Virtual Mentoring of Faculty: Effective Best Practices for Online MSW Programs

Overview: With the Covid-19 Pandemic continuing apace into its third year, effective mentoring and support of online faculty at all levels of rank and deployment is essential. This poster presentation will review literature and discuss best practices for the continuation of virtual faculty mentoring as online or remote presence persists.Proposal text: The pandemic has created a unique environment where all facets of faculty engagement pivoted to online formats. For online programs, the mentorship and development of instructors has been strained by the pervasive nature of Covid-19.

With many faculty finding themselves faced with learning how to teach in a new modality, while also managing constraints and stressors of a pandemic, creating community via mentorship is an important component to supporting faculty. Mutual support groups among social workers during Covid-19 created space for discussing not only organizational issues, but personal and practice related issues that may have been exacerbated as a result of the pandemic (i.e. social isolation, managing technology in practice) (Cabiati, 2021).

While faculty may need support in teaching in the online environment, programs must consider how mentorship may coincide with professional development and training. Organized programs that connect pedagogical and technical support with mentoring can address feelings of disconnection and isolation faculty may be feeling and help to create an online sense of community with others in similar positions (Smith, 2015). Mentoring methods that work well in a virtual environment include peer support, group mentoring, and matching experienced instructors with those newer to teaching (Smith, 2015). Additionally, “teaching circles,” are one method that creates space for community building, social supports, sharing of pedagogical best practices, and focused training on desired topics. These supportive environments create access and opportunity for collaborative mentorship, with a facilitator creating space for the conversation to remain focused and productive and participants to mentor each other (Darwin & Palmer, 2009). Group mentorship, which may be more accessible in the virtual environment creates greater opportunity for participation and connection with colleagues, particularly when faculty may also be remote (Toner et al., 2021)

This focus on effective online mentorship and leadership is necessary, particularly as social work programs purport to prepare students to be effective leaders (Vito & Hanbridge, 2021). Creating a culture that considers mentoring as a positive, protective factor that helps support and grow faculty is essential. In addition to enhancing teaching practices, faculty who engage in these opportunities may bring this further into the classroom, modeling effective online learning communities for their students (Smith, 2015).

Presenters will share examples of virtual mentoring efforts from their respective universities and reflect their years of experience working as and with online faculty. This includes training and support for those transitioning or new to online/remote teaching, teaching circles, peer mentor groups, and alumni support during the pandemic.

Challenges with online mentoring are not unique, as scheduling/finding time for everyone who wants to be involved, screen fatigue, and sense of a lack of trust may be barriers to developing a mentorship community. However, incorporating different opportunities for mentoring to occur can help to counteract these challenges and provide different ways for faculty to become involved in a way that works best for them. This poster presentation will create space for dialogue around this important initiative that schools of social work should consider when developing mentoring opportunities.