Faculty Mentoring Toolkit. A Resource for Faculty and Administrators at Michigan State University

Transcription

1 Faculty Mentring Tlkit A Resurce fr Faculty and Administratrs at Michigan State University

2 The Michigan State University Mentring Tlkit was edited by Clare Luz, with assistance frm Tiffeny Jimenez. Other cntributrs include: Debrah DeZure, Paulette Granberry Russell, Elizabeth Simmns, Melissa McDaniels and Thedre Curry. Special assistance was received frm Amy Blair, Cpyright Librarian at Michigan State University. This material is based upn wrk supprted by the Natinal Science Fundatin under grant number Any pinins, findings, and cnclusins r recmmendatins expressed in this material are thse f ADAPP-ADVANCE and d nt necessarily reflect the views f the Natinal Science Fundatin. The Michigan State University Faculty Mentring Tlkit was develped by cnducting bth a cmprehensive search f the mentring literature, as well as a review f existing mentring resurces at ther pstsecndary institutins. A numerical endnte frmat, as well an alphabetical ftnte frmat, is utilized thrughut this dcument. A list f surces and resurces can be fund in the back f this tlkit. Every attempt has been made t prperly cite surces fr dcuments used in riginal r adapted frm. Several sectins in this tlkit can be fund as independent dcuments n the ADAPP-ADVANCE website ( Please direct any questins and feedback t adapp@msu.edu. Please cite as: Luz, C.C. (Ed.) (2011). Faculty mentring tlkit: A resurce fr faculty, mentrs and administratrs at Michigan State University (NSF ADVANCE Grant # ). East Lansing, MI: Michigan State University. 2

3 Table f Cntents Resurces fr Unit Administratrs and Faculty 1.1 Michigan State University Mentring Plicy Frequently Asked Questins Abut the MSU Mentring Plicy Mentring Mdels Cnfidentiality in Mentring Relatinships...18 Resurces fr Unit Administratrs 2.1 Best Mentring Prgram Practices fr Cllege/Unit Leaders Other Tips and Best Practice Dcuments Checklist: Develping a Faculty Mentring Prgram Examples f Cllege Level Expectatins, Plicies and Prgrams Incentives and Recgnitin Evaluatin Resurces fr Mentring Prgrams...34 Resurces fr Mentrs and Mentees 3.1 Best Practices fr Mentrs and Mentees in Academic Settings What Mentrs D Mentring Skills Inventry Stages and Steps f the Mentring Prcess Mentring Needs and Gal Setting Wrksheet Mentee Needs and Gal Setting Wrksheet Mentee Needs Assessment fr Additinal Supprt Discussin Starters fr Mentrs Discussin Starters fr Mentees Sample Mentr/Mentee Agreement Characteristics f Cnstructive Feedback Timesavers Additinal Tips fr Mentrs and Mentees...53 Other Resurces 4.1 Mentring Tlkits frm Other Institutins Cmprehensive List f Mentring Prgram Examples Advancing Diversity thrugh the Alignment f Plicies & Practices MSU Faculty & Organizatinal Develpment MSU Family Resurce Center MSU Office fr Inclusin and Intercultural Initiatives MSU Wmen s Resurce Center...55 REFERENCES CONSULTED...56 LITERATURE CITED

4 Welcme t the Michigan State University Faculty Mentring Tlkit This tlkit is designed t prvide basic infrmatin n frmal mentring and the University Mentring Plicy, as well as resurces t help units establish mentring prgrams, relatinships, r netwrks. Why is mentring imprtant? It is imprtant t ensure that all faculty, particularly wmen and persns f clr, have access t all f the infrmatin and supprt they need t be successful. This is especially critical at a mment in time when we mst need t achieve faculty stability and excellence, prvide high quality teaching t a diverse student bdy, and t cmpete glbally. Mentring is nt new. It has been in existence fr centuries, in many frms and called by many names. It has histrically been inherent in mst cultures as an imprtant way f passing n cultural heritage and traditins. Mre recently, the crprate wrld has accepted the business case fr mentring, recgnizing its value t imprving wrk prductivity, satisfactin and retentin. There is nw a grwing bdy f literature and empirical evidence in supprt f frmal mentring in the Academy t mitigate bias and prmte career develpment and success. MSU has a rich array f resurces t assist with career develpment and aims t build n this fundatin and prvide faculty with tls t succeed bth persnally and prfessinally. The University plicy and this tlkit fcus initially n early career faculty. Hwever, frmal mentring can make a critical difference at all stages f academic careers and the University is cmmitted t develping and supprting mentring resurces fr all faculty. Many f the tls in this kit can be mdified fr use at any stage f an academic career. Fr mre infrmatin n any f the tlkit cntents r ther mentring resurces, please cntact ADAPP-ADVANCE at adapp@msu.edu, , r 4

5 RESOURCES FOR UNIT ADMINISTRATORS AND FACULTY 1.1 Michigan State University Faculty Mentring Plicy This plicy was issued by the Office f the Prvst n March 1, 2011 (t be effective fall semester 2011); it reflects advice by the Faculty Cuncil and the University Cmmittee n Faculty Affairs. Each cllege shall implement a frmal mentring prgram by August 16, As a part f the cllege prgram, clleges may als require that each department r schl develp its wn unit level- mentring prgram. Effective mentring is imprtant t enhancing academic excellence and building a prgressively strnger faculty cmpsed f members wh meet cntinuusly higher standards and are cmpetitive natinally and internatinally. Mentring prgrams will help the University achieve its gals fr a high-quality faculty, diversity, inclusive excellence, and a respectful, psitive wrk envirnment in which all members f the University cmmunity can thrive. While the respnsibility fr career develpment and success is ultimately that f the individual faculty member, pprtunity, mentring and the degree f envirnmental supprt that is available can affect success. There are many frms f mentring prgrams and n single mdel will meet the needs f all units r individuals. Each cllege (and/r unit) shuld develp a prgram that is mst relevant t its needs based upn evidence based best practices. The practices and prcedures in clleges may vary; hwever, all cllege mentring prgrams must incrprate, at a minimum, the principles included belw. Principles 1. Fr faculty members with jint appintments, there shuld be ne mentring plan fr the faculty member, crdinated amng the units, with leadership frm the faculty member s lead unit. 2. Faculty members need different kinds f mentring at different stages f their career. Initially, at minimum, clleges are expected t prvide a prgram fr mentring pre-tenure, tenure system faculty, and build upn the prgram as capacity allws. This might include, fr example, the additin f assciate prfessrs, HP faculty, r fixed term faculty fr whm there is a lng-term cmmitment. 3. Clleges, units and mentrs shuld demnstrate sensitivity t ptentially different challenges faced by diverse faculty including wmen, persns f clr, and ther facets f identity. 4. Cnflicts f interest shuld be minimized, cnfidentiality prtected, and all faculty members prvided an envirnment in which they can address cncerns withut fear f retributin. 5. A faculty member may chse nt t have a mentr. 5

6 6. Mentring plicies shuld be clearly cmmunicated t all faculty members, and effrts must be made t ensure that there is clarity f bth expectatins and rles fr all parties. 7. Mentring excellence will be cnsidered in the annual review f faculty. 8. Frmative evaluatin shall be incrprated int the design f the mentring prgram t maximize benefit t each individual being mentred. 9. Clleges shall assess the effectiveness f their mentring prgram n a cycle nt t exceed five years. Endrsed by: University Cmmittee n Faculty Affairs, Nvember 23, 2010; Faculty Cuncil, January 18,

7 1.2 Frequently Asked Questins Abut The MSU Mentring Plicy The fllwing questins and answers are ffered t help clarify the Michigan State University Faculty Mentring Plicy. Fr mre infrmatin r t submit additinal questins, please cntact ADAPP-ADVANCE at adapp@msu.edu, , r Q: Why des MSU have a university-wide faculty mentring plicy? Evidence shws that frmal mentring based n best practices makes a psitive difference in achieving career success. This plicy sends a clear message that Michigan State University is cmmitted t every tenure system faculty member having access t frmal mentring as a tl t advance their academic career. Q: When was the university mentr plicy effective? Every cllege was required t have a frmal faculty mentring prgram by 8/16/2011. Q: What cnstitutes a frmal, cllege-level mentring prgram? A frmal mentring prgram intentinally ensures that every faculty member has access t frmal mentring relatinships and resurces. It is develped, based n best practices, incrprates the principles f the MSU plicy, and is explicitly cmmunicated t all faculty. In additin t frmal mentring relatinships, the cllege prgram can include an array f cllege led resurces such as wrkshps, speakers, mentr recgnitin, mentr/mentee scial events, and evaluatin. Check the ADAPP-ADVANCE website fr resurces n best practices at cllege/unit level and designing effective mentring prgrams. Q: Will every department be required t have a frmal plicy and/r prgram? This is up t the individual cllege. Clleges may pt t administer frmal mentring relatinships at the cllege-level r require that each department r schl develp a prgram, with cllege versight. Q: What is frmal mentring? Frmal mentring is when ne r mre mentrs are intentinally assigned t a mentee and assume respnsibility fr facilitating the prfessinal develpment f the mentee thrugh activities such as prviding infrmatin, advice, encuragement, and cnnectins t ther mentrs, clleagues and prfessinal netwrks. It is vluntary and can result in a tw-way, mutually beneficial relatinship. N ne mentr can fulfill all f a mentee s needs. Mentees have a respnsibility t maximize and build n the mentr/mentee relatinship with ther mentrs and career develpment activities. Check the ADAPP-ADVANCE website fr handuts n mentr mdels, the rle f mentrs and a sample f typical mentr behavirs. 7

8 Q: Will every faculty member be required t have a mentr? The plicy explicitly states that a faculty member may chse nt t participate in the frmal mentring prgram. Cllege prgrams shuld, therefre, include language specifying that faculty members can pt ut with n penalties. The unit plicy shuld als specify that faculty members wh pt ut can jin/rejin the mentring prgram at a later date upn request. It is recmmended that there be a prcess in place by which faculty members designate in writing their decisin t pt ut. Related t this, the plicy shuld allw the mentee t change mentrs withut penalty. Q: Will specific mentring mdels be mandated fr clleges, units, r individuals? On the cntrary, beynd the nine principles utlined in the plicy, the plicy intentinally prvides flexibility fr clleges/units t chse mentring prgram mdels that best meet the needs f their faculty, and faculty are encuraged t build n these mdels fr maximum benefit. Many mentring mdels nw exist in additin t the traditinal single mentr/mentee dyad. The intent is that clleges and departments shuld chse mdels that prvide the highest likelihd fr individual career develpment. Check the ADAPP-ADVANCE website fr a list f mentr mdels. Q: What is the best mdel f mentring t use? The traditinal mdel is the mentr/mentee dyad with the mentr being either frm within r utside the unit. Hwever, current research suggests that it is much mre prductive t have multiple mentrs. Mentrs and mentees are bth encuraged t build n and supplement a primary mentring relatinship with ther mentrs [frmal and/r infrmal] and career develpment activities. The mdel chsen depends n the needs and resurces f the individual faculty member, unit and cllege. The first step is t cnduct an assessment f existing needs, resurces, and challenges at the unit r mentr/ mentee level. The ADAPP-ADVANCE team and Michigan State University s Office f Faculty & Organizatinal Develpment (F&OD) can prvide guidance and tls n hw t g thrugh this prcess. In additin, each cllege has a cllege-appinted Faculty Excellence Advcate (FEA). The FEAs are available as a resurce fr infrmatin related t the ADAPP-ADVANCE gals including mentring. Check the ADAPP-ADVANCE website fr needs assessment instruments. 8

