Communication Studies Faculty Member, California Polytechnic State University, San Luis Obispo
United States of America - San Luis Obispo
Prof. Mehl is currently viewed as a premier expert and consultant on mentorship and sync/async technology literacy with both industry and academic institutions.
- Faculty Development
- Information Literacy Education, Library & Media Science
- K-12 Online Learning
- New Possibilities with Information Technologies
- Research & Evaluation
- Special Education & Assistive Technologies
- Teaching & Learning with Emerging Technologies
- Technology Leadership
- Workforce & Community College Education
California Polytechnic State UniversityJanuary 2003-Present
Iowa State University1994-1998
Prof. Mehl is currently viewed as a premier expert and consultant on mentorship and sync/async technology literacy with both industry and academic institutions. As a visonary and futurist his expertise reflects both quantitative and qualitative skills in communication studies and forging partnerships/mentorships through pairing learners and leaders. He brings over two decades of advising, broadcasting, consulting, management, pedagogy, research and training experience for academic, business and non-profit clients, including Adobe©, Apple©, Audi®, Bose©, Center for Ethics in Political & Health Communication, Eli Lily, Emerson College, Harvard Medical School, Iowa State University of Science & Technology, Lionbridge®, MIT, Massachusetts General Hospital, the University of Sydney and the Whitehead Institute for Biomedical Research.
Prof. Mehl is currently a 15 + year veteran faculty in the Communication Studies Department at California Polytechnic State University, San Luis Obispo and a proud graduate of Iowa State University of Science & Technology (Greenlee School of Journalism & Mass Communication,) and Emerson College (Political Communication & Public Policy Program. )
Prof. Mehl was honored to be an invited speaker at two CSU systemwide conferences - the Tech Innovation, Education & Exchange Conference in 2017 and the CSU Symposium on University Teaching in 2018. There, he shared his mentorship pedagogy/methodology in a mini-keynote called “Capturing & Coaching the Learner of the 21st century,” supporting the 2025 Graduation Initiative. This methodology was described and explored in six articles co-authored with Dr. Luanne Fose from the CTLT, published with the Online Learning Consortium in 2016-2017. More information is available here: https://tinyurl.com/olcdmc2016Links to an external site. His Digital Mentorship Competency project was the recipient of the Online Learning Consortium (OLC) Effective Practice Award in April 2017 in New Orleans, LA, for “ground-breaking assessment work.”
He was a presenter in 2017 at the Society for Information Technology & Teacher Education (SITE) conference in Austin TX, presenting “Fusing Mentorship with Common Core Standards Through Asynchronous Screencasting Feedback.” Mr. Mehl was also a presenter at the University of Nevada, Las Vegas School of Education Annual Conference on Academic Research in Education (CARE) in Las Vegas, NV presenting “Coaching Digital Information Literacy Using Screen-Capturing Competency.” He was the recipient of the Communication Studies Department’s inaugural “GE Faculty of the Year” Award in 2012-13 and the only three time nominee and finalist in 2015-16, and 2016-17.
Significant Publications: Capturing, Coaching & Creating the Learner of the 21st Century The Analysis: Learning from our Metadata. The Technology: Vision-Driven Instead of Vendor-Pushed Solutions - When the Right People Make the Right Tool to Support the Right Mission. The Process: Mentorship – Recruitment, Refinement and Transfer. The Declaration: Mentoring the Process of Learning with Screencast Assessment - Plugging into Students’ Digital DNA a Decade Later. The Conversation: Transformative Teamwork in a Learn by Doing Approach – Student Turned Mentor & Mentor Turned Student; Viewing Instructional Design & Pedagogy as a Holistic Unit. Plugging into Students' Digital DNA: Five Myths Prohibiting Proper Podcasting Pedagogy in the New Classroom Domain”