In this appendix, you will find several different types of worksheets that may help you determine the type of mentorship that best supports your teaching and learning goals. Select one or two, or parts of any of these worksheets.

Pelletier, Rocchi, Vallerand, Deci and Ryan (2013) offers a mentorship motivation scale that may be of interest as you examine your motivations for engaging in mentorship.

Assessing Your Mentorship Motivation Worksheet

The following is a list of questions that have been designed to help you think about what you wish to obtain from a mentoring relationship. Please pick one or two questions that can inform the establishment of your mentoring relationship.

1. What motivates you to engage in mentorship? (check all that apply)
   • Opportunity to share your expertise
   • Opportunity to learn from others
   • Desire to improve student learning
   • Interest in mentoring teaching faculty members
   • Opportunity to acquire fresh perspectives
   • Opportunity to network with other teaching faculty
   • Acknowledging mentorship as a rewarding activity
   • Interest in enhancing social relationships with other teaching faculty
   • Previous benefits from being mentored
   • Desire to identify and develop yourself
   • Desire to help new teaching faculty
   • Interest in developing own teaching, learning and leadership skills
   • Opportunity to put mentorship on your CV
   • Other

2. What would you like to create in a mentoring relationship?

3. What expectations do you have coming into a mentoring relationship?

4. How will you know if it has had an impact on your teaching and learning practice? What are your indicators of success?

Mentor Reflection Worksheet

The following list of questions has been designed to help you think about what you wish to obtain from a mentoring relationship. Please pick one or two questions that would inform the establishment of your mentoring relationship.

Reflect on the mentor you want to be by responding to the following prompts.

• A mentor might be defined as:
  • a guide/trusted counselor
  • an advocate
  • a friend
  • a sympathetic ear
  • a resource for information
  • other?
• The mentor I want to be is…
• The ways I can facilitate career-related teaching and learning mentorship include…
• The forms of career-related mentorship and support I am most eager and able to provide include…
• The ways in which I can facilitate teaching and learning support include…
• The forms of teaching and learning support I am most eager and able to provide include…
• At the end of a mentoring relationship I want to be remembered as a mentor who…
• What kinds of activities would I like to engage in with my mentees?
  • Attend formal mentoring events
  • Meet informally over coffee, lunch or dinner
  • Attend educational events (lectures, talks, discussions, etc.)
  • Participate in structured activities (e.g. structured peer editing of lesson plans)
  • Other?

Mentee Reflection Worksheet

The following is a list of questions that have been designed to help you think about what you wish to obtain from a mentoring relationship. Please pick one or two questions that would inform the establishment of your mentoring relationship.

Reflect on who you are as a mentee and how you will work with a mentor by answering the following questions.

• What do I see as the most useful role my mentor(s) can play?
• What types of issues do I want to discuss with my mentor(s)?
• How comfortable am I with asking for advice and accepting criticism? In what contexts?
• How often and under what circumstances would I like to meet or communicate with my mentor(s)?
• Do I want to share everything with my mentor(s) or be selective about what I discuss? What kinds of things do I want to share? What kinds of things seem best not to share?
• To what extent am I comfortable sharing personal reflections with others, or do I prefer to maintain a purely professional relationship?
• A mentor might be defined as:
  • a guide/trusted counsellor
  • an advocate
  • a friend
  • a sympathetic ear
  • a resource for information
  • other?
• Ideally, which of these roles do I see my mentor(s) playing?
• What kinds of activities would I like to engage in with my mentor(s) or mentoring peers?
  • Attend formal mentoring events
  • Meet informally over coffee, lunch or dinner
  • Attend educational events (lectures, talks, discussions, etc.)
  • Participate in structured activities (e.g. structured peer editing of lesson plans)
  • Other?

adapted from “The Mentorship Guide for Teaching and Learning,” by Barrette-Ng et al,  Taylor Institute for Teaching and Learning at the University of Calgary, shared with a CC BY NC 4.0 license.