Leveraging Learning through Mentoring Relationships

Abstract

Integration of technology into the learning environment has been the long-term mission of the Office of Instructional Computing at the State University of New York at Stony Brook. For many years this has been a Sisyphean struggle due to budget constraints and professional staff reduction. Nonetheless we have maintained the motto that, “The student comes first.” Therefore we attempt to provide students with an environment where they feel comfortable seeking help and where they are encouraged to expand their knowledge and skills beyond classroom requirements. Having discovered the richness of peer relationships, the Office of Instructional Computing has sought to engage students in two very special roles: as peer mentors and as technology mentors to faculty. This article will discuss these two mentoring relationships, examining the design of the programs, the successes, and the unavoidable investments that such endeavors entail.