

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KEYWORDSDigitalAcademicRevolution|LuanneFose|InstructionalDesign|MartinMehlPREAMBLE

Thein-depthsegmentsoftheMehl/Foseresearchfrommotivationtoconceptualizationtoadaptationthroughadoptionanddiffusionarefeaturedinamulti-partseriesbytheOnlineLearningConsortiumResearchCenterforDigitalLearningandLeadership.TheDigitalAcademicRevolution:MentorshipCompetencySeriesshareswithOLCmembersthe“insidescoop”andtransparencyofdigitalmentorshipcompetencyinteachingandlearning.ThefollowingisthesecondarticleintheDigitalAcademicRevolution:MentorshipCompetencySeriesbyMartinMehlandLuanneFose.ItisatranscribedconversationbetweenLuanneandMartinabouttheirexperiencecollaboratingasaresearchteamandtheconceptualization,implementation,andassessmentoftheDigitalCommentaryGradingProject(DCGP)thattheyconductedatCaliforniaPolytechnicStateUniversity(SanLuisObispo)duringthe2015-2016academicyear.

ThisCONVERSATIONrevealstheirjourneyoffusingintoasingle,passionateacademicunit,workingeffectivelyasinstructionaldesigner(Luanne)andpedagogue(Martin)joiningforces.Bothofthemsharetheirpersonalpointsofviewonthemotivation,formidablepersonaltriggers,anduncannytimingoftheproject.Theyalsoreflectonthetangiblesandintangiblesofmentorshipinpost-secondaryeducationanditssymbioticrelationshipwitheffectivetechnologies.

STUDENTTURNEDMENTOR

MartinMehl:Luanne,nowthatwe’reobviouslygettingstartedonourwriting,wouldyoumindsharingwithmewhatsortofwas“thetrigger”thatgotyoustartedonthisproject?LuanneFose:Well,it’sinterestingthattheimpetusforthisprojectgoesbacktomanyyearsearlierinmyownlifeasagraduatestudent.However,backinJanuary26,2015,IreadanarticleintheChronicleofHigherEducationentitledCouldVideoFeedbackReplacetheRedPen?(Kolowich,2015)ThearticleintriguedmebecauseIhadbeenworkingwithfacultyoncreatingpodcastsandscreencastsinmyroleasaninstructionaldesignerbutIhadn’tgivenanythoughttotheconceptofusingvideoscreencastsforassessmentofstudentwork.WhenIreadthearticle,IthoughtbacktowhenIwasan