9 Q: Hw shuld mentring prgrams address faculty members with jint appintments? Fr faculty members with jint appintments, there shuld be ne mentring plan fr the faculty member, crdinated amng the units, with leadership frm the faculty member s lead unit. Each unit shuld address jint appintments in their respective mentring plicies. Fr example, the plicy may state that unit leaders frm participating departments will determine, in cnsultatin with the faculty member, a mentring plan that best meets the faculty member s needs. The plan may fllw the mdel f ne department r the ther, be a hybrid, r be highly individualized. It shuld be written, and include clear expectatins fr all parties and leadership. Q: Are clleges expected t prvide a mentring prgram fr all faculty members r nly fr pre-tenure, tenure system faculty members? Faculty members need different kinds f mentring at different stages f their career. Initially, at minimum, clleges are expected t prvide a mentring prgram fr pre-tenure, tenure system faculty, and build upn the prgram as capacity allws. Ideally, mentring prgrams shuld be available fr mid-level and senir faculty members, HP faculty, and fixed term faculty fr whm there is a lng-term cmmitment. Q: Hw can clleges and units demnstrate sensitivity t ptentially different challenges faced by diverse faculty including wmen, persns f clr, and ther facets f identity? Administratrs and mentrs first need t have appreciatin fr the ptential, unique challenges faced by diverse faculty and f their wn biases, bth cnscius and uncnscius. Michigan State University prvides prgrams n bias t raise awareness and understanding. Secnd, the cllege/unit shuld practively build a culture f appreciatin fr diversity. Fr example, ensure that the pl f peple being cnsidered fr hiring, prmtins and key assignments is diverse and reflects the diversity in the unit. Careful cnsideratin shuld be given t the chice f a mentr t be smene wh understands the ptential challenges and can serve in a develpmental rle. The mentr can help vercme challenges by being willing t penly discuss them t avid prtective hesitatin ; encuraging assignments that build cmpetence, trust, and cnfidence; acknwledging achievements, publicly when pssible; practively helping the mentee build a large, hetergeneus prfessinal and mentr netwrk that reflects diversity in demgraphics, expertise, and rles; bserving fr signs f unfair criticism, scrutiny, assignments r ther harmful treatment, bth explicit and subtle undertnes f bias; be willing t challenge it; and help fcus discussins n actual perfrmance. 9

10 Q: Shuld mentrs als serve n their mentees review cmmittees? Ideally, mentrs wuld nt serve n their mentee s review cmmittee. Hwever, in cases where this is unavidable, the mentee shuld be clearly infrmed f the mentr s dual rle. The extent t which the mentr will be reprting t the cmmittee shuld be discussed and clarified at the first mentr/mentee meeting. This will guide the nature f the mentr s and mentee s rles within their relatinship. Check ADAPP-ADVANCE website fr handuts n alternate mentr mdels, cnfidentiality, and negtiating mutual expectatins and rles. Q: Hw can cnflicts f interest be minimized, cnfidentiality prtected, and all faculty members prvided an envirnment in which they can feel safe and address cncerns withut fear f retributin? It is imprtant that mentr s/mentee s rles are agreed upn and clearly stated at the utset f the relatinship. Cnflicts f interest and cnfidentiality shuld be penly discussed. If pssible, it is recmmended that a mentee have multiple frmal mentrs fr different rles, with at least ne that desn t serve n the review cmmittee. Many mentring mdels nw exist in additin t a traditinal single mentr/mentee dyad. One mentr may be external t the department, cllege, even university and wuld therefre nt have a cnflict f interest. One may be assigned t help advance teaching skills, anther fr research skills. Mentees shuld build upn their frmal mentr(s), establish a mentring netwrk and draw upn the different strengths f each. In additin, a prcedure shuld be in place by which a mentee can change mentrs withut penalty. Check ADAPP-ADVANCE website fr handuts n alternate mentr mdels, cnfidentiality, and negtiating mutual expectatins and rles. Q: What incentives are there fr senir faculty members t serve as mentrs? Mentring early career faculty is expected as an imprtant rle fr all tenure system faculty members. In recgnitin f the significant time required t prvide gd, frmal mentring, the University Mentring Plicy clearly states that, at minimum, mentring excellence will be cnsidered in the annual review f faculty. In additin, clleges/units are encuraged t prvide ther incentives fr excellence such as mentring awards, special events, release time, and news write-ups. The ADAPP-ADVANCE website prvides additinal incentive ideas. 10

11 Q: D frmal mentrs need t be trained? It is recmmended that frmal mentrs, even experienced nes, participate in an initial rientatin which can be prvided at the unit, cllege, r university level. The Office f Faculty Organizatin & Develpment (F&OD) ffers seminars related t best mentring practices. Frmal mentrs shuld be encuraged t attend additinal wrkshps t imprve mentring skills and netwrk with ther mentrs. Q: Hw will mentring prgrams be evaluated r assessed fr effectiveness? As the plicy states, frmative evaluatin shuld be incrprated int the design f cllege and/r unit-level prgrams s that perfrmance, quality and utcmes can be tracked. Mre bradly, clleges shuld rigrusly assess the mentring prgram(s) in five-year cycles, at minimum. Evaluatins shuld map t the cllege/unit mentring plan and gals. There will be administratin level gals such as establishing a prgram and measures f academic prductivity as well as mentr/ mentee level gals such as the perceived value f the relatinship. Specific evaluatin strategies and tls shuld be chsen based n the level f evaluatin, set f gals, and mentring mdel. ADAPP-ADVANCE team members and the Office f Faculty and Organizatinal Develpment (F&OD) are available t help clleges/units decide n assessment strategies that are relevant t their prgram. Q: Will clleges be held accuntable at the university level fr their mentring prgrams and if s, hw? Clleges will be asked t reprt n their mentring prgrams t the Office f the Prvst. Other ways in which the University can help track the existence and quality f mentring prgrams in all clleges are currently under discussin. Q: Hw can clleges ensure that mentring plicies, expectatins and rles are clearly cmmunicated t all faculty members? Multiple cmmunicatin strategies shuld be used n an nging basis and shuld emanate frm the dean, chairs, directrs, and mentrs. In additin, each cllege has a cllege-appinted Faculty Excellence Advcate (FEA). One f the FEA s rles is t cmmunicate with administratin and faculty n a regular basis and serve as a cnduit and resurce fr infrmatin related t ADAPP-ADVANCE gals. FEAs and their cntact infrmatin shuld be clearly identified. They will be practively engaged in wrking with units and faculty. The cllege plicy/prgram shuld be clearly stated in the cllege handbk. Regularly scheduled meetings, faculty rientatin, special events, newsletters, televisin mnitrs, annual reprts, and news publicatins are all gd venues fr disseminating infrmatin. 11

12 12 Q: What resurces exist t assist clleges/units in develping frmal mentring prgrams? Mentring wrkshps have already been presented, and will cntinue t be ffered. An nline Faculty Mentr Resurce Center has been launched where tls can be fund t help clleges as they establish prgrams and mentrs/mentees as they build relatinships. Many mre resurces will be added t the site, including a Mentr Tlkit, s please check it regularly fr updates ( msu.edu/facultymentring-resurce-center). Cllege-appinted Faculty Excellence Advcates (FEA) are available t answer questins and assist clleges and faculty. The ADAPP grant team can prvide cnsultatins. The Office f Faculty and Organizatinal Develpment als prvides cnsulting and has cmprehensive resurces t supprt mentring ( and Resurces/mentring/index.asp).

13 1.3 Mentr Mdels a The fllwing briefly addresses cmmn questins n frmal mentring, describes existing mentr mdels, and prvides suggestins fr chsing a mdel t use. Q: What is frmal mentring? Frmal mentring is when ne r mre mentrs are intentinally assigned t a mentee and assume respnsibility fr facilitating the prfessinal develpment f the mentee thrugh activities such as prviding infrmatin, advice, encuragement, and cnnectins t ther mentrs, clleagues and prfessinal netwrks. It is vluntary and can lead t a tw-way, mutually beneficial relatinship. N ne mentr can fulfill all f a mentee s needs. Mentees have a respnsibility t maximize, build n and supplement the mentr/mentee relatinship with ther mentrs and career develpment activities. Check the ADAPP-ADVANCE website fr handuts n typical mentr rles and behavirs, and negtiating mutual expectatins. Q: Isn t having a rbust infrmal mentr netwrk sufficient? Infrmal mentring is critically imprtant t career satisfactin and success. Frmal mentring is nt meant t replace infrmal mentring but t supplement and strengthen it. Evidence clearly indicates that frmal mentring makes a psitive difference in achieving career success. It differs frm infrmal mentring in several imprtant ways: it is intentinal; participants are held accuntable; it is based n best practices t prmte a high-quality, prductive relatinship; and it is available t all faculty s that bias and unequal access, whether intended r unintended, is minimized. Q: What is the best mdel f mentring t use? The traditinal mdel is the mentr/mentee dyad with the mentr being either frm within r utside the unit. Hwever, current wisdm suggests that it is much mre prductive t have multiple mentrs. Even if there is ne primary frmal mentr, mentrs and mentees are bth encuraged t build n and supplement this relatinship with ther mentrs and career develpment activities. The mdel chsen depends n the needs and resurces f the individual faculty member, unit and cllege. The first step is t cnduct an assessment f existing needs, resurces, and challenges at the unit r mentr/mentee level. The ADAPP-ADVANCE team and the Office f Faculty & Organizatinal Develpment (F&OD) can prvide guidance and tls n hw t g thrugh this prcess. In additin, each cllege has a cllege-appinted Faculty Excellence Advcate (FEA). The FEAs are available as a resurce fr infrmatin related t the ADAPP-ADVANCE gals including mentring. 13

14 EXAMPLES OF FORMAL MENTOR MODELS 1 2 A mentr mdel shuld be chsen r develped that meets the needs f a specific unit r individual. The list belw includes traditinal appraches as well as mdels develped by ther institutins that pulled strategies frm multiple surces t create a mdel apprpriate t their needs and cntext. Sme mdels use different terms such as prtégée versus mentee and may distinguish mentring frm specific rles such as advising. Hwever, all f these mdels share the gal f facilitating the prfessinal develpment f mentees. Intentinal Infrmal Mentring Intentinal infrmal mentring invlves vertly recgnizing and supprting ways in which clleagues within a unit r prfessinal netwrk can serve as unassigned mentrs [individually r cllectively] and facilitate persnal and prfessinal develpment f its members. It recgnizes that mentrs are imprtant and play different, critical rles at different times including that f cmmunicatr, advisr, cach, brker, advcate, and ften a cmbinatin f each f these. Mentr/Mentee Dyad The traditinal mentr/mentee dyad mentring mdel is a tp-dwn mdel that invlves assigning a single senir faculty member t mentr an early career faculty member. The mentr may be frm within r utside the unit. If the mentr is frm within, serius attentin shuld be paid t the issue f cnfidentiality and ptential fr cnflict f interest. Ideally, mentrs wuld nt serve n a mentee s review cmmittee. If it is unavidable, the mentee shuld be clearly infrmed f the mentr s dual rle. The extent t which the mentr will be reprting t the cmmittee shuld be explicitly stated at the first meeting. This will guide the nature f the mentr/mentee relatinship. As multiple mentrs are nw recmmended, bth mentrs and mentees shuld practively prmte supplementing the dyad with additinal career develpment activities and by establishing a mentr netwrk f ther mentrs [frmal and infrmal] and drawing upn the different strengths f each. One-t-One Mentring This ne-t-ne mdel differs slightly frm the ne-n-ne mentr/mentee dyad. It links new tenure system faculty with tenured faculty mentrs frm within the same divisin/area but utside the mentee s department. This apprach f crss departmental matches was develped specifically t avid ptential cnflicts f interest and allws early career faculty t speak mre candidly with advisrs wh are nt directly invlved in their tenure review prcess. Fr mre infrmatin, visit Prvst/Advance/mentring_guide.pdf. 14

15 Multiple Mentrs 3 If pssible, it is recmmended that a mentee have multiple frmal mentrs fr different rles, with at least ne that desn t serve n the review cmmittee. One mentr may be external t the department, cllege, even university and wuld therefre nt have a cnflict f interest. One may be assigned t help advance teaching skills, anther fr research skills. Mentees shuld build upn their frmal mentr(s), establish a mentring netwrk and draw upn the different strengths f each. Mentring Netwrks 4 The cncept f mentring netwrks is similar t multiple mentrs but implies that cnsideratin is given t strategically establishing a diverse netwrk f mentrs (frmal and infrmal) wh may be drawn frm many places (internal and external) and wh serve in different rles s that multiple needs are met. It is smetimes referred t as a cnstellatin f mentrs. Mutual Mentring 5 The mutual mentring mdel is distinct in that it encurages the develpment f a brader, mre flexible netwrk f supprt t meet the needs f early- and mid-career faculty. It is based n the belief that all members f the academic cmmunity have smething t teach and learn frm each ther. Faculty are encuraged t build a netwrk f supprt cnsisting f a variety f mentring partners including peers, near-peers, tenured faculty, chairs, administratrs, external mentrs, librarians, writing caches and s frth. It is faculty driven with each faculty member mapping ut their wn individual plan that accmmdates persnal needs and preferences fr types f cntacts [ne-n-ne, small grup, team r several types t meet different needs]. The faculty member is the primary agent f his/her wn career develpment. Mentr netwrks are supplemented by campus wide prgrams and wrkshps, netwrking events, and micr and team grants. Examples f different types f netwrks that faculty members have develped as well as guidelines, t-d lists, and ther resurces are available at Mutual%20Mentring%20Guide%20Final%2011_20.pdf. 15

