Craig Champlin University of Texas at Austin

Transcription

1 Craig Champlin University of Texas at Austin 1

2 What is a Mentoring Program? A mentoring program enables new members to learn about a culture and assimilate its practices and values Types of academic mentoring: Students, particularly PhD New faculty focus of this presentation Typical structure: Mentor: senior faculty member Protégé: new (junior) faculty member Dept. Head, Dean s or Provost s Office 2

3 Mentoring program helps new faculty Become familiar with institutional culture Obtain accurate & reliable information Establish a network of colleagues Increase visibility Understand promotion process Develop career goals & profile Set priorities learn how to say no 3

4 Benefits for Mentor: Exposure to new ideas Invigoration & satisfaction Feedback on own teaching & research Expanded network Retention of excellent colleagues Enhancement of department quality From: the Mentoring Program: Medical College of Wisconsin 4

5 Benefits to Protégé Honest criticism & advice Informal feedback Knowledge of (unwritten) policies Moral support Building a circle of friends Perspective on career planning From: the Mentoring Program: Medical College of Wisconsin 5

6 Benefits to Institution Helps faculty meet high standards Helps faculty realize their potential Improves faculty retention Enhances institutional reputation From: the Mentoring Program: Medical College of Wisconsin 6

7 A mentor is Wise Established Accessible Committed to process Willing to advocate Not directly involved in evaluation (P&T) From: the Mentoring Program: University of Oregon 7

8 What is the Mentoring Process? Supplement to New Faculty Orientation Establishment of mentor-protégé pair Regular mentor-protégé meetings Provide frequent and accurate feedback Other opportunities Workshops, panels, info sessions Resource documents Faculty Handbook, P&T guidelines, HR services 8

9 Topics for Facilitation General issues Research Teaching Student supervision Service Evaluation & promotion Personal From: the Passages Mentoring Program at Emory University 9

10 General issues (also covered during Orientation) How is the department organized? What admin. assistance is available? What local resources are available research, teaching, travel, etc.? What are suitable ways to raise concerns? From: the Passages Mentoring Program at Emory University 10

11 Research Where should I publish? What should I publish? With whom should I publish? How important are grants? What about conference presentations? Is clinical comparable to basic research? Should I form a research group? Will I have a Research Assistant? From: the Passages Mentoring Program at Emory University 11

12 Teaching Should I assemble a Teaching Portfolio? Is a reduced teaching load possible? What courses should I teach? Should I teach same course or diversify? How much time spent on course prep? Will I have a Teaching Assistant? How do I document teaching effectiveness? How do I handle problems in the classroom? From: the Passages Mentoring Program at Emory University 12

13 Student Supervision Is working with graduate students important? How many students should I supervise? When should I become a PhD advisor? Should I recruit students? What notes should I keep? How are TA s and RA s compensated? How do I manage student issues? From: the Passages Mentoring Program at Emory University 13

14 Service How much committee work should I do? How important is departmental, university or professional service? How much reviewing should I do? Should I serve on an editorial board? Should I organize a national event in my field? From: the Passages Mentoring Program at Emory University 14

15 Evaluation & Promotion When and how will I be evaluated? Who will review me? What is my role in the process? What documentation should I maintain? What should I include on my CV? How will the results be communicated? How are raises determined? Can the P&T clock be stopped? From: the Passages Mentoring Program at Emory University 15

16 Personal Matters How visible should I be? What is the policy on personal & family leave? What programs are available for children? What services does Employee Assistance provide? What if I have a conflict with someone? From: the Passages Mentoring Program at Emory University 16

17 What should Mentors do? Exchange CV s Have face-to-face meetings Inquire about short- & long-term goals Discuss performance evaluations Share information about important events Offer personal experiences Nominate for awards Listen Be Honest Be Supportive From: the Passages Mentoring Program at Emory University 17

18 What should Protégés do? Become familiar with policies & procedures Make mentor meetings a priority Be willing to ask for help Meet with Dept. Head to discuss expectations Take advantage of learning opportunities Show initiative From: the Passages Mentoring Program at Emory University 18

19 Other things to consider Appreciate new faculty member s frame of reference white, male from Midwest who has lived through P&T experience Ambitious start-up packages may generate resentment Teaching does matter it s VERY time consuming Don t be a fair-weather mentor Collins, T, Slough, S, & Waxman, H. (2009). Lessons learned about mentoring junior faculty, retrieved on 4/20/2010 from 19

20 More things to consider One-size-fits-all-needs Mentor Service matters, too seek opportunities that build research and teaching Watch the constructive criticism Collaboration on writing is a GREAT mentoring activity Complimentary strengths Added insights Motivational benefits Builds collegiality Collins, T, Slough, S, & Waxman, H. (2009). Lessons learned about mentoring junior faculty, retrieved on 4/20/2010 from 20

21 In short, Mentors should: Tell Protégé what she is supposed to do Provide information to get the job done Tell what to fix in time to make adjustments Help develop meaningful & durable bonds Facilitate sense of belonging Foster cross-disciplinary awareness Olmstead, M. (1993). Mentoring new faculty: Advice to department chairs, CSWP Gazette, 13 (1), 1. 21

22 Resource Links Duke University: Medical College of Wisconsin University of North Carolina - Greensboro University of Michigan _a.html Yale University Programs.pdf University of Maryland Denison University 22

23 End of presentation 23