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Mentoring new faculty
Mentoring new faculty
Mentoring new faculty
Mentoring new faculty
Mentoring new faculty
Mentoring new faculty
Mentoring new faculty
Mentoring new faculty
Mentoring new faculty
Mentoring new faculty
Mentoring new faculty
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Mentoring new faculty

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  • 1. Mentoring New Faculty:<br />Ensuring Success from Day One<br />Facilitated by Joanne Chesley, Ed. D.<br />Center for Excellence in Teaching and Learning, WSSU <br />
  • 2. The Role<br />The role of mentor is critical in the life of a new faculty member<br />The goal is to provide guidance toward success in scholarship of teaching and research <br />The mentor helps the junior faculty to navigate the complexities of this new professional life<br />The mentor advises the new faculty about service commitments, student advising, getting grants<br />The mentor helps to prepare the new faculty for the tenure process<br />
  • 3. <ul><li>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. </li></li></ul><li>Mentoring should be layered<br />Campus Level mentoring addresses Tenure process, issues related to underrepresented faculty, other broad based areas such as governance<br />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<br />Unit Level Mentoringprovides developmental and evaluative mentoring and support. <br />
  • 6. Unit Level Mentoring <br />Could include a Junior Faculty Support Committee to:<br />discuss progress in scholarship and suggest ways to<br /> enhance scholarship productivity and publications<br />discuss teaching experience and suggest venues for improvement<br />review teaching and service workloads to make sure they are appropriate<br />work with the Chair to develop a strategic plan for the junior faculty member and provide feedback on progress.<br />create climate and opportunities to ensure that the junior faculty member is valued as an important member of the department. <br />
  • 7. Role of the mentor<br />Supportive<br />Empathic<br />Honest<br />Helpful<br />Collegial<br />Personalized<br />Conversations are confidential <br />Role of the chair<br />Critical<br />Directive<br />Performance-oriented<br />Outcomes- Based<br />Norm-referenced<br />Conversations are on the record<br />Developmental Mentoring<br />Evaluative mentoring<br />
  • 8. Mentors<br />Should be senior faculty who are caring and have developed interpersonal skills<br />Should seek out the mentee and provide support until tenure is granted (at least)<br />Should understand, practice, and respect confidentiality<br />
  • 9. Mentors should: <br />1. Help the mentee to cultivate scholarly activities that lead to success and recognition.<br />2. Introduce the mentee to colleagues<br />3. Share information on funding and assistance with getting access.<br />4. Advise about campus politics (at all levels). <br />5. Help mentee as s/he begins to mentor students. <br />6. Observe class presentations and share feedback toward improving teaching.<br />
  • 10. Good Mentors are: <br /><ul><li>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&apos;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, &quot;exclusively&quot; assigned to a mentee
  • 19. not expected to be &quot;on call&quot; to listen to grievances and frustrations</li></li></ul><li>Mentee Responsibilities<br />Keep appointments with Mentor<br />Maintain confidentiality<br />Stay informed of deadlines, regulations, policies, opportunities<br />Seek advice and feedback<br />Accept constructive criticism<br />Take personal responsibility for own success<br />Follow through on referrals from mentor<br />Be clear in your communication<br />
  • 20. References<br />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 <br /> http://www.faculty.umd.edu/Mentoring/MentoringGuide.pdf<br />Thomas, R. (2005) . Possible Innovation Elements for an FAS Junior Faculty Mentoring Program at Yale<br /> http://www.yale.edu/wff/pdf/ElementsYaleJuniorFacultyMentoringProgram.pdf<br />

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