Running Head: TOWARD TRANSFORMATION: MENTORING WITHOUT MENTORING

Toward Transformation: Mentoring Without Mentoring

Introduction to Adult Education and Higher Education - Praxis Paper
EDUC 5401G Winter 2014
Virginia E. Harwood (100116826)
Prepared for: Dr. Laura Pinto
University of Ontario Institute of Technology

TOWARD TRANSFORMATION: MENTORING WITHOUT MENTORING

Toward Transformation: Mentoring Without Mentoring
Impostor syndrome (Clance & Imes, 1978) that was my own diagnosis ten years ago
when I began my career as a community college teacher. Leading professionals in particular
disciplines, bringing real world experiences to the learning environment, are the college faculty
recruits of choice; though, often lack training and experience in the realm of adult education
frequently resulting in impostor syndrome. The intent of this paper is to reflect upon my own
personal journey of transformation from career professional to college teacher the ultimate
resolution of my impostor syndrome. Importantly, from my own critical reflections, experiences,
current position as an educational developer, and academic literature on transformative theory
and mentoring, I will provide insight on three opportunities for our college faculty, outside of a
traditional dyadic mentoring relationship, that may foster a facultys own transformative learning
journey from industry or corporate professional to college teacher.
Journey of Transformation
Ten years ago, rather haphazardly, I landed at a community college to assume the role of
college teacher. This was a full-time permanent position teaching across faculty schools in four
different programs, contributing to program content and structure, writing curriculum, preparing
assessment and evaluation tools, and functioning within the jurisdiction of academic policy.
What did I really know about all of this? I thought there must be some sort of teaching manual
or professional development program that could help me navigate this new career world. And,
so it began. The colleges professional development officer welcomed me and relayed the news
that I had been assigned a mentor. A mentoring relationship serves new faculty members in one
or both distinct functions: career development and psychosocial development (Hopkins &
Grigoriu, 2005; Kram, 1983; Mullen & Hutinger, 2008; Wasburn & LaLopa, 2003). The

TOWARD TRANSFORMATION: MENTORING WITHOUT MENTORING

solution to my angst had been found. A mentor provides support, coaching, guidance,
opportunities for networking, reflection, shares knowledge and opportunities (Kram, 1983;
Fleming, 1991; Wasburn & Crispo, 2006; Wasburn, Wasburn-Moses & Blackman, 2007).
My mentor would be a person with whom I could have conversations with about my new
role, a seasoned faculty member who would share their personal knowledge, a person who would
care about my well-being as I found my way in my new career. I was so pleased. My mentoring
relationship was a disappointment. The colleges mandated mentoring program was prescriptive
with a focus on operational orientation rather than career relationships and faculty development.
My mentor contacted me on one occasion only to determine if I had settled into my
office. She did not leave an invitational impression to contact her again. Shortly thereafter, the
college collapsed the faculty mentoring program due to the usual issues with formal mentoring
programs: incorrect mentor/mentee pairings, lack of time and/or commitment for the mentoring
relationship, insufficient financial resources to support a mentoring program, lack of access to
mentors, (Ehrich, Hansford & Tennent, 2004; Long, 1997) and complete refusal by the faculty
union to have its members engage in mentoring relationships on a formal level. To this day,
college management and faculty do not utter the words mentor or mentoring as it sparks
frustrating conversations and outcomes between administration and faculty union
representatives.
Very early in my teaching career I discovered that I possessed the content knowledge for
my teachable subjects; conversely, I did not have the teaching part I had impostor syndrome
I wasnt a teacher. My early perceptions of teaching were fundamentally flawed. I thought
students would learn if I simply transmitted my own knowledge and skills to them by lecture. If