16 Career Advising 6 The term career advising is used instead f mentring t avid cnfusin with the mentring mdel used in graduate schl that typically invlves a ne-n-ne advisr/advisee relatinship. Hwever, the gals and strategies are cnsistent with the cncept f faculty mentring. Career advising fcuses n facilitating career success: btaining tenure and career advancement and prmtin thrugh achievements in schlarship, external funding, teaching, and/r service. It rests n the premise that n ne advisr can meet all f a faculty member s needs and advising can take many different frms and invlve many kinds f interactins and relatinships including with peers. It shuld be geared t the develpmental needs f the individual faculty member. Peer Mentring 7 Peer mentring is generally dne acrss departments, units and disciplines. The value f this strategy includes building relatinships amng diverse faculty members, creating pprtunities fr cllabratin n research prjects, and develping camaraderie amng members that might nt therwise exist. It can be dne ne-n-ne between experienced and new faculty, within grups, r thrugh electrnic cmmunicatin. The fllwing link is t a student peer mentring prgram but the structure and strategies are equally relevant t faculty: peermentring.pdf. Anther resurce is at Virtual Mentring r E-Mentring Virtual mentring relatinships are develped and/r maintained thrugh nline media. Such relatinships may be develped in persn and then maintained thrugh as in the case f meeting a natinal expert at a cnference wh agrees t prvide cntinued advising via . Others may begin with r Facebk exchanges that eventually lead t meeting in persn. The mentring may exist entirely thrugh electrnic cmmunicatin. Advantages t e-mentring include the pssibility f cnnecting with natinally and internatinally recgnized experts, senir faculty, and peers. It multiplies the number and diversity f mentrs available t the mentee. A majr nline service fr lcating mentrs and develping ne-n-ne guided mentring relatinships is the MentrNet ( a free, membership netwrk fr wmen in Engineering and Science that matches students, pst-dcs, and early-career researchers acrss universities and within industry. Anther e-netwrk t cnsider is Peer Resurces

17 It is a fee-based membership netwrk but if jining is nt an ptin, significant infrmatin is still available t nn-members frm their hme page. Tele- Mentring ver the Net is an e-netwrk that is spnsred by the Internatinal Educatin and Resurce Netwrk ( Althugh this site is aimed at students, teachers, and pre-service teachers in K-12 schls, many links and examples f tele-mentring prjects have applicatins in higher educatin. The Sciety fr the Teaching f Psychlgy Mentring Service ( is an e-mentrship site with names, schls, telephne numbers, and addresses f several dzen psychlgy faculty willing t cmmunicate with clleagues ver tpics, methds, issues, and specific curses in Psychlgy. Create Yur Own Mdel and Call It What Yu Want Cnsider the different strategies used in existing mdels. Pull ut thse that are mst relevant t a specific unit r individual. Create a hybrid mdel that is a gd fit with identified needs, challenges, and available resurces. Pilt it and evaluate its impact n agreed upn measures f prductivity and satisfactin. Peer Resurces: A Cmprehensive List f Mentring Prgrams The fllwing link prvides a list f thusands f mentring prgrams with brief descriptins f the mdels ( Scanning the list can prvide an understanding f the range f mentr mdels that exist and ideas fr mdels that may be a gd fit with a unit s needs. The list is available t nn-members and is cntinually updated. Specific cntact infrmatin is available nly t members but may be fund thrugh internet research. The listings are rganized by setting and can be searched by gegraphic lcatin r key wrds. There is a cllege/university sectin but prgrams in ther categries may be useful as well. a Luz, C.C. (2011). Mentr Mdels. East Lansing, MI: Michigan State University. Retrieved frm Reprduced with permissin f the authr. 17

18 1.4 Cnfidentiality in Mentring Relatinships b N matter what mentr mdel is used, it is critically imprtant t establish hw issues f cnfidentiality will be handled. All faculty members need t wrk in an envirnment in which they can feel safe and able t address cncerns withut fear f retributin. A breach f cnfidentiality, r misunderstandings abut cnfidentiality, can be harmful t the mentrmentee relatinship and ptentially t the faculty member s career. Belw are strategies 8 9 fr minimizing cnflict f interest and prtecting cnfidentiality that shuld be cnsidered at the utset f the relatinship. Clarify Cnfidentiality 10 - Clarify hw each party defines cnfidentiality. D nt assume all cmmunicatins are private and cnfidential. Be clear with each ther abut what is t be held in cnfidence. Be realistic - ttal cnfidentiality may nt always be pssible, such as when the mentr als serves n the mentee s review panel. Questins t facilitate this discussin include: What tpics r issues are mst in need f prtectin? Are there individuals with whm infrmatin may r may nt be shared, including spuses/partners, with r withut names? Bth parties shuld disclse if a partner is a faculty member at MSU and in which department. In what situatins might the mentr r mentee need t disclse infrmatin, what infrmatin and t whm? Identify Cnflicts f Interest Cnflicts f interest shuld be penly discussed. Ideally, mentrs wuld nt serve n a mentee s review cmmittee. Hwever, in cases where this is unavidable, the mentee shuld be clearly infrmed f the mentr s dual rle. The extent t which the mentr will be reprting t the cmmittee shuld be discussed and clarified at the first mentr/mentee meeting. Utilize Multiple Mentrs If pssible, it is recmmended that a mentee have multiple frmal mentrs fr different rles, with at least ne that desn t serve n the review cmmittee. Many mentring mdels nw exist in additin t a traditinal single mentr/mentee dyad. One mentr may be external t the department, cllege, even university and wuld therefre nt have a cnflict f interest. One may be assigned t help advance teaching skills, anther fr research skills. Mentees shuld establish a mentring netwrk and draw upn the different strengths f each mentr. Create a Written Agreement - Address cnfidentiality within a written mentr/ mentee agreement. It may be as simple as stating, in writing, what sensitive issues are ff-limits fr discussin r thse which will be held in cnfidence. Bth parties shuld stay true t whatever agreement is made, written r nt. Over time, this will build trust. Agreements may need t be revisited peridically. 18

19 Have a N-Fault Exit Plan 11 - If the match is nt wrking r wrthwhile, fr whatever reasn, neither party shuld feel pressure t maintain the match. Discuss the situatin as penly as pssible, including being clear abut reasns fr requesting a change. Bth parties can then agree t a n-fault cnclusin, withut penalty. The chair shuld be ntified and requests made fr a new match. b Jimenez, T.R., & Luz, C.C. (2011). Cnfidentiality In mentring relatinships. East Lansing, MI: Michigan State University. Retrieved frm adapp-advance.msu.edu. Reprduced with permissin frm the authrs. 19

20 RESOURCES FOR UNIT ADMINISTRATORS 2.1 Best Mentring Prgram Practices fr Cllege/Unit Leaders c The best frmal mentring prgram is ne that is designed t meet the needs f an individual cllege r unit 12. Different mdels exist and deciding which mdel is best requires aligning the unit s particular needs, gals and available resurces Hwever, there is general agreement in the literature that successful frmal mentring prgrams share the fllwing key attributes: Tp-level spnsrship. Cllege expectatins fr mentring and leadership are clearly reflected in the cllege s strategic plan, allcatin f resurces, and cmmunicatins. Cllege-level persn is appinted t versee and facilitate mentr related prgramming. Cllege-level supprt is available in the frm f centralized services fr efficiency, e.g. arrange rientatins, rganize wrkshps that all units can utilize, lcate mentrs. Chair/directr supprt and leadership fr mentring is clearly reflected in the unit-level strategic plan, budget, resurces, cmmunicatins, and time allwed fr participatin. Unit-level persn is appinted t versee and champin prgram as part f jb descriptin. Frmal prgrams are designed by each cllege/unit based n their individual needs, strengths and cnstraints, and that cmply with the university mentr plicy. Expectatins fr annual review and prmtin are clearly stated and match disciplinary nrms. Mentring prgram plicies, gals, and expectatins that clarify rle f mentrs/mentees are clearly identified and cmmunicated. Examples: Rle f mentr in reappintment, prmtin and tenure (can affect trust; need fr safe place) Duratin f match (e.g., ne year, renewable, pprtunity fr reassignment) Expectatin fr meetings (mentring wn t happen if peple aren t meeting) Cnfidentiality 20

21 Clear and effective prcess fr identifying and matching mentrs and mentees exists. Prgram addresses diversity with an inclusive prcess vs. singling ut grups by identity. Orientatin/training is prvided fr mentrs/mentees t clarify prgram gals, expectatins and plicies, review best practices, and prvide tips and resurces. Recgnitin is given t active participants, bth mentrs and mentees (recgnitin fr mentrs is included in annual review, e.g. service t the department; awards, special events and ther frms f recgnitin are given regularly). An evaluatin plan, cnsisting f bth frmative and summative strategies, exists t regularly assess attainment f gals, effectiveness f prcesses, and measurable utcmes. c Luz, C.C., & DeZure, D. (2011). Best mentring prgram practices. East Lansing, MI: Michigan State University. Retrieved frm Reprduced with permissin frm the authrs. 21

22 2.2 Other Tips and Best Practice Dcuments Twelve Tips fr Develping Effective Mentrs Ramani, S., Gruppen, L. & Kachur, E. K. (2006). Twelve tips fr develping effective mentrs. Medical Teacher, 28(5), di: / Mentring New Faculty: Advice t Department Chairs Olmstead, M. (1993). Mentring new faculty: Advice t department chairs. Cmmittee n the Status f Wmen in Physics Gazette, 13(1), August. Cllege Park, Maryland: The American Physical Sciety. Retrieved frm Tp 10 List fr Mentring Junir Faculty Crsn, R. (2003). Tp ten (easy) things t d t mentr junir faculty. In The American Ecnmic Assciatin s Cmmittee n the Status f Wmen in the Ecnmics Prfessin (Eds.), Newsletter f the Cmmittee n the Status f Wmen in the Ecnmics Prfessin, Winter Retrieved frm cswep/newsletters/cswep_ nsltr_winter2003.pdf. 2.3 Checklist: Develping a Faculty Mentring Prgram 15 d PHASE 1: Unit Assessment The mst effective mentring prgrams are grunded in the needs f the unit and can be supprted by available resurces. Therefre, it is critical t cnduct a systematic needs/resurces assessment versus making decisins based n limited perspectives and assumptins. An assessment uncvers what is mst imprtant t faculty members, current resurces t address mentring needs, and gaps in resurces. Assessments can be cnducted in multiple ways such as interviews, public frums, nline/hard-cpy surveys, review f archival recrds/data, and bservatins. Check Hw t carry ut a needs assessment survey. Use the fllwing checklist t guide the whle prcess. It will help assure yur prgram is aligned with University plicy. First Things First: A Planning Meeting The first step is having a mentring prgram planning meeting with majr stakehlders wh have an interest in, can infrm and make decisins abut a mentring prgram (e.g. FAC chair, administratrs, faculty representing different career stages). Appint smene t versee the design/planning phase. 22