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AssistantProfessorofmusictheoryandmusictechnologyandhowverymuchIhatedmarkingpaperswithredpen.Iwoulddopracticallyanythingtoavoidit.Itriedgreenpen,purplepen,anythingthatmightmakeitseemnotsotraumatictothestudentwhowasgoingtoreceivebackmyevaluation.SomehowIthoughtthatmaybeadifferentcolorthanredwouldhelpthemfeelbetterorsomething.Thatredpenwasjusttoomuch!MM:Whydidyouhateitthatmuch?LF:Well,itwentwaybacktowhenIwasadoctoralstudentattheUniversityofNorthTexas.Itookagraduatecourseformusictheory/compositionmajors,whichfocusedoncomposinginthestyleofMozart.Initially,IwasreallyexcitedaboutthecoursebecausetheUniversityofNorthTexashadaccesstotheoriginalscoresofMozartforafewmonthsandstudentsinthiscoursewereallowedtoholdthescores(carefully,ofcourse)andreviewMozart’snotationtoseehowheactuallydevelopedhismusicalideas.Mostpeoplethink,largelyduetomovieslikeAmadeus,thatMozartwrotemusicautomaticallywithoutanyneedforcorrection.Granted,hedidthatbetterthanothercomposers(Beethoven’sscoreswereamessofcorrections)andobviously,byanyone’sstandardsMozartwastrulyamusicalgenius,butitwasevidentbylookingatthoseoriginalmanuscriptsthathedidmakemistakes,crossthemoutandexperimentwithotherideasashewascreatingamusicalwork.Asanassignmentintheclass,weweresupposedtocomposeastringquartetinthestyleofMozartaftermeticulousstudyofhisscores.Iworkeddiligentlyonmineandturneditinforevaluation.Whentheprofessorreturnedmyworktome,itwascovered--Imeaneverymeasurewascovered--inredpenscrawl,circlednotes,indecipherablecomments.ItwasjustsooverwhelmingwhenIlookedatit!IdefinitelyfeltlikeafailureandthatwasanunusualfeelingformesinceIwasanexcellentstudent.Ihaddonereallywellinthepreviousfugueclass,composinginthestyleofBach,butIcouldn’tgetpastthesightofallthatredpen.IwasreallyoverwhelmedbytheredpenandIwantedtojustquitrightthenandthere.Ithoughttomyself,“Ineedtodropthisclassbecauseotherwise,Iamgoingtofailit.”I’maperfectionistandIhadneverhadan“F”onanyassignmentbefore.Asluckwouldhaveit,forsomereasononthatdaytherewasanothermusicologyprofessor,Dr.DeannaBush,intheclassroomwithus,whowasseatedrightbehindme.ShewasoneofmyfavoritemusicologyprofessorsatUNTandsheleanedover,lookedatmypaperwithallthatredinkandthenshelookedattheexpressiononmyfaceandshesaid,“Wow,Luanne!CanIXeroxthat?”AndIresponded,“What?”Andshesaid,“Iwantpeopletoseethis.IfYOU,whoissuchanexceptionalstudent,cangetthismuchredpenfeedbackfromDr.______,noneoftheotherstudentswilleverbediscouragedwithwhateverfeedbacktheyreceive!”

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MM:Sobasically,ifotherstudentsseeamassacre,theynolongerworryaboutsmalldarts!LF:Exactly!OntheonehandIthought,“Geez,Idon’twantotherpeopletoseemyawfulpaperhere,andontheotherhand,thewayshesaiditwasreinforcingtomethatIwasactuallyagoodstudent–thatthiswasjustthetoughbreaksofbeingadoctoralstudentandhavingtogothatextramiletobereallyexceptional.Soherresponsereallychangedeverythingformethatdayandactuallyfortherestofmylife.Lookingback,Iamsohappythatshewastherethatdayandcounseledmethatwaybecauseitgavemethegutstojustgoaheadand“buckup”anddoitagain,anddealwiththepain.

MM:Buttheinspirationcamefromherwordsandherencouragement,notreallyfromthesheetofpaperitself,right?Sotheredmarksdidn’tactuallyhavetheintendedeffect.Whatitactuallydidisitcausedyoutoseeaprofessorbeingamentortoyou,seeingyourreactionandseeingwhatitdidtoyou,andknowinghowtoencourageyouatthatmoment.Thathadmuchmoreofanimpactuponyouthantheactualredpenevaluation,right?LF:Correct.Ihadsortofforgottenaboutthatincident,whichactuallyhappened25yearsago.However,whenIreadthatarticleintheChronicleofHigherEducation(Kolowich,2015),thatincidentcamebacktome.Ithought,“Whatifbackthen,theprofessorwhohadgivenmesuchasevereevaluationwithallthoseredmarks,wouldhavehadvideoassessment?Andwhatifhehadreviewedmystringquartetandplayeditathispianoandhadtalkedaboutitwithoutallthatredpen?WhatifhehadexplainedtomewhymycompositionwasnotinthestyleofMozartwithsomemusicalillustrationsatthepiano?Whatkindofimpactwouldthathavehadonmecomparedtotheredpenmassacre?”MM:Insteadofitbeingabloodbathofredpen,he/shecouldhavementoredyoubyusingvideoassessment,correct?Itwasasevereadmonishmentthatcouldhavebeenavoided.DidyoueverthinkofwhatmighthavehappenedifDr.Bushnotbeenintheclassmentoringyouthatday?