TOWARD TRANSFORMATION: MENTORING WITHOUT MENTORING

I was going to be a successful college teacher then I needed to take charge of my own
development as a faculty member.
Merriam, Caffarella, and Baumgartner (2007), in their overview of interactive models of
self-directed learning submit that there is an emphasis on two or more factors, such as
opportunities people find in their own environments, the personality characteristics of learners,
cognitive processes, and the context of learning, which collectively interact to form episodes of
self-directed learning (p.111). Independently, I took advantage of many available professional
development activities. For example: I was rostered for volunteer duties on various academic
and strategic committees, institutionally and provincially, enrolled in and completed a Bachelor
of Education in Adult Education degree program, read books, dialogued with colleagues, kept a
journal, continually solicited feedback from my students and peers, maintained a teaching load
across faculty schools to expand my network of colleagues, and left my comfort zone for a year
to take a secondment as an associate dean to learn the management and operational side while
gaining a new perspective of the college as an academic institution.
My own proactivity in seeking out new learning and opportunities assisted me in
understanding the community college system; a forum to question my own beliefs about teaching
and learning, a network of individuals, all of which contributed to my transformation from
industry professional to successful college teacher. Merriam, et al. (2007) in their review of
Mezirows work on transformative learning state that:
Transformative learning occurs when there is a transformation in one of our beliefs or
attitudes (meaning scheme), or a transformation of our entire perspective (habit of mind).
Transformative learning, says Mezirow, is the process by which we transform our takenfor-granted frames of reference (meaning schemes, habits of mind, mindsets) to make

TOWARD TRANSFORMATION: MENTORING WITHOUT MENTORING

them more inclusive, discriminating, open, emotionally capable of change, and reflective
so that they may generate beliefs and opinions that will prove more true or justified to
guide action (2000, p.8) (p. 133).
Upon reflection, my transformational journey occurred through my own self-directed
determination; significantly, it was the relationships I made along the way that provided
experiences, activities, insight, knowledge, guidance, encouragement, coaching, support,
networking, and opportunities for critical conversations. The people in these relationships were
my mentors: they were peers. Darwin (2000) suggests people in work settings are now more
likely to receive mentoring support from a number of different people rather than one single
mentor. All in all, my journey would not have been as rich had I only had one mentor. I wonder
if I would have ventured on a transformational journey to teacher under the guidance of only one
traditional mentoring relationship. Such a relationship can often foster cautiousness,
protectionism, power over the mentee, and reproduction of the mentors own belief system to the
mentee thereby limiting transformation (Darwin, 2000; Darwin & Palmer, 2009). Without a
formal mentor, I allowed myself to experience a world of perspectives through many informal
mentoring relationships which challenged my own assumptions about teaching leading me to a
new philosophy of learner-centred and authentic learning.
Mentoring Without Mentoring
Recently, my career journey has taken me to a hub of the college where the mission is to
support faculty in their teaching practice: The Centre for Academic and Faculty Enrichment
(C.A.F.E.). My role is to assist faculty with teaching and learning initiatives which includes,
inter alia: active learning strategies, experiential learning, curriculum, academic research,
classroom management, assessment and evaluation, teaching methodologies, teaching portfolio

TOWARD TRANSFORMATION: MENTORING WITHOUT MENTORING

guidance, and workshop development on teaching and learning. Given that our college does not
have a formal mentoring program, I feel that my job is to be a conduit in assisting faculty in
making the transformation from industry professional to college teacher. Not every faculty
member will follow my journey of self-direction or know how or where to seek out opportunities
for personal and professional growth. Many newcomers to an organization may experience
considerable impediments to developing informal workplace mentoring relationships due to a
host of reasons such as gender, social status, race, age, appearance, education, etc. (Ragins &
Cotton, 1999; Zellers, Howard, & Barcic, 2008).
The following is a small showcase of the opportunities currently in place for faculty
professional development; additionally, these programs may provide the benefits of mentoring
without formal mentoring and situate faculty on the path to transformation without anyone
actually participating in a formal traditional mentoring relationship.
College Teaching Courses
Three years ago the college amended the new faculty employment contract mandating
that all new faculty must complete three courses in college teaching during their first year of
employment: teaching methodologies, curriculum design and development, and assessment and
evaluation. The faculty members are provided with one course release in their first year to
complete the courses. The courses are facilitated by four faculty members from the C.A.F.E., me
being one of those faculty members. The courses are structured so that the new faculty actually
form a cohort and we meet face to face every other week and work through the courses.
Opposite weeks are delivered in an asynchronous online environment.
The courses provide foundational teaching knowledge and skills; more importantly, the
courses provide an incubator for a collaborative informal peer mentoring opportunity. As noted