23 Assess Existing Prgramming and Alignment with University Mentr Plicy Des a unit mentring prgram exist? If yes, use the fllwing checklist t determine if it addresses all principles in the university mentr plicy. If n, use the checklist fr planning purpses. What prcesses already exist that can serve as a prgram fundatin? At minimum, every pre-tenure faculty member has access t a frmal mentr. Mentring needs at different career stages are taken int cnsideratin. Faculty members with jint appintments are ensured ne plan, crdinated between units, led by primary unit. Ptentially different challenges faced by diverse faculty including wmen, persns f clr and ther facets f identity are addressed. Plicies/prcedures are in place t minimize cnflicts f interest and prtect cnfidentiality. Faculty members can chse whether r nt t have a mentr. Mentring plicies, expectatins and rles are clearly cmmunicated t all faculty. Frmal mentring is cnsidered in the annual review f mentrs. A plan exists t evaluate the mentring prgram n an nging basis. Lng-term evaluatin plans exist, t track utcmes (e.g., every year internally and every 5th year minimum at the cllege and university-level). Cllect Additinal Data Assess the mentring needs f faculty members and resurces in the unit using interviews, fcus grups, surveys, and bservatin. What d peple want and need? Determine what resurces exist that can supprt a mentring prgram. Learn abut the range f mentring mdels - See Mentr Mdels handut. Create a Timeline fr Prgram Develpment Planning Take int accunt planning meetings, needs assessment, data cllectin/analyses, implementatin, and evaluatin. Prgram plan accunts fr time t gain the buy-in f faculty. Cnsider summer schedules. 23

24 PHASE 2: Designing Yur Prgram The fllwing are examples f key prgram elements and decisins yu might make fr each element. Determine Prgram Gals (bth unit- and mentr/mentee-level) Examples: T prvide supprt fr new faculty Clarify expectatins fr prmtin and tenure Increase retentin Increase prductivity (e.g., number f publicatins, grants submitted/funded, etc.) Tenure fr early career faculty Sustain vitality and prductivity f senir faculty Build cmmunity, cllegiality, psitive climate Prmte acculturatin t values and needs f the department, cllege and institutin Assist faculty in balancing teaching, research, service, department plitics Prvide a safe venue in which t discuss cncerns Determine Specific Measurable Outcmes fr Each Prgram Gal Examples: All tenure track faculty will btain tenure Unit publicatins will duble Mentee satisfactin surveys will be cmpleted by all mentees Mentring is prvided by senir faculty frm different departments Determine Desired Prgram Design Elements that Meet Needs and Gals 16 Fr whm (e.g., pre-tenure nly, all faculty, mid-career faculty, etc.) By whm (e.g., internal r external mentrs) Mentr criteria (e.g., expertise in research and/r teaching, grant funded, etc.) Opt in/ut plicy (e.g., written, clear, frm used fr faculty t pt ut) Selectin/assignment prcess (e.g., by chair, mentr crdinatr, mentr, cmmittee) Mentr mdel (See Sectin 1.3) (e.g., mentr/mentee dyad, cmmittee Rle f mentr in review prcess (e.g., shuld mentrs be tenure champins? Shuld they recuse themselves frm tenure decisins abut their mentee?) 24

25 Cnfidentiality guidelines (See Sectin 1.4) Duratin f relatinships (e.g., ne year, until tenure is earned, etc.) Terminatin plicies Training/rientatin (e.g., fr mentrs/mentees, initial/nging) Rewards/recgnitin (See Sectin 2.5) Evaluatin plans (e.g., needs assessment, nging mnitring t determine if mentring is taking place [perfrmance measures], and utcme measures Overview/versight plan Determine Budget and Resurces Prgram Crdinatr Clerical supprt Hnraria fr Mentrs Other incentives/rewards Training materials Fd and events Guest speakers Supplies/cpying External Evaluatr Determine Evaluatin Plan and Prtcls Evaluatin is meant t help measure success at bth frmative and summative stages. Frmative evaluatin assists in creating the best pssible prgram by assessing cmpnents f structure and prcess thrughut the life f the prgram fr cntinuus quality imprvement. Summative evaluatin assesses the impact f the prgram n desired gals. Belw are sme basic steps t guide evaluatin planning and delivery. Identify WHY yu wuld be mst interested in evaluating yur prgram. WHY is it imprtant fr yu t knw whether yur mentring prgram wrks r nt? Fr example: We need t d a better jb f retaining wmen faculty. We need faculty t be mre successful at btaining funding. We want faculty t be satisfied with their jb in this unit/department. Use yur prgram gals and bjectives t guide yur evaluatin

26 Identify measurable indicatrs f change fr each prgram bjective. Hw will yu knw whether yur prgram is wrking? What are indicatins f prgram success? (See Sectin 2.6) Examples: If shrt-term gals are fcused n mentee satisfactin, then mentee level f satisfactin with the prgram wuld be an indicatr f success and wuld need t be tracked. If a lng-term gal is t have every new faculty member btain tenure status in the next 5 years, then an indicatr wuld be verall success rates. A shrt-term gal f prgress tward tenure culd be measured by identifying benchmarks that need t be cmpleted within an agreed upn timeframe. These indicatrs culd be assessed each year thrugh the annual review prcess. Cllect data n each indicatr. It may be that needed data are already being cllected such as in annual review letters and cmmittee meeting minutes. Using existing recrds will reduce wrklad and increase the chances f evaluatin becming embedded in standard practice. Otherwise, ways in which t cllect data will need t be determined. Fr example, if yu determine that the length f the mentr/mentee relatinship indicates prgram success, then track pairs, the length f time they wrk tgether, and reasns fr ending the relatinship. If mentee satisfactin indicates success then cnduct mentr satisfactin surveys regularly. Annymus, pen-ended surveys may be mst infrmative. Data can als be cllected thrugh fcus grups, interviews, reprts, etc. Use results t adjust the prgram as necessary t meet gals. Findings f data analyses will help identify strengths and weaknesses and where t target imprvements. Fr example, if mentee satisfactin surveys indicate that mentees feel they can t switch mentrs withut negative persnal r prfessinal cnsequences, cnsider establishing a prcess by which n fault changes can be made. Fr mre immediate feedback, cnsider a cnfidential, annymus way fr faculty t prvide feedback (e.g., a suggestin bx, feedback t FEAs). Fr mre ideas abut hw t use results t adjust prgrams t meet gals, see: Pattn, M.Q. (2012). Essentials f utilizatin-fcused evaluatin. Thusand Oaks, CA: Sage Publicatins. 26

27 PHASE 3: Prgram Implementatin The fllwing is a general framewrk fr implementatin and evaluatin: Infrm administratrs and faculty abut the prgram Identify mentrs Train mentrs Invite mentees t participate Prvide rientatin prgram fr mentrs and mentees Prvide venues fr mentr-mentee relatinships t develp Prvide nging supprt and cmmunicatin with mentrs and mentees Prvide events fr mentrs and mentees based n the prgram mdel Evaluate and reprt utcmes t key cnstituencies Mdify mdel as apprpriate PHASE 4: Evaluatin Evaluatin is imprtant because it helps yu understand whether yur mentring prgram is wrking. Gd practice invlves cntinuus frmative and summative evaluatin. Fllw the evaluatin plan that was established during the prgram planning phase (Phase 2). The Michigan State University Faculty Mentring Plicy requires that clleges assess the effectiveness f their mentring prgrams n a cycle nt t exceed five years. d Jimenez, T.R., & Luz, C.C. (2011). Develping faculty mentring prgram checklist. East Lansing, MI: Michigan State University. Reprduced with permissin f the authrs. 27

28 2.4 Examples Of Cllege Level Expectatins, Plicies and Prgrams at Michigan State University Lyman Briggs Cllege 18 Lyman Briggs Cllege (LBC) views mentring as an imprtant aid t the prfessinal develpment f faculty. The Cllege spnsrs a frmal mentring prgram t (a) ensure that all tenure-stream faculty belw the rank f full prfessr have mentrs, (b) help cmmunicate expectatins abut prgress and evaluatins t faculty, (c) strengthen the evaluatin prcess by having senir faculty stay infrmed abut the accmplishments f junir clleagues, and (d) supprt mentring as a value f the Cllege. At the same time, because a frmal mentring prgram linked t the evaluatin prcess cannt meet the full range f mentring needs, LBC als strngly encurages faculty t avail themselves f infrmal, peer, and external mentrs; distinctins amng these categries are briefly indicated belw. Frmal Mentrs Are assigned within the LBC mentring prgram. Are mre senir members f LBC r the jint appintment unit f the faculty member. Help cmmunicate cllege (and jint appintment unit) expectatins t mentees. Prvide guidance abut ways fr the mentee t advance his/her career bjectives. Help the mentee with netwrking, e.g., thrugh intrductins t ther clleagues. Participate in the evaluatin f mentees. Because LBC is highly interdisciplinary, it is imprtant that each assistant r assciate prfessr have clleagues frm bth the HPS1 and STEM1 sides f the Cllege wh are deeply familiar with their wrk. Infrmal Mentrs Are clleagues f any rank r discipline t whm a faculty member might regularly turn fr advice n matters related t teaching, schlarship, r service. May prvide guidance n ne tpic r many. May help with netwrking and integratin int the unit and university. A faculty member may have multiple infrmal mentrs fr multiple tpics. 28

29 Peer Mentrs Infrmal mentrs wh are clse in rank t the faculty member and may therefre have recently gne thrugh similar career stages. Often a surce f general guidance abut unit culture and prcesses. External Mentrs Clleagues wh are nt appinted either in LBC r the faculty member s jint appintment unit. May be appinted elsewhere within MSU r at anther university r institutin entirely. Often a senir schlar in the faculty member s discipline(s) wh can ffer advice abut disciplinary nrms and engagement with the brader prfessinal cmmunity. By mutual (and explicit) agreement with the mentee, can ptentially serve as a safe mentr, smene with whm a mentee can share cncerns r issues. Frmal Mentring Cmmittees in Lyman Briggs Cllege Membership Each tenure-stream faculty member hired after 2003 is assigned a mentring cmmittee with at least three members; they cntinue t have a mentring cmmittee until attaining the rank f full prfessr. The initial assignment is made by the Dean, in cnsultatin with the faculty f the Briggs Advisry Cuncil. Assignments are reviewed at the mentee s annual evaluatin meeting with the Dean and the mentring cmmittee membership may be readily changed r augmented t meet the evlving needs f the mentee. Each mentring cmmittee includes tw tenure-stream faculty frm LBC, at least ne frm the HPS disciplines and ne frm the STEM disciplines. Fr faculty with jint appintments, there will als be at least ne member frm the jint-appintment department, chsen in cnsultatin with the department chair. The members f the mentring cmmittee shuld be f higher academic rank than the mentee whenever pssible. 29

30 Charge Members f the mentring cmmittee actively ffer the mentee prfessinal advice n teaching, schlarship, engagement, and ther faculty duties. The classrm f the mentee shuld be visited tw t three times each academic year by members f the cmmittee (nt necessarily the entire cmmittee n each visit) and the mentee shuld receive specific, cnstructive feedback based n the visits. The cmmittee as a whle shuld meet frmally with the mentee nce each term; the persn respnsible fr arranging the frmal meetings with an HPS (STEM) mentee is their LBC-HPS (LBC-STEM) mentr. Frequent infrmal meetings between cmmittee members and mentees are als encuraged. On first meeting, the mentring cmmittee and the mentee shuld agree n mutual expectatins fr the mentring relatinship. These expectatins shuld be peridically revisited and updated. Examples f tpics the mentring cmmittee might address, as needed, include: Resurces available t help with teaching (e.g., pedaggical technlgy r methds being used in LBC, Lilly Seminars and Fellwships, Spring Institute n Teaching and Learning, Office f Faculty & Organizatinal Develpment). Resurces related t schlarship (e.g., prfessrial assistants, internal MSU grants, external granting agencies, prpsal-preparatin services, LBC and ISP travel grants). Opprtunities fr engagement and leadership within LBC and MSU r in the discipline. Intrductins t clleagues with similar interests in LBC, in the jint appintment department r elsewhere. Campus netwrks fr persnal supprt such as issues regarding gender, race, sexual rientatin and ethnicity. General expectatins fr teaching, schlarship and engagement within LBC and MSU. Rle in Evaluatin The frmal mentring cmmittee is explicitly linked t the annual and Reappintment, Prmtin, and Tenure (RP&T) prcesses f LBC. Members f the mentee s annual tw-member LBC evaluatin cmmittee (called the 2PC) are usually drawn frm the mentring cmmittee t prvide cntinuity ver time. Members f the mentee s LBC faculty R/P/T cmmittee are usually drawn frm the mentring cmmittee t ensure that the R/P/T cmmittee is familiar with the candidate s wrk and prgress. 30

