1 / 39

UIC COM MENTORING PROGRAM

UIC COM MENTORING PROGRAM. Pauline M. Maki, PhD Stacie E. Geller, PhD College of Medicine University of Illinois at Chicago. Agenda. Review Provost Policy Review College of Medicine Policy Facilitator Responsibilities Mentor Responsibilities Mentee Responsibilities

raya-berg
Download Presentation

UIC COM MENTORING PROGRAM

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. UIC COM MENTORING PROGRAM Pauline M. Maki, PhD Stacie E. Geller, PhD College of Medicine University of Illinois at Chicago

  2. Agenda • Review Provost Policy • Review College of Medicine Policy • Facilitator Responsibilities • Mentor Responsibilities • Mentee Responsibilities • Review Facilitator To-Dos A World-Class Education, A World-Class City

  3. PROVOST Policy A World-Class Education, A World-Class City

  4. WHY? • Provost mandated that: • All departments and all colleges in AY 2012/2013 initiate a mentoring program for tenure-track assistant professors • Mentors must be in place for all tenure‐track and non‐tenured Assistant Professors with > 50% appointments. • Each college sent representatives to complete an 8-hour, evidence-based mentorship training program A World-Class Education, A World-Class City

  5. Faculty Mentoring PolicyNovember 2011 CONTACT: Vice Provost for Faculty Affairs PHONE: (312)413-3470 E-MAIL: FacultyAffairs@uic.edu A World-Class Education, A World-Class City

  6. Faculty Mentoring PolicyObjective • Effective mentoring of the faculty is critical for enhancing academic excellence, building a strong and diverse faculty and developing a respectful and positive work climate in which all members of the university community can thrive. UIC seeks to make faculty mentoring a priority by undertaking and regularizing sound mentoring practices.   A World-Class Education, A World-Class City

  7. Faculty Mentoring Policy • In addition to the campus mentoring effort http://www.uic.edu/depts/oaa/faculty/facment.html, each college/school is charged with developing and implementing a faculty mentoring program. • Colleges/schools may require that each of their departments or units develop a unit level mentoring program. • There are many forms of mentoring programs and no single model will meet the needs of all units or individuals. A World-Class Education, A World-Class City

  8. Faculty Mentoring PolicyRequirements All college mentoring programs must incorporate, at minimum, the principles included below. • Colleges are expected to provide a mentoring plan for each of the pre-tenure tenure-system faculty members. As capacity allows, colleges should consider building upon the initial program, to include tenured associate professors and non-tenure system clinical and research faculty. A World-Class Education, A World-Class City

  9. Faculty Mentoring Policy:Leadership Responsibilities • The Dean is responsible for providing mentors for all eligible faculty as stated above in #1. This responsibility may be delegated to the Unit Executive Officers (Heads/Chairs/Directors). Mentors and mentees should be consulted during mentor selection. • The Office of the Vice Provost for Faculty Affairs is responsible for providing training workshops for mentors, at least once a year. All newly-assigned or first-time mentors are expected to attend the training during the first year of mentoring. A World-Class Education, A World-Class City

  10. Faculty Mentoring PolicyJoint Appointments • For faculty members with joint appointments, a single mentoring plan should be developed. The plan is to be coordinated among the units, with leadership from the faculty member’s home unit as designated in Banner. A World-Class Education, A World-Class City

  11. Faculty Mentoring PolicyOne Size Does Not Fit All • The design of the mentoring plans should demonstrate sensitivity to the different challenges faced by a diverse faculty. College mentoring policies need to be clearly communicated to all faculty members and mentoring agreements should emphasize clarity of expectations and roles for all parties. A World-Class Education, A World-Class City

  12. Faculty Mentoring PolicyRecognizing Mentoring • Mentoring excellence may be considered in the annual review of faculty as well as be considered as a part of the promotion process. Mentoring excellence may be demonstrated through the mentee’s assessment as well as the mentor’s efforts and contributions to the program. It is expected that Associate and Full professor will accept mentoring as a responsibility and privilege of their rank. A World-Class Education, A World-Class City

  13. Faculty Mentoring PolicyEvaluation • Colleges must incorporate an assessment or evaluation program into the design of their mentoring program. A World-Class Education, A World-Class City

  14. College of Medicine Mentoring PROGRAM A World-Class Education, A World-Class City

  15. COM Mentorship Program Committee • Comprised of senior faculty appointed by Dean to serve based on mentorship activities for assistant professors • Agreed with Dean’s recommendation to extend the program to all Asst. Profs with > 50% appointments • Reviewed best practices for mentoring programs in other academic medical centers • Selected “Facilitator” model • Developed evaluations A World-Class Education, A World-Class City

  16. Department Facilitator • Senior faculty, appointed by Department Head • Serves as liaison to the COM Mentorship Program Committee • reports to CMPC about department‐based mentor‐mentee pairs • encourages junior and senior faculty to participate actively in all aspects of the program.