TOWARD TRANSFORMATION: MENTORING WITHOUT MENTORING

earlier, our new faculty are subject matter experts from a myriad of disciplines. Our cohort is
very diverse in terms of academic backgrounds, culture, gender, age, and perceptions of college
teaching. Kram (1995), a leading researcher on mentoring, followed-up on her earlier work of
examining formal mentoring programming (Kram, 1993), with co-researcher Isabella (1995),
with a positive study on the benefits of informal peer mentoring concluding that informal peer
relationships are a valid and important alternate to formal mentorship. The current study
suggests that peer relationships may offer unique developmental opportunities that should not be
overlooked or underestimated. They provide a forum for mutual exchange in which an
individual can achieve a sense of expertise, equality, and empathy that is frequently absent from
traditional mentoring relationships. In addition, peer relationships appear to have a longevity
that exceeds that of most mentoring relationships. These relationships can provide continuity
over the course of a career, seeing individuals through change and transition, as well as through
the day-to-day tasks of work life (Kram & Isabella, 1995 p. 129).
Having been involved with the college teaching courses for two years, I have witnessed
the great value of peer mentoring which Kram and Isabella (1995) describe. Our cohorts provide
professional and personal support to one another. Through facilitation, faculty question
assumptions and have critical conversations with one another about teaching and learning. They
share resources, tips, and reflect upon their experiences leading to critical reflection (Brookfield,
1995). Recently, two peers in the cohort co-authored and published in a peer reviewed journal.
At first thought this doesnt seem to be remarkable; but, it is. One faculty member came into the
college with impressive academic credentials, including a PhD, while the other faculty member
is a highly-skilled red seal tradesperson. The tradesperson was overwhelmed by academe and
suffering from impostor syndrome during his first few semesters as a college teacher he is an

TOWARD TRANSFORMATION: MENTORING WITHOUT MENTORING

expert welder; however, like me when I began my college teaching career, was not prepared for
college teaching. Through the semesters of the college teaching courses this individual was
wholly supported by his peers. It was through the development of trusting peer relationships that
provided coaching, encouraging, dialogues leading to reflections on attitudes and assumptions
that started him on his transformational journey. I would suggest that had this individual been
paired in a traditional hierarchical formal mentoring relationship the outcome would not have
been so positive. As indicated by Long (1997) formal traditional dyadic mentoring pairings can
often lead to reproduction or cloning of the mentors work style and assumptions, and/or bias
toward gender, age, academic ability of the mentee, and power or perceived intimation.
Furthermore, an organization without any mentoring opportunities can lead to isolation and
disengagement of the employee. Our welder found peers that offered him a network of
relationships and support without the potential barriers that often permeate in a traditional
mentoring program.
The ultimate objective of the college teaching courses is to provide foundational
knowledge and skills for new faculty; nevertheless, it serves the very important purpose of
contributing to transformation through the development of informal peer mentoring opportunities
across the institution rather than in small silos in faculty schools. My role as a course facilitator
is to ensure that we work toward the course objectives together with assisting the cohort in
becoming a community where they feel comfortable sharing, dialoguing, critiquing, and
supporting one another. This is enabled through the development of intentional community
building activities that start day one and continue throughout the three courses. We have
constructed activities to: share experiences, peer review course work, collaborated on course
projects, have online discussions to keep the cohort connected, as well as organizing socials such

TOWARD TRANSFORMATION: MENTORING WITHOUT MENTORING

as potlucks, milestone celebrations and college fundraisers. The college teaching courses forum
presents as an impeccable opportunity to sow the seeds to grow peer relationships leading to the
overarching components of mentoring: career enhancement and psychosocial functions (Kram,
1995) and helping faculty along in their transformative journey.
Teaching in Community (TIC)
Teaching is often an isolating experience. Teaching in Community is a program that offers
faculty with a time and place to connect with other faculty members and engage in a process of
critical reflection. The purpose of TIC is to encourage and support faculty to creatively explore,
experiment and reflect on teaching and learning (TIC program flyer). Mezirow (1997) suggests
that transformational learning requires three stages of reflection: content thinking about an
experience; process problem-solving methods about the experience; and, premise examining
beliefs, assumptions and values about the experience. Brookfield (1995) links transformation to
four lenses of the critical reflective process: autobiographical, student lens, our colleagues
lenses, and the lens of literature.
TIC is a program that I started with a colleague a number of years ago to promote a
growing community around the theme of critical reflective practice in college teaching. It is a
volunteer opportunity for any faculty member. Together with my colleague, we facilitate the
TIC group on a volunteer basis. Each academic year, we recruit a new cohort of 12-15 faculty
members via a general advertising campaign across campus. The group meets once per month
from September-June with a focus on critical reflection. We also have an on-line discussion and
resource website where the group may interact in between meetings. Brookfields (1995)
Becoming a Critically Reflective Teacher and Palmers (2007) The Courage to Teach, together
with a reading schedule, provide a platform for critical conversation and discussion. Each