31 Cllege Of Human Medicine 19 The Cllege f Human Medicine began a Faculty Mentring Prgram in Fall 2005, based upn a recmmendatin frm the Faculty Excellence Task Frce. The verall gal f this prgram is t supplement existing departmental mentring activities and t assist junir faculty in achieving the award f tenure. Six senir faculty members have been selected and trained as mentrs. They meet with junir faculty n a peridic basis t: review academic prgress t date, establish future academic gals, and prvide assistance in achieving thse gals. Once a year, the junir faculty receive written feedback frm the CHM Mentrs n their prgress tward achieving tenure. Mentrs and prtégés meet peridically during the academic year, and at least twice a year, the entire grup f CHM Mentrs and Prtégés meet t participate in prfessinal develpment seminars. This prgram is available t all tenure system faculty. In 2009 and 2010 the mentring prgram prvided the fllwing faculty develpment pprtunities: Preparing Yur Curriculum Vitae and Academic Prtfli With William Andersn and Brian Mavis frm the Office f Medical Educatin Research and Develpment. Career Planning and Develpment With Stephen Bgdewic, Executive Assciate Dean fr Faculty Affairs and Prfessinal Develpment at Indiana University Schl f Medicine, June Expectatins and Strategies fr Achieving Tenure at MSU With panelist, Terry Curry, Assciate Prvst and Vice President fr Academic Human Resurces, Marsha Rappley, CHM Dean, David Weismantel, CHM RPT Chair, William Spielman, Chair f Physilgy, Nvember Write Winning Grants With David C. Mrrisn, Grant Writer s Seminars & Wrkshps LLC, January Wrk Life Balance With Ellen Kssek, University Distinguished Prfessr, Human Resurces and Labr Relatins, May

32 Cllege Of Engineering 20 The Cllege f Engineering believes that effective mentring is imprtant t the prfessinal develpment and advancement f new faculty members. Traditinally, departmental chairpersns have prvided mentring thrugh articulatin f expectatins and perfrmance reviews. Hwever, ther respnsibilities inherent in the faculty chairpersn relatinship may interfere with the pen and frequent cmmunicatin needed fr effective mentring. The Cllege f Engineering therefre recmmends that each department develp a frmal prcess by which new tenure-track faculty will be mentred by ne r mre senir faculty members, ther than the chairpersn. The mentr(s) shuld prvide independent advice, active supprt, and timely infrmatin acrss all areas f prfessinal activity - research, teaching, and service. The Cllege f Engineering recmmends that each department explicitly dcument its mentring prgram, indicating hw mentrs will be assigned and what their respnsibilities will be. A mentr shuld be familiar with bth the new faculty member s prfessinal sphere and the perfrmance standards likely t yield favrable actin frm evaluatin cmmittees. Mentrs are expected t cmmit at least tw years t the effrt, which shuld be reprted annually as a service activity and apprpriately recgnized by the department and cllege. Frmal assignment f a mentr t a faculty member shuld nt discurage ther faculty members frm als ffering prfessinal advice. Hwever, all mentring discussins shuld be cnsidered privileged. Cnversatin regarding suitable mentrs shuld begin at the time f hire, and the mentring prcess shuld begin sn thereafter. While mentring activities are expected t vary, mentrs shuld be available t meet frequently with the candidate and assist in the fllwing ways: 32 Serve as a cllegial cnfidant and, upn request, as a liaisn t administratrs. Clarify department and cllege expectatins fr prmtin and tenure, and discuss strategies fr success in evaluatin prcesses. Encurage submissin f prpsals and papers, and help critique drafts. Advise n develpment f new research cllabratins. Advise n recruitment and retentin f graduate students. Assist with prcedural details f labratry and infrastructure develpment. Offer suggestins n curse preparatin, classrm delivery, examinatins, TAs, and grading. Help identify apprpriate service activities and ther prfessinal pprtunities. Prvide peridic, ff-the-recrd reviews f prfessinal prgress. Advise n ptimal time allcatin acrss research, teaching, and service missins.

33 2.5 Incentives and Recgnitin 21 Incentives, bth frmal and infrmal, recgnize faculty cntributins and excellence and build mrale, mtivatin, and a psitive wrk envirnment. The University Mentr Plicy specifies that, at minimum, mentring excellence will be cnsidered in the annual review f faculty. There are a number f ways t recgnize faculty. The fllwing is a list f pssible rewards that can be given frmally r infrmally; ne time r regularly; planned r spntaneusly. Be cnsistently clear that gd mentring effrts are valued. Mst f these rewards require little r n funding. Why are incentives and recgnitin imprtant? When dne crrectly, they can result in: Imprved perfrmance and prductivity Imprved mrale and mtivatin Increased sense f self-respect and cnfidence Increased retentin Enhanced relatinships Open channels f cmmunicatin Reinfrcement f university/unit values, plicies and culture Mutual cmmitment Incentive Principles If-Then: If a perfrmance meets r exceeds expectatins, then reward it. ASAP: Give the reward as sn as pssible after the perfrmance has ccurred. Traditin and Variety: Althugh there is value in traditin and receiving a time-hnred reward shared by prir luminaries, there are times when change shuld be cnsidered. Changing the reward may help maintain its effect. Spntaneity: Unexpected rewards cnvey that gd wrk is cntinuusly nticed and valued. Keys t Selecting the Right Reward Find ut what faculty members will find rewarding. Watch - Pay attentin t hw faculty members spend free time r what their hbbies are. Listen - By listening, yu learn abut faculty members interests r wrk place cncerns. Ask - If yu re unsure, ask. 33

34 Ideas fr Incentives and Recgnitin Praise, thank yu in persn and/r in frnt f thers thank yu Letter f appreciatin with cpies t the faculty member s file and tp administratrs Publicity - mentin in newsletter Electrnic message bards recgnizing accmplishments Behind the scenes Award - fr thse nt nrmally in the lime light Recgnize anniversary f start-date r ther milestnes Opprtunity fr advanced training/attendance at seminars r cnferences Mre frequent assignment f respnsibilities the faculty member enjys Reassign wrk that faculty member des nt enjy Release time frm teaching r sme ther respnsibility Mre autnmy t determine hw a prject is cmpleted Additinal staff fr prject develpment Upgrade f cmputer Certificate f accmplishment A plaque at awards banquet A medal t be wrn with frmal academic rbes March first at graduatin 2.6 Evaluatin Resurces Fr Mentring Prgrams Evaluatin Instruments fr Mentr/Mentee Relatinship Berk, A. R., Berg, J., Mrtimer, R., Waltn-Mss, B. & Ye, T. P. (2005). Measuring the effectiveness f faculty mentring relatinships, Academic Medicine, 80(1), Retrieved frm /Berk%20MentrEffectiveness05.pdf. This article intrduces (and prvides samples f) bth the Mentrship Prfile Questinnaire and the Mentrship Effectiveness Scale, bth develped by Jhn Hpkins University, Schl f Nursing, Ad Hc Faculty Mentring Cmmittee. Evaluatin Recmmendatins fr Mentring Prgrams Crughan, M. (2008). Prgram evaluatin recmmendatins fr University f Pennsylvania s mentring prgrams (August 28, 2011), Retrieved frm: This is an evaluatin reprt presented t the University f Pennsylvania abut its faculty mentring prgram. Includes: recmmended cmpnents f prgram evaluatin AND evaluatin strategies t assess prcess and utcmes. 34

35 RESOURCES FOR MENTORS AND MENTEES 3.1 Best Practices Fr Mentrs And Mentees In Academic Settings e The best faculty mentring happens when mentrs and mentees are prepared and strng relatinships develp 22. Althugh there are many frmal mentring mdels, they all share the gal f facilitating the prfessinal develpment f mentees. Althugh there are many purpses fr mentring 23, there is general agreement in the literature that the fllwing practices cntribute t successful mentring. Identify yur strengths, weaknesses, and biases Mentrs and mentees experience mentring relatinships thrugh their wn persnal lenses which include facets f identity such as disability, race, gender, class and sexual rientatin; particularly when they are related t marginalizatin and privilege within a brader sciety 24. Befre engaging in a mentr/mentee relatinship, identify yur strengths, weaknesses, and biases. Mentrs need t be sensitive t the mentee s perspective. Mentees need t be clear abut their needs and gals and be active participants in the relatinship. Cnsider the assumptins yu have abut mentring, hw it shuld wrk, and whether r nt these assumptins best serve the mentee s needs. Think f mentrs yu have had - Why were/are they great r trublesme? Hw can yu address yur weaknesses/biases and be the best mentr r mentee pssible? Assess and build yur cmmunicatin and listening skills A majr skill that cuts acrss all mentr relatinships is the ability t cmmunicate and listen. This is required in rder t build trust and a prductive relatinship. Gd cmmunicatin skills invlve the fllwing at minimum: The ability t give full attentin when cmmunicating. Engaging in gd listening skills. Mentrs shuld give cnstructive feedback that includes bth criticism and praise. Mentees shuld ask fr feedback early in the relatinship.. Clarifying mutual expectatins fr the relatinship. (e.g., refer t Tips fr Cnstructive Feedback - Sectin 3.11) Be cmplete yet succinct in cmments and explanatins. 35

36 Build prductive mentr-mentee relatinships 25 Every mentring relatinship is unique and shuld be grunded in the mentr s strengths and the mentee s needs. N ne mentr can meet all f a mentee s needs. The fllwing steps are therefre recmmended: Clarify the mentee s expectatins fr the mentr/mentee relatinship and his/her needs related t career develpment. Establish clear, shared expectatins fr the relatinship including time cmmitment, meeting schedule, and grund rules. Discuss cnfidentiality and the extent t which cnfidentiality can and will be secured. Negtiate and dcument shrt-term & lng-term gals and utcmes. Mentrs shuld refer mentees t clleagues fr expertise utside their purview. Recmmend and facilitate ways in which t build n the mentr/mentee relatinship with ther career develpment resurces. This requires knwing what resurces exist r hw t find ut and develping a mindset r awareness f pprtunities fr the mentee. Develp a mentring plan that includes multiple mentrs. Fllw-up regularly t help mentee keep n track. Bth mentr and mentee shuld prvide feedback and mdify the relatinship, expectatins, and strategies as needed. Fr mentrs: Assess and address cncerns abut mentring Cmmn mentr cncerns include nt having enugh time fr gd mentring; uncertainty abut hw t be a gd mentr; hw t wrk with difficult mentees; and lack f cmpensatin r rewards. Many cncerns can be addressed thrugh mentr rientatins, wrkshps and netwrking. Opprtunities fr mentrs t meet and exchange challenges and ideas are valuable. The fllwing time-saver tips can help make mentring manageable and therefre less stressful, mre prductive and mre rewarding. Set specific gals and timelines with benchmarks/dates. Schedule regular time tgether even if brief, ver cffee, a walk arund the building, and during a recreatinal activity. Have agenda items in mind - clear t bth in advance Use fr news f events, grant pprtunities; deadline reminders; sending articles; encuragement and e-mentring. Attend events tgether - wrkshps, lectures, and cnferences. Share the lad: refer mentee t ther clleagues, peer grups, and netwrks. 36

37 Fr mentrs: Fstering mentee career advancement 26 Prmting career advancement includes advising the mentee n ways in which t manage and excel at academic jb respnsibilities such as teaching, research, service, and administrative requirements. This can be achieved thrugh the fllwing activities: Advise n tenure and prmtin requirements and prcesses. Advise n time allcatin fr research, teaching and service. Advise n cmmittee chices and lad. Advise n University and Cllege plicies and practices. Advise n strategies fr effective teaching. Observe classrm instructin and prvide cnstructive feedback. Review draft prpsals and manuscripts and encurage submissins. Prvide targeted expertise n methdlgy r thery. Direct mentee t relevant funding pprtunities and apprpriate jurnals. Learn abut resurces and pprtunities and cmmunicate these t mentee. It als invlves nurturing the mentee s career thrugh assisting him/her in identifying and chsing career develpment pprtunities and linking t clleagues and prfessinal netwrks. The fllwing are examples f ways in which t d this: Cllabrate n research prjects, manuscripts, and presentatins. Advise n key relatinships t cultivate and facilitate intrductins. Invite mentee t present at wrkshps r cnferences. Include mentee in rganized sessins. Advise abut key cnferences yur mentee shuld cnsider attending. Assist mentee in develping a career trajectry. Fr mentees: Fstering wn career advancement Be practive in develping yur wn prfessinal career. See the mentr/mentee relatinship as an imprtant resurce fr career develpment and establishing a life-lng clleague. Be pen t mentr suggestins and actively practice what yu learn. Recgnize that ne mentr can t meet all needs. Mentees shuld take respnsibility fr identifying gaps and building a netwrk f multiple mentrs with needed strengths. Prvide hnest, cnstructive feedback during evaluatin prcess. e Jimenez, T.R., & Luz, C.C. (2011). Best practices fr mentrs and mentees in academic settings. East Lansing, MI: Michigan State University. Retrieved frm adapp-advance.msu.edu. Reprduced with permissin f the authrs. 37