  17. Department Facilitator • Works with each individual mentee to identify appropriate mentor, subject to the approval of the Department Chair • Responsible for advising the faculty on matters pertaining to academic reviews, and advancement • Has current information on UIC’s academic advancement process.

  18. Mentor Responsibilities • Senior faculty with > 50% appointment • Contact mentee on regular basis (monthly to quarterly) for > 2 years • Provide informal advice to mentee on • teaching, research, and service to the University and/ or direct the mentee to other appropriate individuals for guidance. • Funding opportunities • Maintain confidentiality

  19. Mentor Responsibilities • There is no formal evaluation of the mentee on the part of the mentor, only supportive guidance and constructive feedback. • Take advantage of mentor training opportunities in Department, College and University

  20. Qualities of a Good Mentor • Accessibility • Networking • Independence

  21. Accessibility • Mentor is encouraged to make time to be available to the mentee. The mentor might keep in contact by dropping by, calling, sending e‐mail, or extending a lunch invitation. It is very helpful for the mentor to make time to read / critique proposals and papers and to provide periodic reviews of progress.

  22. Networking • The mentor should be able to help the mentee establish a professional network.

  23. Independence • The mentee’s intellectual independence from the mentor must be carefully preserved and the mentor must avoid developing a competitive relationship with the mentee.

  24. Short-term Mentor Goals • Familiarization with campus and its academic environment. • Networking—introduction to colleagues, identification of other possible mentors. • Developing awareness—help mentee understand policies and procedures that are relevant to their academic work. • Constructive criticism and encouragement, compliments on achievements. • Helping to sort out priorities—budgeting time, balancing research, teaching, and service.

  25. Long-Term Mentee Goals • Developing visibility and prominence within the profession. • Achieving career advancement.

  26. Benefits to Mentor • Satisfaction in assisting in the development of a colleague • Ideas for and feedback about the mentor’s own teaching / scholarship • A network of colleagues who have passed through the program • Retention of excellent faculty colleagues • Enhancement of department quality

  27. Responsibility of the Mentee • The mentee should keep his/her mentor informed of any problems or concerns as they arise. When input is desired, mentee should leave sufficient time in the grant proposal and paper submission process to allow his/her mentor the opportunity to review and critique drafts.

  28. Mentee Dos and Don’ts: Do • Take initiative, be a finisher • Look for opportunities to be taught by your mentor • Be respectful of mentor’s time • Clarify goals and expectations • Establish time lines • Keep your CV and Biosketch up to date • Establish mentors inside and outside of your department

  29. Mentee Benefits • More favorable objective outcomes • promotion • compensation • Subjective outcome • career/job satisfaction

  30. Mentee Dos and Don’ts: Do • Take initiative, be a finisher • Look for opportunities to be taught by your mentor • Be respectful of mentor’s time • Clarify goals and expectations • Establish time lines • Keep your CV and Biosketch up to date • Establish mentors inside and outside of your department

  31. Facilitator to-dos A World-Class Education, A World-Class City

  32. Facilitator To Dos • Mentor/Mentee Pairs • Department Head/Chairs and Facilitator identify mentor-mentee pairs • Share pairs with Gillian Coombs • Baseline Surveys • Completed by mentees • Shared with Gillian Coombs A World-Class Education, A World-Class City

  33. Facilitator To DosMentor-Mentee • Department Head/Chairs and Facilitator identify mentor-mentee pairs • Process • Inform department about mandate (e-mail, grand rounds) • Share documents on: • Mentor responsibilities • Mentee responsibilities • List of possible mentors A World-Class Education, A World-Class City

  34. Facilitator To DosMentor-Mentee • Role of mentees • Initiates choice • For help, goes to Head/Chair and/or Facilitator • Role of mentor • Agrees to be mentor A World-Class Education, A World-Class City

  35. Facilitator To DosMentor-Mentee Different types of mentors • Career Development Mentor • Research • Clinical • Teaching • Content Mentors (Research) • Others • Minorities • Women A World-Class Education, A World-Class City

  36. Facilitator To DosMentor-Mentee • Role of mentees • Initiates choice • For help, goes to Head/Chair and/or Facilitator • Role of mentor • Agrees to be mentor A World-Class Education, A World-Class City

  37. Facilitator To DosMentor-Mentee • Optimal if from same department, but can be from other department • Should not be the Head/Chair • May choose more than one mentor (team approach) A World-Class Education, A World-Class City

  38. Facilitator To DosSurveys • Circulate survey to mentees • Mentees return survey to Facilitator or HR • Surveys get sent to Gillian Coombs A World-Class Education, A World-Class City

  39. Questions?

More Related