TOWARD TRANSFORMATION: MENTORING WITHOUT MENTORING

participant receives a complimentary copy of each text which is kindly funded by the C.A.F.E.
Depending upon the interests within the cohort many other articles are shared and further shape
discussion topics in the context of critical reflection.
My role is simply a facilitator. Together with my colleague, we provide the structure of a
reading schedule, guiding questions for conversation, and assist the group with establishing rules
of engagement to aid in community development. In the early months, we focus on building
community and slowly foster growth within the group so that they begin to set their own monthly
agendas in the milieu of reflective practice. Our first few meetings we have the group explore
those assumptions, relating to teaching that they accept as natural without critically analyzing
underlying assumptions, what Brookfield (1995) defines as hegemonic assumptions. Starting
with a challenge of assumptions in teaching sets the tone for the remainder of the meetings in the
context of critical reflection or what I like to call scuba diving rather than snorkeling - going
deep to analyze. As the meetings progress, the facilitators involvement lessens in that we take
care of logistics such as meeting space, dinner, and making minor suggestions to keep the agenda
on track.
TIC provides a micro community environment on campus that is rarely experienced by
faculty. We have colleagues from all faculty schools in varying career stages, and generally an
equal mix of male/female participants. Typically, professional development programming is
delivered specifically to a faculty school; therefore, faculty are always participating in
development training with their discipline specific faculty peers. TIC broadens the scope to
include faculty from across disciplines and campuses, many whom have never met until their
TIC experience. Not only does TIC serve as a catalyst to develop a culture of reflective practice
it serves to act as stage for informal mentoring opportunities for the entire cohort, not just new

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faculty. Together, the faculty develop networks, discuss career challenges, celebrate successes,
explore underlying assumptions about teaching and learning and discuss them in a safe and
confidential venue.
Darwin and Palmer (2009) would refer to the TIC framework as a mentoring circle.
Their research suggests that individuals gain access to networks, reduction in feelings of
isolation, greater connectivity, increased confidence and commitment, career progression,
knowledge acquisition, better understanding of the culture and academic demystification (p.
127). Kram and Isabella (1985) in their research of group mentoring found that peer
relationships across career stages involved greater reciprocity and mutuality and the potential
for meeting the needs of many people at every career stage truly makes peer relationships more
universally available than conventional mentoring relationships and an exciting alternative to
them (p. 129).
Here is what some of our faculty participants say about their TIC experiences:
I enjoyed learning from peers.
The evolution of positive learning as faculty we need to be able to have an opportunity
to continually grow and learn so that our students can have opportunities to grow and
learn.
Sharing of individual experiences in an environment that is judgment free.
Feeling part of a community belonging somewhere in the college feeling part of a
whole.
New ideasnew friendsgreat conversation.
Sharing with others, challenges and successes.

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Running Head: TOWARD TRANSFORMATION: MENTORING WITHOUT MENTORING

Reflecting on the two aspects of the function of mentoring: career success and psychosocial
function (Kram, 1983), it would seem that TIC provides an intended stage for critical reflection
together with offering the benefits of mentoring albeit in a peer to peer community modal.
Faculty Learning Communities (FLCs)
Are you looking for an opportunity to discuss and reflect on your teaching and connect
with other faculty members across campus? Whether you are a new faculty member looking to
learn best practices, or an experienced faculty member seeking new insights, Faculty Learning
Communities (FLCs) are a great way to connect with other instructors and gain new
perspectives. FLCs represent a sustained model of professional development as they allow for
continued interaction and reflection, rather than offering a one-time, limited duration learning
opportunity (Layne, Froyd, Morgan, & Kenimer, 2002) (FLC flyer).
In this current academic year, in an effort to provide more opportunities for faculty
connections, a colleague and I started developing FLCs. Cox (2004) and Nugent, et al. (2008)
explain that FLCs are intentional communities of practice that are comprised of a crossdisciplinary group of faculty who meet regularly to discuss and explore a common area of
interest in teaching and learning. FLCs typically fall into two categories: cohort-based and topicbased. Cohort-focused FLCs address the teaching, learning, and developmental needs of a
specific cohort of faculty, with the curriculum depending on the nature of the group and their
requirements. Alternately, topic-based FLCs are designed to address a particular teaching and
learning need, issue, or opportunity (Cox, 2004; Nugent, et al., 2008). We began tracking the
types of questions and information we were receiving in our consulting roles as educational
developers and established separate topic FLCs based upon repeating themes. Presently, we
have established the following three FLCs:

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Online/Hybrid Course Design and Delivery - This FLC is for those interested in
sharing knowledge, skills, resources, experiences, and best practices for designing and
teaching online and hybrid courses.