38 3.2 What Mentrs D 27 f Make sure regular cntacts (preferably face-t-face meetings) are maintained, such as mnthly. Help relcated mentees make the transitin t the area. Intrduce the mentee t the larger academic cmmunity and culture. Advise the mentee n hw t deal with the pressures and crises f prfessinal life. Suggest strategies fr effective teaching. Prpse effective ways f interacting with students and clleagues. Read and critique research prpsals and papers. Advise n submissin f papers fr publicatin. Encurage submissin f papers fr presentatin at prfessinal cnferences. Advise n tenure and prmtin requirements and prcesses. Advise n time allcatin fr research, teaching and service. Prvide advice n University and Cllege plicies. Refer the mentee t ther mentring resurces when needed. Let the mentee and Prgram Crdinatr knw when a relatinship needs t be mdified, amplified, diminished r terminated. Participate in as many prgram functins as pssible that are relevant. Learn what mentees are ding. Yu needn t becme an expert in their area, but yu have t be able t give their elevatr pitch n what they are ding and why. It will allw yu t prmte them t clleagues, funding agencies, industrial grups, etc. Find ut what awards the mentee is eligible fr and cnsider if he/she is a legitimate candidate. (If yu can t tell, find ut.) It s critical nt t nminate candidates wh aren t ready since yu re develping credibility fr yur entire department. Wh can endrse their nminatins? Wh is n selectin cmmittee? Read and cmment, in detail, n mentee s early prpsals; make sure they get cpies f successful prpsals t the same prgrams. Fr prmtins, prepare their dssier with deep thught and care; knw it better than they d when yu have t defend it. 38

39 Help them plan, a year r tw in advance. Be a guide, nt a gatekeeper. Prtect mentees frm harmful interactins. Prvide challenging assignments. Prvide spnsrship and expsure. Prvide hnest and cnstructive feedback. Try t be cmpassinate, caring and mindful that these are tugh times fr junir faculty members ( Yu can t learn frm tenured arrgance ). Encurage ther mentring relatinships. 39

40 3.3 Mentring Skills Inventry g This inventry can be used t cnduct a persnal assessment fr mentrs. The 12 mentring skills in the fllwing inventry are sme cre mentring skills. The purpse f this assessment is t gauge yur cmfrt with each skill and identify what skills yu need t imprve upn. Rank yur cmfrt level/abilities n a scale f 1 t 5 with 1 being uncmfrtable and 5 being very cmfrtable. 1. Building and maintaining relatinships patience and persistence in develping meaningful relatinships Cmmunicating pen cmmunicatin, listening effectively, cmmunicating clearly and unambiguusly, recgnizing nnverbal cues Caching helping an individual learn and refine new skills Encuraging cheerleading, cnfidence building, mtivating, inspiring Facilitating prmting and enabling self-directed learning Gal setting setting specific, realistic, and quantifiable gals Guiding help maintain fcus and set bundaries Brkering relatinships making the right cntacts and laying the grundwrk fr prtégés cnnect with ther peple wh can be resurces t them Managing cnflict inviting cnversatin abut differing pints f view Prblem slving prviding assistance in the prblem-slving prcess, nt slving prblems fr prtégé Prviding and receiving feedback challenging, prviding cnstructive feedback Reflecting ability t step back, evaluate, prcess and cnsider the implicatins fr future actin g Cliffrd, P.S., & Lakski, J. (2008). Perspective: Tp 10 Tips fr Mentrs. Frm sciencemag.rg/career_magazine/previus_issues/articles/2010_10_08/caredit.a Mentring Skills Inventry reprduced with permissin frm the authrs.

41 3.4 Stages and Steps f the Mentring Prcess Stages f a Mentring Relatinship 28 Stage Building Relatinship Develping Cmmn Expectatins Develping Mentee Ending Frmal Relatinship Descriptin Mentr and mentee becme acquainted and infrmally clarify their cmmn interests, shared values, and prfessinal gals Mentring interactin fsters mutual interest and enthusiasm Mentr and mentee establish rapprt & trust with each ther Mentee understands ways in which mentr will supprt him/her Mentr begins t visualize mentee as learning, enjyable, smene with ptential Mentr and mentee cmmunicate and agree upn initial expectatins and cmmn prcedures as a starting pint Gals and expected utcmes f the relatinship are develped tgether Gradually, needs are fulfilled. Objectives are met Prfessinal grwth takes place New challenges are presented and achieved Bth parties serve their maximum range f functins in their rles Expectatins are reinfrced/mdified thrugh discvery f the value f the relatinship Satisfactin and mutual exchange are at their peak Mutual cnfidence develps between the mentr and mentee The relatinship changes due t persnal r rganizatinal shifts There is a sense f lss, cmbined with excitement abut new directins Cntact frequency decreases Develpmental tasks have changed; the relatinship evlves t new frm r disslves The individuals redefine their relatinship as clleagues, peers, and/r friends 41

42 Steps in the Mentring Prcess 29 MenTOR Call r mentee t set up first meeting Share infrmatin abut backgrund and prfessinal experiences including previus mentring experiences, either as a mentr r mentee. Infrmally clarify cmmn interests & wrk values Help mentee clarify gals. Set up a schedule with yur mentee fr regular meetings and feedback sessins. Be sure t agree n frequency and times, and stick t them. Cmpile a list f activities with mentee which meet mutual gals. Remember t bth talk and listen Mentee Respnd t mentr s request t meet Share infrmatin abut yur backgrund, yur needs and values, and yur aspiratins. Infrmally clarify cmmn interests and wrk values Discuss gals t achieve yur needs & aspiratins. Set gals fr yurself, and fllw thrugh n them. Dn t be afraid t raise yur expectatins r redefine yur gals as part f the nging prcess. With yur mentr, decide what steps will need t be taken t achieve yur gals. Remember t bth listen and talk Brush up n yur cmmunicatin and ther skills Be receptive t feedback and caching which & always remember t take the mentee seriusly. shuld be thught f as pprtunity fr grwth. Be sensitive t gender and crss-cultural differences. Pay attentin t changes in yur life that may call fr updating yur gals and expected utcmes. Be prepared t discuss any cncerns regarding cultural insensitivities if they ccur. 42

43 3.5 Mentring Needs and Gal Setting Wrksheet 30 Mentr: Mentee: Date f Meeting: Gal: Teaching Gal met Making Prgress N Prgress Accmplishments: Obstacles: New gal r strategy t vercme bstacles (if needed): Gal: Clinical Care Gal met Making Prgress N Prgress Accmplishments: Obstacles: New gal r strategy t vercme bstacles (if needed): Gal: Research Gal met Making Prgress N Prgress Accmplishments: Obstacles: New gal r strategy t vercme bstacles (if needed): Gal: Service Gal met Making Prgress N Prgress Accmplishments: Obstacles: New gal r strategy t vercme bstacles (if needed): Gal: Self Develpment Gal met Making Prgress N Prgress Accmplishments: Obstacles: New gal r strategy t vercme bstacles (if needed): Gal: Netwrking Gal met Making Prgress N Prgress Accmplishments: Obstacles: New gal r strategy t vercme bstacles (if needed): Gal: Wrk/Life Balance Gal met Making Prgress N Prgress Accmplishments: Obstacles: New gal r strategy t vercme bstacles (if needed): Gal: Additinal Mentrs Gal met Making Prgress N Prgress Accmplishments: Obstacles: New gal r strategy t vercme bstacles (if needed): 43

44 3.6 Mentee Needs and Gal Setting Wrksheet Prir t yur first meeting, think abut what yu may want frm yur mentr. It may be useful t share a summary f yur respnses t this wrksheet with yur mentr at yur initial meeting 31. Infrmatin abut tenure and prmtin at the University Help with career aspiratins and gal-setting Advice abut curses f actin t address a specific prblem Infrmatin abut family friendly plicies and supprts Smene with whm yu can share experiences based n identity markers e.g. gender, race, class, sexual rientatin Help with time-management Perceptins f hw yu cme acrss Infrmatin abut hw t advance int academic leadership psitins Help identifying peple at the University wh can be helpful t yu, and hw t apprach them Help identifying peple external t the University wh can be helpful, and hw t apprach them Thinking thrugh r rle-playing difficult situatins that yu need t negtiate Relative imprtance f teaching, publishing, and service fr faculty members at the University Tenure and prmtin prcesses and prcedures Advice abut participatin in prfessinal rganizatins and cnferences Frmulatin f career gals and timelines Balancing persnal interests and family time Help acquiring r imprving skills, such as hw t give a talk, hw t supervise research assistants, managing classrm dynamics, etc. Other: Use the fllwing frm t recrd career gals. Be realistic and specific. Set gals in the suggested areas fr yur first year, and each subsequent year prir t tenure. Then, identify which f yur specific career gals yur mentr can assist with. Ask yur mentr t help identify ther peple and resurces that can facilitate achieving yur specific gals. During the first three years in the tenure and prmtin prcess, it may be helpful t review yur gals with mentrs at least every quarter 32. Tday s Date: Review Dates (every 3 mnths): Area/Gals Wh Might PROVIDE Assistance Status f My Gal Prfessinal Prductivity Teaching Service Leadership Other 44

45 3.7 Mentee Needs Assessment fr Additinal Supprt 33 Mentring includes many types f supprt. Rarely can ne persn fulfill them all. Use this frm peridically (e.g., nce a quarter) t assess where yur needs are being met, and what ther ways yu might gain the additinal supprt yu need. Characteristic Things I Culd D Get guidance n cnducting research and schlarship I m getting what I need frm my mentr r frm anther surce. I dn t have a need fr this. I shuld ask my mentr fr guidance with this. Other? Get guidance n publicatins Get guidance n tenure and prmtin prcess Get guidance n teaching Get advice n service Get advice and infrmatin n university/department plicies Seek ut needed resurces Get assistance establishing prfessinal relatinships within unit/cllege Get assistance in establishing prfessinal relatinships external t unit/cllege Get advice n wrk-life issues Establish and maintain regular cmmunicatin with mentr Get advice n department plitics Get advice n adapting t university/department culture 45

46 3.8 Discussin Starters fr Mentrs h Instructins: As yu begin t think abut yur rle as a mentr, it may assist yu t identify tpics abut which yu wuld be willing t be the primary mentr during the next year and activities that might supprt that tpic. Take the next five minutes t fill ut this frm then share results with yur mentee(s). Tpics I am willing and able t discuss with a Mentee (Check whatever applies) Expectatins fr reappintment, prmtin and tenure Early career Ways t maximize my chances f getting tenure at MSU Issues in classrm teaching: Specify Issues in labratry instructin: Specify Issues in clinical teaching: Specify Issues in nline Instructin and hybrid curses: Specify Issues in teaching ne-n-ne instructin: Specify Issues in teaching graduate students: Specify Issues in supervising dctral students: Specify Issues in teaching undergraduate students: Specify Issues in research: Specify Issues in creative endeavr r perfrmance: Specify Issues in leadership: Specify Issues in utreach and engagement: Specify Issues relevant t the discipline r sub-discipline: Specify Supervising teaching assistants: Specify Supervising research assistants: Specify Using yur start up package fully and wisely Setting up a lab: Specify Managing a lab: Specify Develping prductive cllabratins Understanding the university: Specify Understanding the Cllege: Specify Understanding the Department/Schl: Specify Understanding the prgram Navigating a jint appintment (Indicate which units are invlved): Career planning: Specify Balancing wrk and life beynd wrk, including family: Specify Living in the surrunding area: Specify Netwrking with thers: Specify Other: 46

