Published In
The Journal of General Education
Document Type
Article
Publication Date
2019
Subjects
Peer teaching, Diversity in higher education, Research -- Study and teaching (Higher), Mentoring in education, Online learning and distance education
Abstract
For both Sophomore Inquiry (SINQ) faculty and graduate peer mentors, online education offers a chance to explore pedagogical approaches and adapt to new or different technology solutions to communicate with students. The purpose of this article is to explore how online SINQ faculty and graduate peer mentors instruct, build relationships, and interrupt oppressive situations while delivering an online course. The research examined how SINQ faculty and graduate peer mentors' pedagogy and practices evolved when translated from brick and mortar classrooms to online contexts. Semi-structured interviews were conducted. Transcripts were coded and thematic analysis was done. Critical hope was used as the conceptual framework. Four themes were identified: online instruction, SINQ faculty and graduate peer mentor relationships, interrupting oppressive language and behaviors, and online strategies. The last theme is presented as a table of participants' online strategies that highlights the effective practices in creating, nurturing, and sustaining equitable online learning environments.
Rights
Copyright © 2019 by The Pennsylvania State University. All rights reserved.
The publisher grants exclusive permission to the author and PDXScholar to distribute this article.
DOI
10.5325/jgeneeduc.67.3–4.0251
Persistent Identifier
https://archives.pdx.edu/ds/psu/30636
Citation Details
Martin, S. B., Michaud, M. E., & Logerstedt, C. D. (2019) Faculty and graduate peer mentors online experiences in teaching and mentoring. Journal of General Education: A Curricular Commons of the Humanities and Sciences, 67(3-4), 79-96.