Carter, LorraineSalyers, VincePage, ArohaWilliams, LyndaAlbl, LizHofsink, Clarence2017-03-082022-05-282022-05-282012Carter, L., Salyers, V., Page, A., Williams, L., Hofsink, C., & Albl, L. (2012). Highly relevant mentoring (HRM) as a faculty development model for web-based instruction. Canadian Journal of Learning & Technology, 38(1). Retrieved from https://www.cjlt.cahttps://hdl.handle.net/20.500.14078/707This paper describes a faculty development model called the highly relevant mentoring (HRM) model; the model includes a framework as well as some practical strategies for meeting the professional development needs of faculty who teach web-based courses. The paper further emphasizes the need for faculty and administrative buy-in for HRM and examines relevant theories that may be used to guide HRM in web-based teaching environments. Of note is that HRM was conceived by the instructional design staff who contributed to this paper before the concept of high impact mentoring appeared in the recent literature (2009). While the model is appropriate in various disciplines and professions, the examples and scenarios provided are drawn from a Canadian university’s experience of using HRM, in conjunction with a pedagogical approach called ICARE, in a variety of nursing courses and programs.449.47 KBPDFenAttribution (CC BY)Highly Relevant Mentoring (HRM)post secondary educationinstructional designweb-based learningArticle