“Whatifbackthen,theprofessorwhohadgivenmesuchasevere evaluationwithallthoseredmarks,wouldhavehadvideoassessment?Andwhatifhehadreviewedmystringquartetandplayeditathispianoandhadtalkedinascreencastaboutitwithoutallthatredpen?...Whatkindofimpactwouldthathavehadonmecomparedtotheredpenmassacre?”

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LF:It’shardtosay.Ihavealotoftenacity,butIalsoknowitwouldhavetakenmealotlongertogetovertheincidentbecauseIhadneverexperiencedfeedbackthatwasso…whatIthoughtwassevere.Obviously,Ilearnedfromitasastudentandafutureteacher.Iwanttobethekindofinstructorthatmentor’sstudents.WithvideoassessmentIcanhelpastudentunderstandwithoutprojectinguponthemafeelingofbeinginsufficient…ofbeingafailure.Icanshowthemwhatneedstobechangedwithasofter,moreeffectiveapproachthatisjustall-aroundmorecongenial.Trustme,redpenisnotcongenial![Laughs]MM:Well,certainlynotevenprofessionalreally.Becausehonestly,ifyouwerelookingatitbeingatrigger,wouldn’titbefairtosaythatthatincidentwasmorelikeatraumaticevent?LF:Mostdefinitely!MM:Sometimesatriggerendsupbeingsomethingthatisdonethroughasevereortraumatizingevent.Redinkcancertainlybeatriggertoacertainextent.Whenyou’relookingattheredink,itdoesn’thavetheintendedeffectofmotivatingyouoraffectingchange;itmostlikelyhastheeffectofshuttingyoudown.Inthatincident,itwaslikeyouwerebeingstabbedinyourproverbialacademicheart!LF:Totaldiscouragement,yes.MM:It’sgreatthatyouturneditintowhatitisnow.YoutookthatadversityandputitintothecategoryofwhatyouDON’Twanttodoasaninstructor.LF:Youknow,besidesitchangingmeasastudent,itultimatelychangedmeasafutureteacher.Dr.Bushtrulywasanoutstandingmentor.Sheservedasbothaninspirationandlifelineguidingmethroughmydoctoraldissertationchallenges.MM:That’saverypowerfultrigger.Ifyouthinkabouthowmanyothergradstudentsmayhaveactuallygonethroughthatinourgenerationwheretherewasn’tacomputer,therewasn’tthatinteraction.Therewasbasicallyjustthehardcopycomingbackatyoutotryanddigestwithalltheredmarking.Ithinkgenerationallythatiswhothecurrentinstructorsare…thatis,who,forthemostpart,areactuallystandinginthefrontoftheuniversityclassroomasfarasfacultyatmidtoseniorlevelstatus–that’swhoisteachingtoday’scollegestudents.LF:That’strue.

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MM:Andinsomecases,itmightevenbewheresomefacultyinsteadofthinkingaboutwhatimpactithaduponthemasstudentstoreceiveredpenfeedback,actuallyviewitasmoreofasortof“riteofpassage”sayingtothemselves,“Well,IhadtogothroughthetoughlovesoI’mjustgoingtopayitforwardandmystudentswillhaveto’takeit’evenifitdoesn’thavetheintendedeffect.”LF:[Laughs]Yeah,Ineverfeltlike“payingback”mystudentswithadversity,butyouknowmanyofuswhoobtainedourdoctoratesexperiencedthosewell-known“hoopsoffire”thatsomeacademicswantgraduatestudentstogothrough.MM:Iguessthequestionreallyis,“Didyoutakeadversities…didyoulearnfromthemandmakethemintosomethingthatcouldbemorepositive,moreencouraging,morementorship-oriented?”Ifyoudidthat,thenitwasverypowerfultriggerwithaconstructiveoutcome.