47 Activities I am Willing and Able t Pursue with a Mentee Meet at regular intervals (bi-weekly, mnthly, bi-mnthly, nce a semester) Review syllabi, assignments, and assessments Review websites r ther uses f instructinal technlgy Observe me teaching in a classrm, lab, clinical, field r ther setting. Specify Review a grant prpsal r request fr funding Review a manuscript fr publicatin Review a bk prpsal r bk r perfrmance cntract Review a reappintment, prmtin r tenure dssier Prvide feedback n a run-thrugh f a cnference presentatin Observe mentee at a prfessinal meeting r cnference Cllabrate n a prject r research Intrduce mentee t clleagues with relevant expertise: Specify Attend natinal meetings with the mentee Attend cultural events r scial gatherings tgether Other: Tpics I Wuld Like t Learn Mre Abut h DeZure, D. (2011). Discussin starters fr mentrs. East Lansing, MI: Michigan State University. Reprduced with permissin frm the authr. 47

48 3.9 Discussin Starters fr Mentees i Instructins: As yu begin t think abut yur rle as a mentee, it may assist yu t identify areas abut which yu wuld like t learn mre r t discuss with a clleague during the next year. Fr each f the tpics belw, indicate areas yu wuld like t discuss and/r activities that might supprt yu. Take the next five minutes t fill ut this frm and then share the results with yur mentr. Tpics f Interest I Wuld Like t Discuss with a Mentr (Check whatever applies) 48 Expectatins fr Reappintment, Prmtin and Tenure Early Career Ways t maximize my chances f getting tenure at MSU Issues in Classrm Teaching: Specify Issues in Labratry Instructin: Specify Issues in Clinical Teaching: Specify Issues in Online Instructin and Hybrid Curses: Specify Issues in Teaching One-On-One Instructin: Specify Issues in Teaching Graduate Students: Specify Issues in Supervising Dctral Students: Specify Issues in Teaching Undergraduate Students: Specify Issues in Research: Specify Issues in Creative Endeavr r Perfrmance: Specify Issues in Leadership: Specify Issues in Outreach and Engagement: Specify Issues Relevant t My Discipline r Sub-Discipline: Specify Supervising Teaching Assistants: Specify Supervising Research Assistants: Specify Using a Start Up Package Fully and Wisely Setting Up and/r Managing a Lab: Specify Develping Prductive Cllabratins Understanding the University: Specify Understanding the Cllege: Specify Understanding the Department/Schl: Specify Understanding the Prgram Navigating a Jint Appintment (Indicate which units are invlved): Career Planning: Specify Balancing Wrk and Life Beynd Wrk, including Family: Specify Living in the Greater E. Lansing Area: Specify Netwrking with Others: Specify Other:

49 Activities I Wuld Like t Pursue with a Mentr (Check Whatever Applies) Meet at regular intervals (bi-weekly, mnthly, bi-mnthly, nce a semester) Review my syllabi, assignments and assessments Review my website r ther uses f instructinal technlgy Observe me teach in a class, lab, clinical, field, r ne n ne setting: Specify Review a grant prpsal Review a manuscript fr publicatin Review a bk prpsal r bk cntract Review my reappintment, prmtin r tenure dssier Prvide feedback n a run-thrugh f a cnference presentatin Observe me at a prfessinal meeting r cnference (Review cnference prceedings) Cllabrate n a prject r research Intrduce me t clleagues with the fllwing expertise: Specify Attend natinal meetings with me Attend cultural events r scial gatherings t expand my netwrk f peple Other: Tpics I am Willing t Discuss with My New Clleagues and Mentrs i DeZure, D. (2011). Discussin starters fr mentees. East Lansing, MI: Michigan State University. Reprduced with permissin frm the authr. 49

50 3.10 Sample Mentr/Mentee Agreement j MENTOR AND MENTEE AGREEMENT We are vluntarily entering int a mentring relatinship frm which we bth expect t benefit. We want this t be a rich, rewarding experience with mst f ur time tgether spent in career develpment activities. T this end, we have mutually agreed upn the terms and cnditins f ur relatinships as utlined in this agreement. Objectives We hpe t achieve T accmplish this we will d Cnfidentiality Any sensitive issues that we discuss will be held in cnfidence. Issues that are ff-limits in this relatinship will include: Frequency f Meetings We will attempt t meet at least (fill in amunt) times each mnth. If we cannt attend a scheduled meeting, we agree t be respnsible and ntify ur partner. Duratin We have determined that ur mentring relatinship will cntinue as lng as we bth feel cmfrtable r until: Graceful Exit Clause If ne f us needs t terminate the relatinship fr any reasn, we agree t abide by the decisin f ur partner. Mentr Date Mentee Date j Brainard, S. (1988). University f Washingtn (September 11, 2011). Frm: chem/grad/dcuments/mentrmenteeagreement.pdf. Reprduced with permissin frm the authr. 50

51 3.11 Characteristics f Cnstructive Feedback k It is descriptive rather than evaluative. By describing nes wn reactins, it leaves the individual free t use it r nt t use it as they see fit. By aviding evaluative language, it reduces the need fr the individual t respnd defensively. It is specific rather than general. T be tld ne is dminating will prbably nt be as useful as t be tld that in the cnversatin that just tk place, yu did nt appear t be listening t what thers were saying, and I felt frced t accept yur arguments. It is fcused n behavir rather than n the persn. It is imprtant that we refer t what a persn des rather than what we think r imagine he is. Thus we might say that a persn talked mre than anyne else at the meeting rather than t say that he/she is a lud muth. The frmer allws fr the pssibility f a persnality change. The latter implies a fixed persnality trait. It takes int accunt the needs f bth the receiver and the giver f feedback. Feedback can be destructive when it serves nly ur wn needs and fails t cnsider the needs f the persn n the receiving end. It shuld be given t help, nt t hurt. We t ften give feedback because it makes us feel better r gives us a psychlgical advantage. It is directed tward behavir which the receiver can d smething abut. Frustratin is nly increased when a persn is reminded f sme shrtcming ver which he/she has n cntrl. It is slicited rather than impsed. Feedback is mst useful when the receiver has frmulated the kind f questin which thse bserving can answer. It is well-timed. In general, feedback is mst useful at the earliest pprtunity after the given behavir. The receptin and use f feedback invlves many pssible emtinal reactins. Excellent feedback presented at the apprpriate time may d mre harm than gd. It invlves sharing f infrmatin rather than giving advice. By sharing infrmatin, we leave a persn free t decide fr himself r herself, in accrdance with his wn gals and needs. When we give advice, we are telling them what t d, and t sme degree we take away his/her freedm t decide fr themselves. 51

52 It invlves the amunt f infrmatin the receiver can use rather than the amunt we wuld like t give. T verlad a persn with feedback is t reduce the pssibility that he/she may be able t use what he receives effectively. When we give mre than can be used, we are mre ften than nt satisfying sme need f ur wn rather than helping the ther persn. It cncerns what is said and dne r hw, nt why. The why takes us frm the bservable t the inferred and invlves assumptins regarding mtive r intent. If we are uncertain f mtives r intent, this uncertainty is itself feedback, hwever, and shuld be revealed. It is checked t insure clear cmmunicatin. One way f ding this is t have the receiver try t rephrase the feedback t see if it crrespnds t what the sender had in mind. N matter what the intent, feedback is ften threatening and subject t cnsiderable distrtin r misinterpretatin. It is checked t determine degree f agreement frm thers. Is this ne persn s impressin r an impressin shared by thers? It is fllwed by attentin t the cnsequences f the feedback. The persn wh is giving the feedback can greatly imprve by becming aware f the effects f the feedback. It is an imprtant step tward authenticity. Cnstructive feedback pens the way t a relatinship that is built n trust, hnesty, and genuine cncern. k Berquist, W.H., and Phillips, S.R. (1975). A handbk fr faculty develpment (Vl. 1), The Cuncil fr the Advancement f Small Clleges. Excerpted frm and reprduced with permissin frm the authr. 52

53 3.12 Time Savers Set specific gals and timelines with benchmarks/dates. Schedule regular time tgether even if brief, ver cffee, a walk arund the building, during a recreatinal activity. Have agenda items in mind - clear t bth in advance. Use fr news f events; grant pprtunities; deadline reminders; sending articles; encuragement; e-mentring. Attend events tgether - wrkshps, lectures, cnferences. Share the lad - refer mentee t ther clleagues, peer grups, and netwrks Additinal Tips fr Mentrs and Mentees Career Advising Guide University f Michigan Tp 10 Tips fr Mentrs articles/2010_10_08/caredit.a Tp 10 Tips t Maximize Yur Mentring articles/2009_08_14/caredit.a Nature s Guide fr Mentrs Tp 10 Tips n Hw t Be Mentred Tips fr Mentees 53

54 OTHER RESOURCES 4.1 Mentr Tlkits frm Other Institutins University f Ottwa mentring.pdf Brwn University The Center fr Wmen & Infrmatin Technlgy Mentring Tl Kit Junir Faculty Mentring Prgrams at Other Institutins Prgrams.pdf 4.2 Cmprehensive List f Mentring Prgram Examples Advancing Diversity thrugh the Alignment f Plicies & Practices In the Fall f 2008, Michigan State University was awarded a $3.98 millin Institutinal Transfrmatin grant by the Natinal Science Fundatin (NSF) ADVANCE Prgram (Kim Wilcx, Prvst and Principal Investigatr). The resulting initiative, Advancing Diversity thrugh the Alignment f Plicies and Practices (ADAPP), is prviding supprt fr MSU clleges in a sweeping effrt t align ur values f diversity and quality with academic human resurce plicies and practices at the department- (r unit-) level. We recgnize that departments are critical sites in which recruiting, evaluatin, and prmtin decisins are initiated--and where climate is mst directly experienced by MSU faculty members. ADAPP is being implemented by applying six guiding principles: quality, inclusiveness, transparency, bjectivity, cnsistency, and alignment. Fcus is n the structure f and assciated plicies and practices related t: faculty perfrmance review, faculty search & selectin, faculty mentring, and wmen s leadership. Research has shwn that by develping bjective, transparent criteria and practices in these fur areas and cnsistently applying them acrss individuals and units, the ptential fr intended and unintended bias is reduced. In relatin t extant research, a central gal f NSF is t strengthen the scientific wrkfrce thrugh increased inclusin f wmen in careers invlving science, technlgy, engineering and mathematics (STEM). ADAPP-ADVANCE expands this gal by grunding its fcus n wmen in the STEM disciplines in strategies designed t attract, retain and prmte the highest quality faculty pssible acrss all disciplines. The NSF grant has fcused n the Cllege f Engineering, the Cllege f Scial Science and the Cllege f Natural Science. Hwever, Prvst Wilcx chse t use the ADVANCE grant as a catalyst fr change acrss the University. Beginning in Fall 2010, the initiative was expanded t thirteen additinal clleges ( 54

