Mentoring New Faculty: Ensuring Success from Day One outlines the importance of mentoring for new faculty members. It discusses the roles of mentors at different levels, from campus-wide to unit-level mentoring. Mentors provide guidance to help new faculty navigate requirements, build research skills, improve teaching, and ultimately achieve tenure. Good mentors are experienced, supportive, and willing to commit time to their mentee's development. The document also reviews responsibilities for both mentors and mentees to help ensure successful mentoring relationships.

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

4. The mentor becomes a sounding board and supporter in the way the chair cannot

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.

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

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