Appendix A

Please cite this publication in the following format:
Centre for Teaching Support & Innovation. (2016). Faculty Mentoring for Teaching Report. Toronto: Centre for Teaching Support & Innovation, University of Toronto

Dawson, P. (2014). Beyond a definition: Toward a framework for designing and specifying mentoring models. Educational Researcher, 43(3), 137-145.

Dawson proposes 16 design elements that should be included when describing mentoring and for developing a common framework. Those items include:

  1. Objectives: The Aims or Intentions of the Mentoring Model
  2. Roles: A Statement of Who is Involved and Their Function
  3. Cardinality: The Number of Each Sort of Role Involved in a Mentoring Relationship
  4. Tie Strength: The Intended Closeness of the Mentoring Relationship
  5. Relative Seniority: The Comparative Expertise, Expertise, or Status of Participants
  6. Time: The Length of a Mentoring Relationship, Regularity of Contact, and Quantity of Contact
  7. Selection: How Mentors and Mentees are Chosen
  8. Matching: How Mentoring Relationships are Composed
  9. Activities: Actions that Mentors and Mentees Can Perform During Their Relationship
  10. Resources and Tools: Technological or Other Artifacts Available to Assist Mentors and Mentees
  11. Role of Technology: The Relative Importance of Technology to the Relationship
  12. Training: How Necessary Understandings and Skills for Mentoring Will Be Developed in Participants
  13. Rewards: What Participants Will Receive to Compensate for Their Efforts
  14. Policy: A Set of Rules and Guidelines on Issues Such as Privacy or the Use of Technology
  15. Monitoring: What Oversight Will Be Performed, What Actions Will Be Taken Under What Circumstances, and by Whom
  16. Termination: How Relationships Are Ended