Mentoring new faculty

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  • 1. Mentoring New Faculty:
    Ensuring Success from Day One
    Facilitated by Joanne Chesley, Ed. D.
    Center for Excellence in Teaching and Learning, WSSU
  • 2. The Role
    The role of mentor is critical in the life of a new faculty member
    The goal is to provide guidance toward success in scholarship of teaching and research
    The mentor helps the junior faculty to navigate the complexities of this new professional life
    The mentor advises the new faculty about service commitments, student advising, getting grants
    The mentor helps to prepare the new faculty for the tenure process
  • 3.
    • The mentor also provides professional socialization
    • 4. The mentor becomes a sounding board and supporter in the way the chair cannot
    • 5. The mentor teaches the “tricks of the trade” and survival strategies to the mentee.
  • Mentoring should be layered
    Campus Level mentoring addresses Tenure process, issues related to underrepresented faculty, other broad based areas such as governance
    College/School Level Mentoringaddresses grantsmanship, how to mentor students, how to run a lab, research integrity, teaching tips; provides “teaching mentors” who are expert teachers who have agreed to work one-on-one with new teaching faculty
    Unit Level Mentoringprovides developmental and evaluative mentoring and support.
  • 6. Unit Level Mentoring
    Could include a Junior Faculty Support Committee to:
    discuss progress in scholarship and suggest ways to
    enhance scholarship productivity and publications
    discuss teaching experience and suggest venues for improvement
    review teaching and service workloads to make sure they are appropriate
    work with the Chair to develop a strategic plan for the junior faculty member and provide feedback on progress.
    create climate and opportunities to ensure that the junior faculty member is valued as an important member of the department.
  • 7. Role of the mentor
    Supportive
    Empathic
    Honest
    Helpful
    Collegial
    Personalized
    Conversations are confidential
    Role of the chair
    Critical
    Directive
    Performance-oriented
    Outcomes- Based
    Norm-referenced
    Conversations are on the record
    Developmental Mentoring
    Evaluative mentoring
  • 8. Mentors
    Should be senior faculty who are caring and have developed interpersonal skills
    Should seek out the mentee and provide support until tenure is granted (at least)
    Should understand, practice, and respect confidentiality
  • 9. Mentors should:
    1. Help the mentee to cultivate scholarly activities that lead to success and recognition.
    2. Introduce the mentee to colleagues
    3. Share information on funding and assistance with getting access.
    4. Advise about campus politics (at all levels).
    5. Help mentee as s/he begins to mentor students.
    6. Observe class presentations and share feedback toward improving teaching.
  • 10. Good Mentors are:
    • influential and experienced
    • 11. familiar with the university system
    • 12. mature or recognized teachers/scholars in their field
    • 13. higher up the organizational ladder than their mentee
    • 14. interested in the mentee's professional growth and development
    • 15. willing to commit time and attention to the relationship
    • 16. willing to give honest feedback,
    • 17. willing to act on behalf of the mentee
    • 18. not automatically a friend, "exclusively" assigned to a mentee
    • 19. not expected to be "on call" to listen to grievances and frustrations
  • Mentee Responsibilities
    Keep appointments with Mentor
    Maintain confidentiality
    Stay informed of deadlines, regulations, policies, opportunities
    Seek advice and feedback
    Accept constructive criticism
    Take personal responsibility for own success
    Follow through on referrals from mentor
    Be clear in your communication
  • 20. References
    Popper, A. N. (2007). Mentoring of Junior Faculty: A Guide for Faculty Mentors (and Mentees) in the College of Chemical and Life Sciences1 ©Copyright, College of Chemical and Life Sciences
    http://www.faculty.umd.edu/Mentoring/MentoringGuide.pdf
    Thomas, R. (2005) . Possible Innovation Elements for an FAS Junior Faculty Mentoring Program at Yale
    http://www.yale.edu/wff/pdf/ElementsYaleJuniorFacultyMentoringProgram.pdf