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  1. 1. A preliminary reportonAcademic Senate/Provost Retreat February 11-12, 2011 Promoting The Culture of Mentoring at USC <br />Sandeep Gupta<br />on behalf of the Executive Board of the Academic Senate<br />
  2. 2.
  3. 3. Background<br />Over 75 attendees<br />The Provost and many from her office<br />Academic Senate, entire EB and many members<br />Several schools administrators<br />Several from CET, CER, ALD, and this forum<br />
  4. 4. Background<br />Four panels,<br />Faculty Mentoring Undergraduates<br />Faculty Mentoring Graduate Students & Postdocs<br />Faculty Mentoring Faculty (Teaching & Career Development)<br />Faculty Mentoring Faculty (Scholarship) <br />Format: Presentations -> Breakouts -> Reports from breakouts<br />
  5. 5. A short report<br />
  6. 6. Undergraduate students<br />Very wide range of needs<br />Academic and career development<br />Some overwhelmed; others insufficiently challenged<br />Intrinsic passion vs. external factors determine program choice<br />Mismatch between passion and capabilities<br />Personal: Psychological, financial, …<br />Pre-professional students face special challenges<br />Large numbers of students concentrated in a few programs<br />Typically enrolled in programs that are not in their target schools<br />
  7. 7. Undergraduate students<br />In most schools<br />Student services staff is strong and builds relationships with each student<br />Mentoring much more than academic advising<br />Recognize strengths and weaknesses and help them succeed<br />Increase availability of faculty mentors<br />To improve academic guidance and/or letters of recommendations<br />To increase opportunities for involvement in research, scholarly, or creative projects<br />Also peer-mentoring programs<br />
  8. 8. Graduate and post-doctoral scholars <br />Train doctoral students for a wide range of careers: professional, teaching, research, …<br />Provide opportunities to gain teaching experience<br />Provide transferrable skills: Problem solving, writing, quantitative and computing skills<br />Opportunities to network with professionals<br />Partnership between career center and schools<br />Alumni as professional mentors<br />
  9. 9. Junior faculty<br />Objective: Career development<br />Especially research/scholarship/creative<br />Learning to translate passions into academic idiom<br />Learning to mentor graduate students<br />Learning to excel in teaching<br />By observing great teachers<br />By being observed and receiving constructive feedback<br />Modes: Senior to junior; peer-groups<br />
  10. 10. Mid-career faculty<br />Objectives<br />Changing research focus<br />Beginning the transition from innovator to leader<br />Maintaining passion; updating research topic/areas or style<br />Greater emphasis on service (after being protected from excessive service in junior ranks)<br />
  11. 11. Senior faculty<br />Objectives<br />Leadership development<br />Research, service, and administration<br />USC and global<br />Updating teaching: Curriculum and methods<br />Junior mentors for senior faculty?<br />
  12. 12. Basic questions and challenges<br />Definition and purpose of mentoring?<br />Advocate, coach, well wisher, …?<br />Focus on mentee or USC?<br />Will asking for help considered a sign of weakness?<br />Infringement of academic freedom?<br />How intrusive?<br />
  13. 13. Structural<br />Information <br />Unawareness of practices, programs, and resources<br />Do all senior faculty know the prevailing standards (e.g., at UCAPT)?<br />Matching mentors and mentees<br />Assignment, changes, self-selection<br />Single mentor or multiple<br />When: Offer letter, when they arrive at USC, …<br />Separation between mentor and mentee: authorship, collaboration, …<br />Changes with a mentee’s progression<br />
  14. 14. Structural<br />Training programs/seminars<br />Best practices in teaching<br />Changing teaching<br />Changing students<br />Exploit emerging techniques and technology<br />Changing research<br />Practices in fields<br />Funding priorities<br />Train mentors: University rules and practices, effective mentoring approaches, inter-personal skills<br />
  15. 15. Structural<br />Recognizing and rewarding mentoring<br />Course release<br />Financial incentive<br />AFR<br />Personal and professional satisfaction<br />Improve opportunities for casual conversations leading to mentoring, collaborations, …<br />Spaces<br />Culture<br />
  16. 16. Structural<br />Problems of scale: Difficult to assign<br />individual faculty mentors to UG and masters students<br />individual senior researcher mentors to junior faculty<br />Develop multi-layered approaches<br />Programs for general issues, individual mentoring for specific ones<br />
  17. 17. Undergraduate students<br />Develop a multi-layered program<br />Augment existing resources with a pool of faculty mentors<br />Identify particular issues at points of one-on-one interactions<br />Faculty and TAs who have one-on-one interactions<br />Student services staff<br />When appropriate, bring in a faculty mentor<br />
  18. 18. Programs, policies, culture<br />
  19. 19.
  20. 20. Culture and policies<br />Emphasize and reward mentoring<br />Appreciation and awards<br />Explicit parts of annual reviews and UCAPT<br />Resources: Information exchange and experts<br />Promote interactions: Culture, spaces, …<br />
  21. 21. Programs<br />Mentoring the complete undergraduate: A multi-layered mentoring program that<br />Involves staff, front-line faculty and TAs, faculty mentors, and professionals from the field, especially alumni<br />Spans academic advising, program placement optimization, involvement in projects and internships, networking and career advancement<br />Mentoring the complete graduate student<br />
  22. 22. Programs<br />Training faculty mentors<br />General plus field-specific<br />For various career tracks and for various stages of career<br />Assign explicit responsibility for effective mentoring of faculty in all tracks<br />Mentoring programs that combine<br />General with specifically tailored for field and career track/stage<br />Group and individual<br />Formal as well as individual<br />