Mentoring for Science and Engineering Faculty

Transcription

1 Mentoring for Science and Engineering Faculty UD ADVANCE Funded by NSF ADVANCE-PAID HRD Workshop Goals Learn about COE/CA&S formal mentoring programs Find out what mentoring you should be getting without even asking! Network with other faculty, do short survey Increase awareness of human factors Discuss experiences with other faculty Let us know what UD can do to support you in terms of mentoring 2 1

2 Multiple Mentors There are many different types of mentors. No one person can fill all mentoring roles, so we all need a network of mentors. 3 Types of Mentors 1. Evaluative: department chair; department P&T committee 2. Procedural/Mechanics: Senior faculty member from within the department appointed by the department chair. Formal monthly meetings with the mentee to review policies and procedures of the university, college and department. 3. Professional Life: senior faculty member preferably from another institution (within the mentee s research area). Discuss funding opportunities, external opportunities, national/international research opportunities; can give an outsider s view of events. 4. Other (as the mentee deems appropriate): senior faculty member with similar gender, cultural, international, time management, family-friendly issues, or other interests. 4 2

3 Types of Mentors 1. Evaluative: department chair; department P&T committee 2. Procedural/Mechanics: Senior faculty member from within the department appointed by the department chair. Formal monthly meetings with the mentee to review policies and procedures of the university, college and department. 3. Professional Life: senior faculty member preferably from another institution (within the mentee s research area). Discuss funding opportunities, external opportunities, national/international research opportunities; can give an outsider s view of events. 4. Other (as the mentee deems appropriate): senior faculty member with similar gender, cultural, international, time management, family-friendly issues, or other interests. 5 Formal Mentoring Program In the College of Engineering and the College of Arts and Sciences each assistant professor is assigned a formal mentor by the department chair. Many formal mentors have attended a workshop on faculty mentoring. You should be meeting regularly with your formal mentor, according to the schedule laid out in the Mentoring Checklist. 6 3

4 Mentoring Checklist Covers topics such as * : Setting up your lab Recruiting graduate students Setting short- and long-term research goals Research funding strategy Teaching loads and being ready for class Departmental, college, and university policies P&T process * Your formal mentor may not be an expert in all topics on the checklist, but should be able to help direct you to others who can help. 7 Mentoring Checklist The checklist is comprehensive and detailed and should be used as a guide. Not every item will apply to every person. Download the checklist: 8 4

5 Table Discussion We want to hear from you! Please fill out this anonymous survey about your mentoring experiences so far at the University of Delaware. Then, speed networking. 9 Cognitive Shortcuts 10 5

6 The Doctor is in a Rut: How Doctors Think by Jerome Groopman, M.D. Which one has a strained muscle? A heart attack? 11 What students see the first day of classes Which professor are they more likely to listen to? 12 6

7 Postdoc Awards: Gender and Nepotism Swedish Medical Research Council Postdoc Fellowship needed to be a PhD scientist in Sweden. Authors noticed: 46% of applicants were women (114 total). 20% of awardees were female. Took the case to court acquired access to applications. (Unusual move this is why study is impossible to reproduce!) Authors assigned each applicant an Impact Score based upon publication record. Compared the impact score against original review panel s score of competence. 13 Postdoc Awards: Gender and Nepotism Swedish Medical Research Council Postdoc Results Males: linear relationship (suggests original review panel used objective criteria). Females: nonlinear relationship, and lower original score. Summary Women had to be 2.5 times as productive as men to be ranked the same Affiliation with a member of the review panel no matter the gender only other factor found to have an effect (roughly equivalent to being male) on the original score. 14 7

8 NIH Awards: Race and Ethnicity DK Ginther et al. Science 2011; 333: ~83,000 proposals (FY 00-06) Blacks 10 percentage points less likely to receive R01 funding than whites Study controlled for demographics education and training, employer characteristics, NIH experience, and research productivity. 15 NIH Awards: Race and Ethnicity Authors noticed that black faculty members were less likely than white faculty members to resubmit grant proposals after receiving a rejection, which decreased their overall success rate. Mentoring could help 16 8

9 Letters of Recommendation Successful Medical School Faculty Applicants Personal Life Publications CV Trix, F. & Psenka, C. (2003) Discourse & Society,14(2); Letters for women: Shorter Mary instead of Dr. Smith Greater focus on teaching, personal life More doubt raisers, such as: It s amazing how much she s accomplished and It appears her health is stable. Letters for men: Longer Dr. Smith instead of Larry More references to publications and research 17 Implicit Bias and Mentoring Research shows that we all make implicit assumptions, or take cognitive shortcuts, when we evaluate people. Such implicit assumptions--or biases--shape how we view our colleagues based upon: Age Gender Religion Ethnicity Race Accent Marital status Sexual orientation Physical ability Appearance Research Discipline Implicit bias affects even the very young 18 9

10 Be Proactive as a Mentee Find out who your formal mentor is Contact your formal mentor to set up a time to meet Download and review the Mentoring Checklist ( Be sure you and your mentor meet regularly, as guided by the checklist Be receptive to your mentor s ideas, advice, etc. Listen well and ask questions. Regularly assess your mentoring relationship. If it isn t working, be honest. It s fine to get a new mentor. 19 Be Proactive as a Mentee Follow through on activities suggested by the checklist or your mentor (e.g., 5-year research plan) Be aware of your own goals and how your mentoring relationship can help you achieve them Seek out a network of mentors (research, teaching, personal, etc.) Be aware that your mentor won t have all the answers and may refer you elsewhere Thank your mentor! 20 10

11 Discussion What suggestions to you have for what UD can provide you to help with mentoring? For example, short workshops on time management or on what to do if your paper gets rejected? Discuss at your table and present one idea to the group. 21 References and Resources Kerry Ann Rockquemore Donna J. Dean 22 11