Defense Date

1-27-2004

Graduation Date

2004

Availability

Immediate Access

Submission Type

dissertation

Degree Name

EdD

Department

Instructional Leadership Excellence (ILEAD)

School

School of Education

Committee Chair

Barbara M. Manner, Perri Stern

Committee Member

George J. Szymanski

Committee Member

James E. Henderson

Keywords

Curriculum Change, Education, Mentoring

Abstract

This study investigated the outcomes of a year long formal curriculum-mentoring project sponsored by the American Occupational Therapy Foundation. Five occupational therapy faculty groups were selected through a competitive application process and paired with mentors to assist in curriculum change. The experiences of each of the teams were studied using multiple methods of data collection, including semi-structured interviews conducted in person and via telephone, a mailed questionnaire, and bi-monthly electronic journal entries. The process and outcomes of two representative cases are reported in this qualitative, critical case study analysis. A two part content analysis yielded information that addressed each of the four original research questions. Overall, the faculty in each of the two teams seemed to benefit from mentoring in differing degrees as a result of their participation in this Curriculum-Mentoring project. It appears as if a more junior faculty group benefits from mentoring from a team of mentors, who are able to initially direct through well thought-out questions and then allow growth among the faculty. The findings of this study demonstrated that the junior faculty group gained insight into their curricular issues by participating in a formal program. Faculty who are more senior in their makeup and have patterns of independent productivity may be better served by mentoring focused on team or community relationship building rather than on curricular issues. It also seems important that a well focused plan needs to be established at the onset of any formal mentoring project and presented in writing and early in the process outlining clear expectations as to how and when to communicate so to allow a long distance mentoring relationship to sustain the momentum over a year time period.

Format

PDF

Language

English

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