MENTORTURNEDSTUDENT

LuanneFose:So,whatwasyourtrigger,Martin,inwantingtobeinvolvedinthisproject?MartinMehl:IhadspentsometimereflectingonmyimpactandinteractionswithmystudentsasIwasworkingonmy10-yearlecturerrange-elevationreview,takingstockofwhoIamandhowIgothere.ItookprideinthefactthatIhadthesequeuesofstudentswaitingtotalktomeoutsideofmyoffice,becauseIthought,“I’mconnectingandI’mreallymakinganimpact,”butIalsotookstockonwhattheysaidaftertheyleftmyoffice.Sometimestheywouldwalkawaysaying,“Oh,thatmadeperfectsense,ProfessorMehl,whenIwassittingdownwithyou,butIwishIhadrecordedthat.”Ortwominutesaftertheyhadleftmyofficesaying,“Whatwasthatagainthatwejusttalkedabout?”Andsothatwasmyfirstsortoftriggermoment,identifyingthatIamnotmakingamoresuccinct,clear,orefficientimpactwhenIamreallyaimingformentorship.IrealizedthatIdidspendalotoftimetryingtoconnectwithmystudentsatdifferentlevels,evenbackwhenwewereexperimentingwithpodcastingtechnologyin2006.Howeverbacktenyearsago,Iwaslookingatitfromapurelecturesubstituteperspective,notfromapedagogical,gradingandmentorshipperspective,whichreallyisthemissinglink.Iconsidermyselftobeverytechnologicallysavvy,butIrealizedhowIwasactuallystillapproachingthingsas“oldschool,”whereIcollectedphysical“analog”papers,sometimestosuperficiallyguaranteeattendance.MaybeIdidthatbecauseIwasn’tquitereadytotestiftheperfectattendanceinmyclasseswasbasedonmyqualityof

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teaching,orsimplybecausetheyhadanactualdeadlineofsubmissionstheyhadtoturnin.Now,Iknowthattheattendancewasgenuine,butitisscarytotestthosewaters.Ialsorealizedthatthestudentshandedintheirprojectswiththeperceptionof“doneandwon.”ParticularlyasacommunicationscholarIneedtopreparemystudentsforthefactthattheperformancepartstartsrightafteryouactuallyhandinthe(presumably)finishedpaper;however,thepresentation--theaudiencepersuasion--allthatisactuallythenextpartoftheprocess.ThereasonwhyInoticedthediscrepancy,orevenadisconnect,iswhenIannotatedtheworkheavilyafteraspeech(oftenwithredink),afterresearch,afterwhateveritisthestudentswereworkingon,Iwasthinkingabouttheconstructivecriticism,theactualchangesandtransformationsthatIwantedmystudentstogothroughandrefineandthoseendeduponpaperbutnotintheheartsofmystudents.

Inahardcopyformat,itfeltlikeIwasdoingagoodjob.Ievenmadeitlegibleandcohesiveandputallthiseffortintoassessingapaperthatmayhavebeenanhour’sworthofworkonmypart,butwhenIwouldwatchthestudentafterphysicallygivingtheassignmentbacktotheminclass,thefirstthingwouldbe“Zoom.”AndwhenIsay,“Zoom,”it’sthehabitofastudentscanningtodetermine“Whereisthegrade”?Andthen“Whatisthegrade?”AndIknewthatwastheirmainmotivation,becauseIpurposelywouldn’tevenpublishgradesonthecourseportaluntilafterIhadreturnedthepapersinperson.Mymantrawas“Don’tlookatthegradesuntilyouseethedocumentsoyouknowwhyyoureceivedaparticulargrade!”Itwasreallyimportanttomethattheygrasped“thewhy”--notbecauseIwantedtoself-indulgentlyshowoffwithanattitudeof“IamsuchagreatinstructorandseewhatIcanjustify,”butmoresothatthestudentwouldnotbecomediscouragedordisappointedorfrustratedthatit’salettergradeofa“D”orit’sa“C”andnotunderstandingwhy.Yet,whenIhandeditbacktothem,it’szoomtothegrade.Zoom--“isitwhatIhopedfor?Sweet!”–noannotationswillbereviewed;orzoom--“it’sworsethanIhopedfor!--nowIwillpestermyprofessor,becausewhybotherreadingwhathesaidwhenIcandoitone-on-oneinanofficehour?Afterall,heissomuchbetterinpersonone-on-one!”So,whenyouaskaboutthetrigger,IthinkwhatIkepttryingtoaccomplishistoactuallyconnecttomystudentsandIrealizedthatmyredinkwascreatingaredbarrier,aredfence,andbuildingawallbetweenmystudentsandme.Insteadofitactuallybuildingabridgeoraconnection,itendedupcreatingawall.AndInoticedwheneverwewere

