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Faculty Mentoring
Academy of Distinguished Teachers Annual ConferenceRutgers, October 15, 2006
Helen Mongan-RallisEngin SungurConnie Weil
Image source: http://ist-socrates.berkeley.edu/~aspucb/mentoring.htm
Overview ofSession
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• 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?
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Survey Responses
Individual Reflection
Think about a current or recent mentoringrelationship you have had which centers onyour academic or professional work.
• View the relationship both from your perspective as amentor and as a mentee
• Use the questions that follow to prompt your thinkingabout the character and qualities of that specificrelationship.
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Part 1: Reflectingon the Relationship
• What worked? What are the most positiveaspects and qualities of the relationship?(a) mentee (b) mentor
• What was not as effective? What are themost problematic or difficult aspects of therelationship? (a) mentee (b) mentor
Image source: http://ist-socrates.berkeley.edu/~aspucb/mentoring.htm
Part 2: Reflecting onMentoring Activities
• Which activities were most successful?Consider each from the perspective of(a) mentee (b) mentor
• Which activities were least successful?Consider each from the perspective of(a) mentee (b) mentor
Image source: http://ist-socrates.berkeley.edu/~aspucb/mentoring.htm
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Part 3: Reflect on MentorCharacteristics & Qualities• List specific characteristics or qualities
that foster effective mentoring.• List specific characteristics or qualities
that hinder effective mentoring and arelikely to create stress, conflicts,tensions, or worse.
Image source: http://ist-socrates.berkeley.edu/~aspucb/mentoring.htm
• What should be the expectations fromperspective of (a) mentee (b) mentor?
• What would be key mentoring activities forthis person? Expected outcomes of these?
• What should be the characteristics of theideal mentor?
Guidelines forScenarioAnalysis
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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
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
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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
What issues andchallenges are faced byfaculty during:
a) Initial years?b) Mid years?c) Later years?
Issues & Challenges
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Early Years Issues & Challenges1. Over-enrichment Perfect Professor: self-
expectations and reality2. Perfect Discipline: expectations of new faculty for
discipline colleagues3. Securing Power, establishing a voice in the
discipline4. Networking Within / Without, developing supportive
links both on and off campus5. Research Identity / Voice6. Publication, successes and challenges; resilience7. Work and Family
Mid Years Issues & Challenges1. Middle Age Memory2. Changes over time in how students are
prepared3. Sharing Power4. Change, redirection and flexibility5. Outreach, work for the larger academic
community, journaling; application of work6. Work Recognition (feeling unappreciated)7. Work and Family
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Later Year Issues & Challenges1. Priorities for Remaining On (short term and long term in
teaching, research, service)2. Mentoring, Graceful Use of Power, Advising in disciplinary
matters3. Legacy (assessment of contributions, enjoyment of
accomplishments, historical statement)4. Loneliness in Later Years (loss of audience, colleagues
moving on; development of new relationships with youngerfaculty)
5. Opportunities of Retirement (transition to more less-structured time, part-time teaching, research, service work;speaking, continuing education offerings; completechange: new career options, avocations)
6. Work and Family (possible care for aging parents)
What Are theBurning Questions?
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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?
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
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MentoringResources
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
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References
• University of Minnesota Commission ofWomen (1996). Mentoring for the 1990’s andBeyond: New Perspectives on an Old Way toMove Ahead. University of Minnesota.
• To download handouts from this session goto:http://www.d.umn.edu/~hrallis/professional/presentations/adtfa06/mentoring/
Image source: http://ist-socrates.berkeley.edu/~aspucb/mentoring.htm