Mentoring: A Role to Facilitate Academic Change. The Internet Journal of Allied Health Sciences and Practice

Ingrid Provident, Ed
2005 unpublished
The concept of mentoring is presented, including a historical overview and definitions of both mentor and protégé as well as corresponding typical roles and responsibilities. Theoretical models of mentoring are presented and contemporary views on using mentors to create meaningful curricular change are discussed. In particular, the overall results of the American Occupational Therapy Foundation's Curriculum-Mentoring Project are presented. The conclusion appears to be that both the process and
more » ... th the process and outcomes of curriculum change seem to be highly dependent on the communication style and make-up of the faculty and their relationship with the mentor. INTRODUCTION Many occupational therapy academic programs are making changes in curriculum format, structure and content in order to respond to the new entry-level requirements of post-baccalaureate education. This presents both challenges and opportunities to occupational therapy educators. While the academic environment can be collegial, work is often done in isolation. Faculty in occupational therapy programs have varying levels of expertise related to curriculum design / program development. There is a shortage of doctorally prepared faculty, therefore mentoring is one opportunity for more experienced educators to assist faculty groups in making changes that will benefit the profession by strengthening occupational therapy education programs.
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