“…butwhenIwouldwatchthestudentafterphysicallygivingtheassignmentbacktotheminclass,thefirstthingwouldbe‘Zoom.’(…locatingtheirgrade)”

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talkingduringofficehours…thatwaswhenweweretakingdownthewall…that’swhereweweretakingthebricksdownone-by-one.ButthatwasbeingdoneinsidethephysicalbrickandmortarandI’dendupbeinginmyofficeforfourorfive-hoursdailypost-lectureconnectingandclarifyingissueswithmystudents.LF:Butthatgetstobesuchanordealforyouasacaring,mentoringprofessortohavethatmanystudentsinlineduringofficehours…MM:Well,IhavetoadmitIwaslookingatitgoing,“Geez,maybeIamnotclearinmyfeedback?”Or“MaybeI’mnotmakingsenseinwhatI’mwritingontheirpapers?”AndultimatelywhatInoticedwasthatmytopstudentsfeltobligatedtocomeandseemeandreallycomprehendedthatIcared,butthestudentsthatIreallyneededtoreach,weren’tcomingtoseeme.Theymayhavebeendiscouragedbythelong-line,thered-ink,ortheymayhavebeendiscouragedbecauseIwasfrustratedbythetimeIfinallydidreachthem.Theymayhaveneverevenfeltliketheyshouldshowup,becausetheyfeltdiscouraged,unappreciated,insecure,unhappy,andmaybeevenangryandsotheyjustwantedtogiveup.CommunicationsisaverypersonalfieldofstudybecauseI’mnottellingmystudentswhotheyare,I’mtellingmystudentswhotheyaregoingtobe.Thewholematterissodelicate.IfIdomakethewrongmarkordoscrewuponthecommentary,Imightscarthemfortherestoftheirpersonalandprofessionallife,becauseIonlyhaveaone-timeshottochiselthisdownandmakesureIgetitright.Yousharedearlierhowthatcouldgovery,verywrong.Andsoastudentmightlookatitandreaditandre-readit,andImaynothaveevenhadachancetoexplainit,sothenthestudentmighteasilyjumptoconclusions.Intheend,thatwholemethodisnotsufficientandreallynotsatisfying.IreallyconnectwithmystudentseventhoughIteach10-weekGEclasseswithstudentswhoarenoteveninthemajor,andIalsostayconnectedwithmystudentstenyearslaterstill.Therearemanystudentsthataskforadvice--truelifeadviceonnegotiations,salaries,lifechoices,thingsthatareimportanttothem.TheycomebacktomebecausetheytrustmeandItrustthem.WhentheycometotalktomelateronIhavenoideawhatgradetheyreceivedinmyclass.Ihavenoideabecauseit’snotimportanttome.Icareaboutthemsucceeding.ThatmeanssometimesIwriteareferenceletterandIpulluptheirtranscriptandrightbeforeIwritetherecommendationtheymightconfess,“Well,youdoknowthatIhada‘C+’inyouclass”andIwouldusuallyreply,“Ididn’tknowthat,butIcouldtellyoucared.Youdidyourbestsojustbecauseyoudidn’thavean‘A,’itdoesn’tmeanthatIdidn’tcareaboutyou.”IalsohavetoinsertherethatIpossesshighacademicrigorandupholdtohighacademicstandards;therefore,Ibelievethatmentorshipalsomeansmodeling,andmodelingmeansbeingcompetent,whichsometimescanbeintimidatinganditcanbeputoffstudentstosomeextent.

