Overview of Faculty Mentoring
Mentoring has long been recognized as an effective method for new faculty to learn the basic knowledge, skills, attitudes and behaviors for teaching and especially for learning about institution-specific norms (Ensher, Thomas and Murphy, 2001).
A mentoring "network is based on the premise that no single individual possesses all of the experience and expertise that a new faculty member needs to plan and develop a successful career. New faculty at RIT are encouraged to also develop a constellation of “mentoring partners” who assist each other in nonhierarchical, collaborative partnerships - each contributing according to her/his own knowledge and experience. This mentoring model can be both broader and more flexible than the traditional model, able to provide "just in time" advice and guidance (Sorcinelli and Yun, 2007).
Faculty Mentoring Roles
- Openly seek advice from mentors.
- Clarify expectations from dean, department heads, and current mentors.
- Obtain current tenure and promotion guidelines from the dean’s office in your College.
- Willingly participate in developmental activities.
- Form an individual mentoring network.
- Help less experienced faculty members (protégés) develop in specified capacities (teaching, research, scholarship, service, etc.).
- Provide career advancement advice.
- Offer support.
Department Heads or Immediate Supervisors
- Provide a comprehensive orientation for new faculty.
- Identify individuals to serve as mentors.
- Help match protégés to mentors.
- Manage Plans of Work to reflect mentoring-related activities and responsibilities.
- Provide performance feedback and guidance to faculty.
Provost and Deans
- Through the shared governance model, administer and interpret guidelines for tenure.
- Set guidelines for scholarly productivity.
- Establish a set of rewards and accountability measures to ensure that mentoring remains a priority.