Barrette-Ng, Isabelle H.Nowell, LorelliAnderson, Sarah J.Arcellana-Panlilio, MayiBrown, BarbaraChalhoub, SergeClancy, Tracey L.Desjardine, PatriciaDorland, AnneMarieDyjur, PattiMueller, KatherineReid, LeslieSquance, Rod T.Towers, JoWilcox, Gabrielle2023-05-012023-05-012019Barrette-Ng, N., Nowell, L., Anderson, S.J., Arcellana-Panlilio, M., Brown, B., Chalhoub, S., Clancy, T.L., Desjardine, P., Dorland, A.M., Dyjur, P., Mueller, K., Reid, L., Squance, R., Towers, J., & Wilcox, G. (2019). The Mentorship Guide for Teaching and Learning. Calgary, AB: Taylor Institute for Teaching and Learning Guide Series.http://hdl.handle.net/1880/116138https://dx.doi.org/10.11575/PRISM/dspace/40983Research guideRooted in evidence, this guide will provide you with a unique perspective on supporting mentoring relationships for teaching and learning development. You will explore mentoring relationships, assessing readiness for mentorship, initiating mentorship, developing and sustaining mentoring relationships and mentoring transitions while ultimately improving student learning. You will also reflect on your mentoring relationships as you work through a series of guided questions and practical worksheets. 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.en© Copyright 2019 Taylor Institute for Teaching and LearningOther