Introduction

Research on academic mentorship often measures success in terms of mentee research productivity (Feldman, Arean, Marshall, Lovett & O’Sullivan, 2010; Kalet, Fletcher, Ferdman & Bicknell, 2006; Sambunjak, Straus & Marušić, 2006). Teaching mentorship produces different measures of success, including the development of reflective practice and, most importantly, improvements in student learning. Although there are many resources for mentorship in academia (Johnson, 2015; Straus & Sackett, 2014), none of them aim specifically at supporting mentorship for teaching and learning development.

Mentorship in teaching and learning differs from research mentorship in terms of aims, approaches and measures of success, which is why we offer this resource.

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.