Cases on Online Tutoring, Mentoring, and Educational Services: Practices and Applications

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2 Cases on Online Tutoring, Mentoring, and Educational Services: Practices and Applications Gary A. Berg California State University Channel Islands, USA InformatIon science reference Hershey New York

3 Director of Editorial Content: Senior Managing Editor: Assistant Managing Editor: Publishing Assistant: Typesetter: Cover Design: Printed at: Kristin Klinger Jamie Snavely Michael Brehm Sean Woznicki Michael Brehm, Michael Killian Lisa Tosheff Yurchak Printing Inc. Published in the United States of America by Information Science Reference (an imprint of IGI Global) 701 E. Chocolate Avenue Hershey PA Tel: Fax: Web site: Copyright 2010 by IGI Global. All rights reserved. No part of this publication may be reproduced, stored or distributed in any form or by any means, electronic or mechanical, including photocopying, without written permission from the publisher. Product or company names used in this set are for identification purposes only. Inclusion of the names of the products or companies does not indicate a claim of ownership by IGI Global of the trademark or registered trademark. Library of Congress Cataloging-in-Publication Data Cases on online tutoring, mentoring, and educational services : practices and applications / Gary A. Berg, editor. p. cm. Includes bibliographical references and index. Summary: "This book examines the rapidly developing sector of online tutoring and mentoring, featuring case studies of the adaptation of university-based programs for tutoring and mentoring"--provided by publisher. ISBN (hardcover) -- ISBN (ebook) 1. Education, Higher--Computer network resources--case studies. 2. Tutors and tutoring--computer networks--case studies. 3. Mentoring in education-- Computer networks--case studies. I. Berg, Gary A., LB C ' dc British Cataloguing in Publication Data A Cataloguing in Publication record for this book is available from the British Library. All work contributed to this book is new, previously-unpublished material. The views expressed in this book are those of the authors, but not necessarily of the publisher.

4 List of Reviewers Mark Lee, Charles Sturt University, Australia Bernie Luskin, Touro University Worldwide Catherine McLoughlin, Australian Catholic University, Australia Ramesh Sharma, Indira Gandhi National Open University, India Linda Venis, UCLA Extension, USA

5 Table of Contents Foreword...xii Preface... xv Acknowledgment... xxv Chapter 1 Facilitated Telementoring for K-12 Students and Teachers... 1 Judi Harris, College of William & Mary, USA Chapter 2 The E-Mentoring Network for Diversity in Science and Engineering David Porush, MentorNet, USA Chapter 3 Girls E-Mentoring in Science, Engineering, and Technology Based at the University of Illinois at Chicago Women in Science and Engineering (WISE) Program Sarah Shirk, University of Illinois at Chicago, USA Veronica Arreola, University of Illinois at Chicago, USA Carly Wobig, University of Illinois at Chicago, USA Karima Russell, University of Illinois at Chicago, USA Chapter 4 Bridging the 15 Million Person Mentoring Gap Caroline Kim Oh, imentor, USA Theresa Stroisch, imentor, USA Chapter 5 Mentoring the Next Generation Kate Schrauth, icouldbe.org, USA Elie Losleben, icouldbe.org, USA

6 Chapter 6 Implementation of an Online Distance Mentoring System Vassilis Syrris, Aristotle University of Thessaloniki, Greece Fenia Tsobanopoulou, Aristotle University of Thessaloniki, Greece Chapter 7 Supporting Peer-to-Peer E-Mentoring of Novice Teachers Using Social Software Mark J. W. Lee, Charles Sturt University, Australia Catherine McLoughlin, Australian Catholic University, Australia Chapter 8 E-Mentoring the Individual Writer within a Global Creative Community Linda Venis, UCLA Extension, USA Chapter 9 Design of an Online Community of Practice to Support an Emerging Doctoral Culture James M. Monaghan, California State University, San Bernardino, USA Chapter 10 Writing a Dissertation University of Phoenix Style Norma J. Turner, University of Phoenix, USA Chapter 11 Online Tutoring Christa Ehmann Powers, Smarthinking, Inc., USA Chapter 12 On-Demand Tutoring to Students Around the World John J. Stuppy, TutorVista.com, USA Chapter 13 Reaching Beyond Bricks and Mortar: How Sylvan Online Expands Learners Options Saul Rockman, Rockman et al., USA Lynn Fontana, Sylvan Learning, USA Chapter 14 Collaborative Reflection in Globally Distributed Inter-Cultural Course Teams Nicholas Bowskill, University of Glasgow, Scotland David McConnell, Glasgow Caledonian University, Scotland

7 Chapter 15 Applications of E-Tutoring at Indira Gandhi National Open University Ramesh C. Sharma, Indira Gandhi National Open University, India Sanjaya Mishra, Indira Gandhi National Open University, India Compilation of References About the Contributors Index

