Abstract
Higher education environments need further evidence of the impact of faculty technology mentoring (FTM) models on graduate students to promote and sustain these programs as well as develop policies related to their support. To address this need, the current study investigated the impact of a university-wide FTM program on participating graduate students' professional development. As part of the program, 12 graduate students mentored 12 faculty members on the application of educational technologies in their classrooms. Graduate students completed a survey at the end of the mentoring program to measure its benefits. The results reveal both how graduate students are rewarded by participating in such activities and valuable mentoring methods to develop graduate students' technical, academic, pedagogical, and professional skills.
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