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Faculty Mentoring

Image source: http://ist-socrates.berkeley.edu/~aspucb/mentoring.htm. Faculty Mentoring. Helen Mongan-Rallis Engin Sungur Connie Weil. Academy of Distinguished Teachers Annual Conference Rutgers, October 15, 2006. Image source: http://www.adt.umn.edu/. Overview of Session.

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Faculty Mentoring

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  1. Image source: http://ist-socrates.berkeley.edu/~aspucb/mentoring.htm Faculty Mentoring Helen Mongan-Rallis Engin Sungur Connie Weil Academy of Distinguished Teachers Annual Conference Rutgers, October 15, 2006 Image source: http://www.adt.umn.edu/

  2. Overview of Session

  3. How many of you: • Were mentored (formally or informally) when you were a new faculty member? • Were mentored as mid or late career faculty members? • Have been or are currently mentoring other faculty: • Formally? • Informally? • What questions do you have about mentoring?

  4. Survey Responses

  5. Individual Reflection Think about a current or recent mentoring relationship you have had which centers on your academic or professional work. • View the relationship both from your perspective as a mentor and as a mentee • Use the questions that follow to prompt your thinking about the character and qualities of that specific relationship.

  6. Image source: http://ist-socrates.berkeley.edu/~aspucb/mentoring.htm Part 1: Reflecting on the Relationship • What worked?What are the most positive aspects and qualities of the relationship? (a) mentee (b) mentor • What was not as effective?What are the most problematic or difficult aspects of the relationship? (a) mentee (b) mentor

  7. Image source: http://ist-socrates.berkeley.edu/~aspucb/mentoring.htm Part 2: Reflecting on Mentoring Activities • Which activities were most successful? Consider eachfrom the perspective of(a) mentee (b) mentor • Which activities were least successful? Consider eachfrom the perspective of(a) mentee (b) mentor

  8. Image source: http://ist-socrates.berkeley.edu/~aspucb/mentoring.htm Part 3: Reflect on Mentor Characteristics & Qualities • List specific characteristics or qualities that foster effective mentoring. • List specific characteristics or qualities that hinder effective mentoring and are likely to create stress, conflicts, tensions, or worse.

  9. Guidelines for Scenario Analysis • What should be the expectations from perspective of (a) mentee (b) mentor? • What would be key mentoring activities for this person? Expected outcomes of these? • What should be the characteristics of the ideal mentor?

  10. Scenario A • Gender: Female • Country: Not USA • Family: Single parent • Teaching: No experience in teaching with full responsibility • Research: Exclusively dependent on previous thesis advisor • Service: No professional and institutional service experience

  11. Scenario B • Gender: Any • Country of origin: USA • Family: Single • Teaching: No experience in teaching with full responsibility • Research: Some refereed research experience & evidence of independent scholarly work • Service: Some professional but no institutional service experience

  12. Scenario C • Gender: Any • Country of origin: USA • Family: Single parent • Academic Rank: Associate Professor • Teaching: Distinguished teaching record • Research: Low scholarly work activity • Service: Low professional and institutional service activity

  13. Issues & Challenges What issues and challenges are faced by faculty during: • Initial years? • Mid years? • Later years?

  14. Early Years Issues & Challenges • Over-enrichment Perfect Professor: self-expectations and reality • Perfect Discipline: expectations of new faculty for discipline colleagues • Securing Power, establishing a voice in the discipline • Networking Within / Without, developing supportive links both on and off campus • Research Identity / Voice • Publication, successes and challenges; resilience • Work and Family

  15. Mid Years Issues & Challenges • Middle Age Memory • Changes over time in how students are prepared • Sharing Power • Change, redirection and flexibility • Outreach, work for the larger academic community, journaling; application of work • Work Recognition (feeling unappreciated) • Work and Family

  16. Later Year Issues & Challenges • Priorities for Remaining On (short term and long term in teaching, research, service) • Mentoring, Graceful Use of Power, Advising in disciplinary matters • Legacy (assessment of contributions, enjoyment of accomplishments, historical statement) • Loneliness in Later Years (loss of audience, colleagues moving on; development of new relationships with younger faculty) • Opportunities of Retirement (transition to more less-structured time, part-time teaching, research, service work; speaking, continuing education offerings; complete change: new career options, avocations) • Work and Family (possible care for aging parents)

  17. What Are the Burning Questions?

  18. Some Burning Questions & Issues • Overemphasis on teaching and ignoring research or vice versa; impact on tenure and promotion. • Peer mentoring versus senior-junior mentoring • Classroom visits: Is it meaningful and/or sufficient? • Constant integration and collaboration • Sharing resources and knowledge: Collaboration versus competition • Characteristics of mentor: Is there one optimal or depends on mentees’ characteristics? • Characteristics of mentee: What are the different “types” of mentees? • Impact on tenure and promotion? • What are the “messages” that mentors need to deliver?

  19. Questions & Issues Continued • Mutual benefits for mentor and mentee: What are they? • Same discipline vs. different discipline: Benefits and challenges • How does mentoring fit with general faculty characteristics at various stages? • What are the general objectives in mentoring? Best for institution or best for the mentee? • How to relate being mentor and being promoter? • Role of the mentor in tenure and promotion committees? • Academic mentor vs. teaching, research, service mentors • Conflict of interests in mentoring • Specialized mentoring: Technology, service learning, grant writing etc

  20. Mentoring Resources

  21. Mentoring Resources • The Faculty Enrichment Project (FEP) • Preparing Future Faculty (PFF • Bush Innovative Teaching Mentoring • Tenure Tracking Seminar. • Mid-Career Seminar. • Teaching Buddies • Service Learning Faculty Fellow Program. Faculty Online Club. • Center for Teaching and Learning Services (CTLS) • Early Career Teaching Program • Mid-Career Teaching Program • Making Meaning of a Life in Teaching • Faculty Center for Learning & Teaching

  22. Image source: http://ist-socrates.berkeley.edu/~aspucb/mentoring.htm References • University of Minnesota Commission of Women (1996). Mentoring for the 1990’s and Beyond: New Perspectives on an Old Way to Move Ahead. University of Minnesota. • To download handouts from this session go to:http://www.d.umn.edu/~hrallis/professional/presentations/adtfa06/mentoring/

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