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LF:Ithinkthatgoesbacktowhatwebothfeelasteachersaboutgradingintermsofthatastudentwouldsaytous,“Well,youknowIgotaC+”inotherwords,thisishowtheythinkwevaluetheminorde-valuethem.Wegivethemagradeandintheirmind,thatisourestimationofthemandforbothofus,thatisnottrue!Wearebothmentoringfacultytypeswhowanttoseeourstudentsimprove,butthegradedoesnotreflectwhatwefeelaboutthem.However,itdoessometimesreflecthowtheyfeelaboutthemselvesandhowtheythinkwefeelaboutthem,whichgoesbacktotheMozartcompositionexampleIsharedwithyou.MM:That’sareallygoodpointbecausehonestly,thevalueI’mputtingonmystudentisnotthelettergrade.ThevalueI’mputtingonmystudentisabouttheirpotential.IfIdon’tvieweverysinglestudenthavingthecapacitytosucceedandyes,toyousuccessmightbea“C”becauseit’snotyourthing,butforyouthat’savictory,whereassomebodyelsesuccessisan“A.”Ioftenthinkabouthowtheclassroomistraining…outsideoftheclassroomisrefinement.So,technically,whatyoushouldgetisthefoundationintheclassroomandthenafterthat,criticalthinking--that’swhateducationshouldbe.ItshouldbethatIdon’tpushmyviewsonastudentandsay,“Throwitrightbackatmesoyoucangetan‘A’.”I’mgivingthemafoundation–acommoncoresotospeak–that’swhyIcancompletelyrelatetothewholecommoncoreconceptforprimaryandsecondaryeducationofprovidingthemwithsomethingthatisfundamentallyimportant,butthenlettingthemfigureouthowtoapplyit.Thatinanutshellispost-secondaryeducation,wherementorshipreallycreatesthenextsteptosuccess.That’swhatIreallylikeaboutteachingCommunicationStudies--wetraintrainers,educateeducators,managemanagerstobethebestthattheycanbe.Myjobistogetthatoutofyouinwhateverwaythatmightbe.Butifallyoudoismemorize,master,andthenregurgitatebythrowingituponanexamtojustforgetit5minuteslater,thenthatisexactlywhatyoudid–youthrewitupandyou’reoverit!That’snotwhatshouldhappen.Whatshouldhappenisthatyouworkedsohardthatyouhaveapermanentlittlescarfromthehardworkandpermanentpridethatyoulearnedit,youearnedit,andnowyou’remakinganimpact.That’swhatIviewmyroletobe,sowhenyouaskedme,“Howdoyoufeelaboutthisarticle?”andI’mconsideringthatIhavestudentslining

“Ioftenthinkabouthowtheclassroomistraining...outsideoftheclassroomisrefinement.So,technically,whatyoushouldgetisthefoundationintheclassroomandthenafterthat,criticalthinking–that’swhateducationshouldbe.”

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upformyofficehours,I’mexhausted,andIhavetriedmybestwhileIkeeptellingstudents,“Youknow,yourtimemanagementmightbeoff,”or“You’renotbeingthemostefficientwithyourtime,”or“You’renotbeingthemostproductive,”andI’mlookingatmyselfthinking,“I’mbeingalittlehypocriticalhere!IalwaystellmystudentsthatIvaluepro-activeandpro-fessionalbehavior,butIwanttogetridofpro-crastination.I’mnotbeingthemostproductiveandI’mnotbeingthemostefficient,andI’mnotbeingthemostpowerfulIcanbebecausewhileI’mworkinghard,it’sBand-Aids,Band-Aids,Band-Aidsandnotimpact.”Imean,it’sbasicallythatItakelittlesteps,whichIcanpossiblyputaBand-Aidon,butwhatIwantistostitchthemupandallowthemtoheal!Thestitchupandhealiswhenyougivethemfeedback--it’sreallyassertive,andit’sreallypowerful,andit’sreallypersonal,andsometimesitcanbereallyugly,sowhatIneedtomakesureisthatIbalancesofteningtheblow.SometimesIexplainthepunchmorethoroughly,sometimesIqualifythehook,butultimatelyIneedtobeaccountabletomystudents.AndwhatthatmeansisthatthestudentneedstoknowthatIcare.SometimesIprobablycarealittletoomuchbecauseIcan’tturnitoff.AndthatalsomeansthatifIgetanemailinthemiddleofthenight,Iprobablyreply.You’renotasgoodasyoucanbewhenallyoudoisbasicallytrytoripyourselfapart.Imeanthat’stheequivalentofself-destructionbydefinition.Soithastobeasituationwhere“Howcanweaccomplishallthat…reachingthestudents,beingapproachable,beingcaring?”