The Scholarship of Teaching and Learning (SoTL) - This FLC is for those interested
in exploring SoTL and discussing how SoTL approaches can be implemented into their
practice.

Education Studies - This FLC provides an opportunity for faculty who are currently
completing graduate degrees in education, or who have completed graduate education
degrees in the past, to share their experiences, give and receive support, and learn from
each other in a collegial environment.

FLCs provide a safe and supportive community wherein members can share best
practices, and engage in collegial conversation and inquiry around a topic of mutual interest.
The members often determine the way in which the group operates and the frequency of
meetings, although the process typically includes frequent seminar-style meetings where faculty
discuss teaching and learning and obtain advice, feedback, and support from one another (Daly,
2011). Unlike TIC, we take a very hands-off approach in our facilitation from the outset. Also,
new members are welcome at any time rather than a static cohort. The group sets the agenda,
provides the resources, and decides upon presentations and projects. As facilitators, we act as
hosts and general organizers of the FLCs.
Similarly to TIC, the groups report great benefit in taking dedicated time to meet with
colleagues from cross disciplines and collaborate and share thoughts, ideas, resources, and
camaraderie about college teaching. FLC members are diverse in age, career stages, discipline,
knowledge, academic credentials and attitudes toward teaching and learning. The synergy that
we see among members is dynamic and rich. We observe faculty members assisting one another
with the use of technology in teaching regardless of age and experience. Further, faculty teams
have been formed to explore and/or research to inform their teaching practices. And, we have a
supportive group enhancing their graduate studies through discussion of educational topics.

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Huizing (2012), in his substantial literature review of group mentoring, discovered that
researchers over the past 25 years have recognized group mentoring as viable alternative for the
development of personal and professional skills (p. 38). The flexible structure of our FLCs
allow for a fluid model of faculty development and support. Faculty are free to leave and rejoin
the FLC; they can move between FLCs; and, they can even develop new FLCs based upon topic
interest. Participation in a FLC may present a variety of mentoring models over the course of
membership or even over the course of one meeting: peer group; one-to-many; many-to-one;
and, many-to-many (Huizing, 2012). These communities provide the groundwork for networks,
collaboration, and the underpinnings for dynamic group mentoring in a multi-mentor network
(de Janasz and Sullivan, 2001 p. 275).
Towards Transformation
Our faculty are on a constant path of transformation often taking a long and winding
journey from industry or corporate professional to college teacher. In fact, Dirkx (1998) asserts
that transformative learning has neither a distinct beginning nor an ending (p. 11).
Correspondingly, transformative experiences involve relationships. Through experiences gained
on my own journey from corporate professional to college teacher, and now as an educational
developer, I can assist our faculty on their transformational journeys by being a catalyst to
provide opportunities and connections for relationships that may ultimately contribute to a
facultys own career success and psychosocial well-being and influencing his or her
transformative learning journey.
Hodgkinson (1991) reminds me that education is the art of helping people to know
themselves (p. 16). In my role, I have the ability to help our faculty get to know themselves as
educators by simply creating environments that cultivate peer support. Of course, I cannot be

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assured that all faculty members will take the journey of transformation or engage with peer
mentoring networks. When we seek transformative learning as the aim of what we do, we
attend to processes of change already at work within persons and communities. If we are invited
into these lives and enter into these processes, we may have some influence on what and how
one learns, but it is important to remember that being invited does not insure transformative
learning (Dirkx, 1998 p. 11).
In my role as an educational developer, I am able to mentor without mentoring through
the creation of potential peer mentoring relationships. I am an agent supporting the essence of
mentorship through the formation of robust and dynamic faculty communities. Through these
communities, our faculty have access to dynamic, fluid, and a network of mentoring
relationships. Dirkx (1998) reminds me that as educators, it is a stance we take toward our
relationships with learners rather than a strategy we use on them (p. 11). As I continue to grow
in my own role, my resolve is to continue to expand professional development programming for
our faculty through the lens of creating opportunities for continued growth of diverse peer
relationships supporting the transformational journey of our faculty.

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