8 Detailed Table of Contents Foreword...xii Preface... xv Acknowledgment... xxv Chapter 1 Facilitated Telementoring for K-12 Students and Teachers... 1 Judi Harris, College of William & Mary, USA The Electronic Emissary is a Web-based service and resource center that helps teachers and students primarily from North America with Internet connections to locate mentors who are experts in various disciplines, and then plan and engage in curriculum-based learning. These project-based online conversations typically range in length from six weeks to a full academic year, as students needs and interests dictate. Chapter 2 The E-Mentoring Network for Diversity in Science and Engineering David Porush, MentorNet, USA MentorNet is dedicated to diversifying the engineering and scientific workforce by providing e-mentoring to women and underrepresented minorities in colleges and universities. Founded in 1997, the organization has partnership agreements with over 100 universities. Chapter 3 Girls E-Mentoring in Science, Engineering, and Technology Based at the University of Illinois at Chicago Women in Science and Engineering (WISE) Program Sarah Shirk, University of Illinois at Chicago, USA Veronica Arreola, University of Illinois at Chicago, USA Carly Wobig, University of Illinois at Chicago, USA Karima Russell, University of Illinois at Chicago, USA

9 GEM-SET is one branch of pre-college mentoring provided by the Women in Science and Engineering program at the University of Illinois at Chicago that links volunteer women mentors in the fields of science, engineering and technology to student members from across the United States. More than 1,300 young girls ages years old and 200 mentors in graduate school and beyond have participated via online mentoring and face-to-face programming where available. Chapter 4 Bridging the 15 Million Person Mentoring Gap Caroline Kim Oh, imentor, USA Theresa Stroisch, imentor, USA imentor is a New York City-based youth mentoring organization that uses guided communication to enhance in-person youth mentoring and continues to leverage lessons learned to help other groups to start up their own mentoring programs. This case study illustrates how the organization has effectively used technology to add flexibility and structure in its mentoring program, engaging professionals as mentors and mentees from some of the most economically and geographically isolated communities. Chapter 5 Mentoring the Next Generation Kate Schrauth, icouldbe.org, USA Elie Losleben, icouldbe.org, USA icouldbe.org s online mentoring programs reach young people who do not have access to quality educational resources, using a learning environment to connect them to mentors who offer practical and individualized advice, information and expertise. The organization s program is grounded on an evidence-based curriculum that is student-paced and student-led, placing young people at the center of a community of classroom teachers and adult mentors invested in their futures. Chapter 6 Implementation of an Online Distance Mentoring System Vassilis Syrris, Aristotle University of Thessaloniki, Greece Fenia Tsobanopoulou, Aristotle University of Thessaloniki, Greece In this case study, the authors see that the application of computer-based videoconference systems seems to have successfully bridged geographical distances, improved interaction considerably, and reduced the response time of interventions. The authors explore the issues related to electronic distance mentoring of young people in the framework of professional development and support. Chapter 7 Supporting Peer-to-Peer E-Mentoring of Novice Teachers Using Social Software Mark J. W. Lee, Charles Sturt University, Australia Catherine McLoughlin, Australian Catholic University, Australia The online mentoring of adults for specific professions is a growing area of interest. The Australian Catholic University, a public university funded by the Australian government, added a new dimension

10 to the teaching practicum to facilitate online peer mentoring among pre-service teachers by providing them with opportunities to reflect on teaching prior to entering full-time employment. While on their practicum, students used social software integrated into the university s course management system, to share and reflect on their experiences, identify critical incidents, and invite comment on their responses and reactions from peers. Chapter 8 E-Mentoring the Individual Writer within a Global Creative Community Linda Venis, UCLA Extension, USA America s largest continuing education provider of online creative writing and screenwriting courses and services offers individualized feedback and mentoring to 1,000 s of aspiring and practicing writers worldwide. Writing creatively is singularly private and can be isolating; the Writers Program s 220 annually-offered online courses in fiction writing, memoir, personal essay, children s literature, playwriting, poetry, publishing, feature film writing, and television writing provide access to in-depth instructor/student, student/student, and student/advisor relationships designed to help meet individual writing goals. Chapter 9 Design of an Online Community of Practice to Support an Emerging Doctoral Culture James M. Monaghan, California State University, San Bernardino, USA Adults in doctoral programs need a combination of specific course-related instruction, as well as mentoring as they transition into the profession. During the initial accreditation process for California State University, San Bernardino s new doctorate in educational leadership, the accrediting body presented the institution with a serious concern about a lack of a history of a doctoral culture. Leveraging a track record of creating online communities of practice, one was developed to provide the scaffolding similar to that which occurs in full-time doctoral programs where faculty and students regularly interact in both formal and informal settings. Chapter 10 Writing a Dissertation University of Phoenix Style Norma J. Turner, University of Phoenix, USA The doctoral program at the School of Advanced Studies at the University of Phoenix provides a process for working adults to earn a doctoral degree. The philosophy of the doctoral program and the program s continual growth and development are illustrated in this chapter. Information on the people and the processes, both internal and external to the University of Phoenix, involved in the successful completion of the degree program is covered as well.