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When Faculty are Consultants: Mentors at Thomas Edison State College
PROCEEDINGS

, , Thomas Edison State College, United States

EdMedia + Innovate Learning, in Honolulu, Hawaii, USA ISBN 978-1-880094-48-8 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

The presentation will discuss and describe the unique relationship, a relationship that may be es-pecially well-suited to institutions providing distance-delivered education, between Thomas Edi-son State College and its consulting faculty mentors. Working under memoranda of agreement, mentors assess and evaluate student learning; the teaching function, on the other hand, is built into courses via instructional design. The nature of the consulting relationship (as opposed to the relationship between an institution and a "standing" faculty) will be described. Advantages and disadvantages of this approach, impact on students and on the institution, and implications for ways in which faculty manage tasks will all be considered

Citation

Paist, E. & van Zyl, H. (2003). When Faculty are Consultants: Mentors at Thomas Edison State College. In D. Lassner & C. McNaught (Eds.), Proceedings of ED-MEDIA 2003--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2483-2484). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE). Retrieved July 18, 2019 from .

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