Faculty Mentorship. April 26, 2016.

Transcription

1 Faculty Mentorship April 26, COLLEGE OF ARCHITECTURE, DESIGN, AND THE ARTS Faculty Mentorship Presentation

2 FORMS OF FACULTY MENTORSHIP 1. Faculty Mentoring Plan 2. P+T Seminar 3. Grants Seminar 4. Funding Opportunities Newsletter 5. Works in Progress Presentations 6. Mentorship of Teaching 7. P+T 1st year and 3rd year Reviews 8. Informal Mentoring

3 1. Faculty Mentoring Plan implemented by each unit Goal: The mentorship program at CADA is designed to help the mentee establish an agenda for working toward her/his professional development goals and provide the necessary support to achieve those goals and gain insight into the realities of building an academic career at UIC.

4 1. Faculty Mentoring Plan Goal: This policy is designed to provide support for Tenure-Track and Clinical-Track Assistant Professors at CADA and aims to: Facilitate the successful entry of Assistant Professors into structures, processes, and climate of the University, College, and Department. Provide support to Assistant Professors in teaching, research, service and other aspects of professional life as they seek productive paths to tenure and promotion.

5 1. Faculty Mentoring Plan Desired Outcomes: Successful recruitment, reappointment, promotion, and retention of outstanding faculty. Successful productivity of faculty. Mentor and mentee satisfaction in keeping with the goal of achieving a sustainable community of scholarship and learning.

6 1. Faculty Mentoring Plan Process: Appointment of mentor(s), agreement with the recommended match, an official letter to the mentor/mentee from the Unit Head. The mentor(s) meet with the mentee at least once a semester though it is expected that other informal discussions would take place throughout the year.

7 1. Faculty Mentoring Plan Model: A B Mentoring by Committee. One-on-one Mentoring.

8 1. Faculty Mentoring Plan Assessment: Meeting with Unit Heads. Mentee satisfaction Survey. Mentor satisfaction Survey.*

9 2. P+T Seminar Preparing an Effective P+T Tenure Package

10 2. P+T Seminar Preparing an Effective P+T Tenure Package Privileges / Responsibilities of Tenure Faculty. Stages of the P+T Process (Unit / College / Campus). Timeline. Departmental and College Norms. Mid-probationary Review. Mentoring Plan. Preparing the P+T Package. Common Mistakes.

11 3. Grants Seminar OVCR Grants for the Arts, Architecture and Design, and the Humanities. Grant-writing workshop. *Forthcoming

12 4. Funding Opportunities Newsletter Outlines grant opportunities, awards, and fellowships relevant to faculty in the Arts. Collated from several databases. Sent bi-weekly.

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15 5. Works in Progress Presentations Presentation of ongoing research and creative work by junior faculty. *Architecture

16 6. Mentorship of Teaching Studio Reviews Curricular Retreats Year End Show Walkthroughs Studio Leaders / Course Masters Course Observation

17 7. P+T 1st-year and 3rd-year Review

18 8. Informal Mentoring

19 Mentorship Survey

20 Mentorship Survey Conducted in Spring Focused on Mentees 50% response rate.

21 Mentorship Survey 75% Tenure-Track 25% Clinical

22 Mentorship Survey Has the Unit director/chair appointed a senior faculty member to serve as your mentor? 67% Yes 25% No 8% Not sure

23 Mentorship Survey My mentor provides useful advice about research/scholarship, teaching, and service. 33% Strongly agree 25% Somewhat agree 8% Neither agree nor disagree 0% Somewhat disagree 0% Strongly disagree 33% Not applicable

24 Mentorship Survey My mentor helps me to understand faculty expectations and norms. 33% Strongly agree 25% Somewhat agree 8% Neither agree nor disagree 0% Somewhat disagree 0% Strongly disagree 33% Not applicable

25 Mentorship Survey My mentor knows a sufficient amount about my work for me to trust her/his advice. 25% Strongly agree 25% Somewhat agree 17% Neither agree nor disagree 0% Somewhat disagree 0% Strongly disagree 33% Not applicable

26 Mentorship Survey What other types of mentoring (formal or informal) have you received? I talk frequently with colleagues in my dept. Casual meetings and conversations with colleagues. Collaborative teaching. I receive great mentoring in my department: The director of the school and my preparer are both people I speak to often with my research questions, and I have informal mentorship from another faculty members. Through frequent dialogue with my mentor who is usually quite available, I receive help and guidance in leadership within my unit.

27 Mentorship Survey Suggestions for additional models of (formal or informal) mentoring that you would find helpful: Mentoring is best done voluntarily and informally. Having a stronger culture of cross-departmental discourse could help mentoring. I would like to see what other faculty are working on and to share with them my own work. Organizing occasions, within a department, to share recent projects and work, could be very valuable. Emphasis on practice (and discourse) outside our narrowly defined pedagogical vocations, could greatly enrich the culture of our department.

28 Mentorship Survey In the future, I would like to see these changes in the mentoring process: More clearly defined roles. The mentor could check in with their mentee and invite the mentee to set up meetings or just ask how things are? Unit leadership to play a more proactive role in promoting the mentorship program. I think the hardest part here was finding a match of interests outside of my department my first mentor was a really good match, warm, supportive and had good guidance. We only managed to meet once however.