55 4.4 MSU Faculty & Organizatinal Develpment The Office f Faculty and Organizatinal Develpment (F&OD) supprts MSU faculty, academic staff and administratrs in their nging quest fr excellence in teaching, research, utreach, and leadership. T accmplish this gal, a brad range f seminars and prgrams, services, and resurces in tw prgrammatic strands are ffered: (a) Faculty and Instructinal Develpment, and (b) Organizatinal and Leadership Develpment. The Office is directed by Debrah DeZure, Assistant Prvst fr Faculty and Organizatinal Develpment, and is part f Academic Human Resurces in the Office f the Prvst. The F&OD site hsts an extensive sectin f resurces related t mentring ( 4.5 MSU Family Resurce Center The Family Resurce Center [FRC] is cmmitted t family sensitive emplyment and academic plicies, practices and prgrams that supprt faculty, staff and students as they balance their respnsibilities f wrk and family. The Center prvides a wide range f vital services including disseminatin f resurce infrmatin, advcacy fr persnal and family issues regardless f family cnstellatin, and cllabratin with ther administrative units t develp and crdinate initiatives that address bth current and future needs f families ( 4.6 MSU Office fr Inclusin and Intercultural Initiatives The Office fr Inclusin and Intercultural Initiatives (I3) serves as the institutinal fcal pint fr prmting inclusin and diversity at Michigan State University. In additin t prviding leadership and supprt fr university-wide initiatives n inclusive excellence, staff f the ffice prvide supprt t the campus cmmunity in fur primary areas: Institutinal Equity which includes ensuring cmpliance with state and federal nn-discriminatin laws and the University Anti-Discriminatin Plicy; Intercultural Educatin and Prgrams fr faculty, staff, and students; Cmmunity Outreach t prmte MSU s cre value f inclusivity within and beynd the brders f the campus; and advancing an inclusive cmmunity thrugh the Creating Inclusive Excellence Grants and research ( 4.7 MSU Wmen s Resurce Center The Wmen s Resurce Center (WRC) visin is fr Engaging ALL in Prviding Access t Resurces fr the Advancement f Wmen. Staff prvide vital infrmatin t MSU departments, ffices, and academic disciplines n wmen s issues and resurces. The WRC serves as a catalyst fr cllabratin, perates frm a wmen-led agenda, and fcuses n issues that matter mst t wmen in the areas f leadership, scial justice, and persnal develpment. It is cmmitted t creating and implementing strategies that prmte the status f wmen by prviding a supprtive climate that enables all t becme full and active participants in the develpment f plicy, decisin making, and the achievement f equity ( 55

56 REFERENCES CONSULTED American Ecnmic Assciatin Cmmittee n the Status f Wmen in the Ecnmic Prfessin. Tp 10 tips n hw t be mentred. Retrieved frm Berk, A. R., Berg, J., Mrtimer, R., Waltn-Mss, B. & Ye, T. P. (2005). Measuring the effectiveness f faculty mentring relatinships, Academic Medicine, 80(1), Brwn University Advance Prgram (2010). One-t-ne faculty mentring prgram guide fr participants. Retrieved frm Crughan, M. (2008). Prgram evaluatin recmmendatins fr University f Pennsylvania s mentring prgrams. Retrieved frm Crsn, R. (2003). Tp ten (easy) things t d t mentr junir faculty. In The American Ecnmic Assciatin s Cmmittee n the Status f Wmen in the Ecnmics Prfessin (Eds.), Newsletter f the Cmmittee n the Status f Wmen in the Ecnmics Prfessin, Winter Retrieved frm Hicks, C.D., Glasgw, N.A., McNary, S.J. (2005). What successful mentrs d: 81 research-based strategies fr new teacher inductin, training and supprt. Thusand Oaks, CA: Crwin Press. Lee, A., Dennis, C., Campbell, P. (2007). Nature s guide fr mentrs. Nature, 447, di: /447791a Medical Cllege f Wiscnsin (2011). Mentee rles and characteristics. Milwaukee, WI: Medical Cllege f Wiscnsin. Retrieved frm Natinal Institutes f Health Health and Human Services (unknwn). Things t d tgether: Mentr-mentee meetings. Bethesda, MD: Natinal Institutes f Health. Ntkin, D., & Eschenbach, B. (July, 2008). Faculty mentring advice and case studies. Presented at ADVANCE LEAD wrkshp. Olmstead, M. (1993). Mentring new faculty: Advice t department chairs. Cmmittee n the Status f Wmen in Physics Gazette, 13(1), August. Cllege Park, Maryland: The American Physical Sciety.Retrieved frm gazette/uplad/summer93.pdf. Omary, M. B. (2008). Mentring the mentr: Anther tl t enhance mentrship. Gastrenterlgy, 135(1): Pfund, C., Pribbenw, C. M., Branchaw, J., Lauffer, S. M., & Handelsman, J. (2006, January). The merits f training mentrs. Science, 311(27). Ramani, S., Gruppen, L. & Kachur, E. K. (2006). Twelve tips fr develping effective mentrs. Medical Teacher, 28(5), Simmns, E. H. (2009). Negtiatin tips fr new faculty members jining Lyman Briggs Cllege at Michigan State University. East Lansing, MI: Michigan State University. University f Califrnia Davis Schl f Medicine (2009). Career mentring handbk. Retrieved frm University f Maryland Baltimre Cunty (2004). The Center fr Wmen and Infrmatin Technlgy. mentring tlkit. Retrieved frm University f Michigan Rackham Graduate Schl (2010). Hw t get the mentring yu want: A guide fr graduate students. Retrieved frm University f Ottawa Faculty f Medicine Handbk n Faculty Mentring (August 31, 2011). Retrieved frm University f Oshksh (2011). Mentr benefits and rles. Oshksh, WI: University f Wiscnsin Oshksh. Retrieved frm: University f Rhde Island ADVANCE Prgram. Faculty Mentring Handbk: A tl fr ensuring faculty success. Kingstn, RI: University f Rhde Island. Retrieved frm Fac%20Mentring%20Handbk%20AUGUST% pdf. University f Wiscnsin (2011). Wmen and faculty staff issues: Mentring relatinships. Madisn, WI: University f Wiscnsin. Retrieved frm: Virginia Cmmnwealth Schl f Medicine. (2011). Faculty mentring guide: Mentr checklist. Richmnd, VA: Virginia Cmmnwealth Schl f Medicine. 56 Washingtn State University (2011). Faculty mentring guidelines. Pullman, Washingtn: Washingtn State University.

57 LITERATURE CITED 1 Lumpkin, A. (2011). A mdel fr mentring university faculty. The Educatinal Frum, 75: 4, di: / Bland, C.J., Taylr, A.L., Schllen, S.L., Weber-Main, A.M., & Mulcahy, P.A. (2009). Faculty success thrugh mentring. Lanham, MD: Rwman & Littlefield Educatin and American Cuncil n Educatin. 3 De Janasz, S.C., & Sullivan, S.E. (2004). Multiple mentring in academe: Develping the prfessrial netwrk. Jurnal f Vcatinal Behavir 64 (2), di: /j.jvb Srcinelli, M.D., & Yun, J. (2007, Nvember/December). Frm mentr t mentring netwrks: Mentring in the new academy. Change, 39(6), di: /CHNG C4. 5 Srcinelli, M.D., & Yun, J.H. (2009). Mutual mentring guide. Amherst, MA: University f Massachusetts Office f Faculty Develpment. 6 ADVANCE University f Michigan (2009). Giving and getting career advice: A guide fr junir and senir faculty. Retrieved frm advising.pdf. 7 Jaceln, C.S., Zucker, D.M., Staccarini, J., & Henneman, E.A. (2003). Peer mentring fr tenure-track faculty. Jurnal f Prfessinal Nursing, 19 (6), di: /s (03) Brainard, S.G., Harkus, D.A., & Gerge, M.R. (1998). A Curriculum fr training mentrs and mentees: Guide fr administratrs. Seattle, WA: Wmen in Engineering Initiative, WEPAN Western Reginal Center, University f Washingtn. 9 Plli, L.H., Knight, S., Dennis, K, & Frankel, R. M. (2002). Helping medical schl faculty realize their dreams: An innvative, cllabrative mentring prgram. Academic Medicine, 77(5), Bland, C.J., Taylr, A.L., Schllen, S.L., Weber-Main, A.M., & Mulcahy, P.A. (2009). Faculty success thrugh mentring. Lanham, MD: Rwman & Littlefield Educatin and American Cuncil n Educatin. 11 This article prvides sme advice abut hw t deal with prblems with a mentr relatinship. Prgram planners culd use this as a resurce when cnsidering setting up n fault exit plans in their prgrams. Hibbard, C. (2006/2007). Mentrs: Advice frm experience. Public Manager, 35(4); Illes, J., Glver, G.H., Wexler, L., Leung, A.N.C., & Glazer, G. M. (2000). A mdel fr faculty mentring in academic radilgy. Academic Radilgy, 7(9), di: /s (00) Plli, L.H., Knight, S., Dennis, K, & Frankel, R. M. (2002). Helping medical schl faculty realize their dreams: An innvative, cllabrative mentring prgram. Academic Medicine, 77(5), Fr a framewrk discussing the value f the alignment f plicies and practices see Grattn, L., & Truss, C. (2003). The three-dimensinal peple strategy: Putting human resurces plicies int actin. Academy f Management Executive, 17(3), Cntent fr this sectin was adapted frm ne dcument and ne web-based tlkit: DeZure, D. (2009). Designing and implementing effective faculty mentring prgrams. East Lansing: Michigan State University and Nagy, J., & Fawcett, S.B. (Eds., 2011). Framewrk fr prgram evaluatin: A Gateway t Tlkits. Lawrence, KS: Wrk Grup fr Cmmunity Health and Develpment. Retrieved frm 16 When determining desirable prgram utcmes and elements t emphasize r evaluate, cnsider findings frm previus literature. This article fund satisfactin with the mentring relatinship had mre influence n career attitudes than merely the presence f a mentr. See Ragins, B. R., Cttn, J L., & Miller, J. S. (2000). Marginal mentring: The effects f type f mentr, quality f relatinship, and prgram design n wrk and career attitudes. Academy f Management Jurnal, 43(6), An example prgram evaluatin study: Anda, D. (2001). A qualitative evaluatin f a mentr prgram fr at-risk yuth: The participants perspective. Child and Adlescent Scial Wrk Jurnal, 18(2), Simmns, E.H. (2011). Faculty mentring in Lyman Briggs Cllege. East Lansing, MI: Michigan State University. Retrieved frm 57

58 19 Michigan State University Cllege f Human Medicine (2011). Faculty mentring. Retrieved frm 20 Michigan State University Cllege f Engineering (2009). Faculty Handbk A-10 Cllege f Engineering, Retrieved frm 21 Adapted frm Michigan State University Human Resurces (2011). Infrmal rewards. East Lansing, MI: Michigan State University. 22 Jhnsn, B. W. (2002). The intentinal mentr: Strategies and guidelines fr the practice f mentring. Prfessinal Psychlgy: Research and Practice, 33(1), Eby, L. T., Allen, T. D., Evans, S. C., Ng, T. & DuBis, D. (2008). Des mentring matter? A multidisciplinary meta-analysis cmparing mentred and nn-mentred individuals. Jurnal f Vcatinal Behavir, 72(2), Mre, A.A., Miller, M. J., Pitchfrd, V. J., Jeng, L. H. (2007). Mentring in the millennium: New views, climate and actins. New Library Wrld, 109(1/2). 25 Fr specific recmmendatins abut hw t prepare fr a relatinship with a mentee, see page 82 in Zachary LJ. (2000). The mentrs guide: Facilitating effective learning relatinships. San Francisc: Jssey-Bass. 26 Kipa, A., Melkers, J. & Tanyildiz, Z. E. (2009). Wmen in academic science: Mentrs and career develpment. In Prpic, K., Oliveira, L. & Hemlin, S. (Eds.). Wmen in Science & Technlgy Institute fr Scial Research Zagreb, Scilgy f Science and Technlgy Netwrk. 27 This list was adapted frm University f Suth Flrida s Cllege f Arts and Sciences Faculty Mentring Prgram brchure ( with additinal ideas frm these surces: University f Washingtn s brchure, What Mentrs D? ( Brwn University s Faculty Mentring Prgram Guide ( and Ntkin, D. (2008). Faculty mentring: Advice and case studies. LEAD Wrkshp. ( 28 Nemir, J. (2010). Advance Cal Ply Pmna, mentring tlkit fr mentees. Pmna, CA: Califrnia State Plytechnic University. Retrieved frm: 29 Nemir, J. (2010). Advance Cal Ply Pmna, mentring tlkit fr mentees. Pmna, CA: Califrnia State Plytechnic University. Retrieved frm: 30 Adapted frm: ADVANCE University f Rhde Island (2008). Faculty mentring needs assessment: A self analysis. Retrieved frm 31 Adapted frm: ADVANCE at Brwn (2009). Brwn University faculty mentring prgram guide fr participants. Prvidence: RI. See pages 7 and 16. Retrieved frm: Administratin/Prvst/. 32 Adapted frm: University f Rhde Island ADVANCE (2008). Faculty mentr prfile a self analysis. Retrieved frm: 33 Adapted frm: University f Rhde Island ADVANCE (2008). Faculty mentr prfile a self analysis. Retrieved frm: 58

59 NOTES 59

60 Faculty Mentring Tlkit A Resurce fr Faculty and Administratrs at Michigan State University