Whenyouasked,“Doyouwanttodothisproject,Martin?”Ithought“Ofcourse,Ido!”becausethereisprobablynotreallyanybodyonthiscampusthatIrespectmorethanyouforintegrityandovercomingadversityandforjustbeinganall-aroundbenchmarkforwhatittakestobeanawesomehumanbeing.ThereisalsonoothercollaborationthatI’veexperiencedthatbringsthepedagogicaltechnologistandtechnologicalpedagogueoutofoneanotherthanwhenyouandIgettocollaborate,coordinateandcommunicateonaproject.So,yeah,thetimingwasright,sinceIwasgoingthroughsomepersonalreflection,havingjustreceivedarangeelevationandbecomingnaturalizedasaU.S.citizen,andthenhavingthisbrilliantpersonknockingatmydoortotakeonanewandinterestingprojectinthemidstofourcampusclimatebeingatanall-timelow.Facultywereconstantlycomplainingandnotfeelingappreciated.

“Teachingisalifestyleinthatyoudon’tbecomeaneducator…youareaneducator,andifyoutrulyareaneducator,youlive,breatheanddiementorship.”

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There’sasurvivalcomponentthereineither“Getunderthetrainorgetonthetrain,”soultimatelytome,thetriggerwasclearlybecauseofwhattheprojectmightmeantobothstudentsandfacultyandthetiming–itwastherightperson,rightplace,righttime,rightproject.Teachingisalifestyleinthatyoudon’tbecomeaneducator,youareaneducator,andifyoutrulyareaneducator,youlive,breatheanddiementorship.Whatthatreallytranslatestoisthatitisatri-factor:Iloveresearch,Ilovemystudents,andIlovementorship.I’vebeenblessedwithacaring,supportiveandlovingfamily.AlongthejourneyIhavehadtheprivilegeofexperiencingmanydifferentmentorsguidingmethroughchallenges,providingencouragement,problem-solvingadviceandindependentthinking.Ican’twaittopayitforwardbyredefiningthefeedbackandguidanceinthelearningprocess.Luanne,that’showwetick,andwegetaskedtodothings,evenifitisnotnecessarilyourfieldofexpertise,andthenwegoandputthetimeandefforttomentorourstudents,andfigureouthowtogivethemappropriateandpragmaticfeedback.Thisprojectisthatsilverbulletonhowtogivethatfeedbackinthemostpowerfulwayandtransformhighereducationpedagogytotrulyenterthe21stcenturythroughtheconfluenceofmentorshipmethodology,technologicaladvancementsandtiming.Isn’titgreattobeeducatorsinthisdayandage?REFERENCEKolowich,S.(2015).Couldvideofeedbackreplacetheredpen?WiredCampus-ChronicleofHigherEducation.Retrievedfromhttp://chronicle.com/blogs/wiredcampus/could-video-feedback-replace-the-red-pen/55587

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Article#3PREVIEW:DIGITALACADEMICREVOLUTIONMENTORSHIPCOMPETENCYSERIESTHEPROCESS:Mentorship–Recruitment,Refinement,Transference(PairingtheA’s&C’s)Nowthatwehavedisclosedourpersonaljourneysandthetriggersbehindthemotivationforpursuingvideoassessmentasaholisticacademicunit,wewilltakeyouthroughtheprocessofreplicatingoursuccessatyourcampus,inareverse-engineeringapproach.Article#3ofthisserieswillexplain,in-depth,therecruitmentprocessofidentifying“change-agent-mentors”viaour“R.E.A.D.”technique,pairedwiththe“FivePillars”ofMentorshipCompetencytraining.

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RESEARCHTEAM