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

2. Overview of Session

4. 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?

5. Survey Responses

6. 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.

7. 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 Image source: http://ist-socrates.berkeley.edu/~aspucb/mentoring.htm

8. Part 2: Reflecting on Mentoring 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

9. 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. Image source: http://ist-socrates.berkeley.edu/~aspucb/mentoring.htm

10. 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? Guidelines for Scenario Analysis

11. 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

12. 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

13. 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

14. What issues and challenges are faced by faculty during: a)Initial years? b)Mid years? c)Later years? Issues & Challenges

15. Early Years Issues & Challenges 1.Over-enrichment Perfect Professor: self- expectations and reality 2.Perfect Discipline: expectations of new faculty for discipline colleagues 3.Securing Power, establishing a voice in the discipline 4.Networking Within / Without, developing supportive links both on and off campus 5.Research Identity / Voice 6.Publication, successes and challenges; resilience 7.Work and Family

16. Mid Years Issues & Challenges 1.Middle Age Memory 2.Changes over time in how students are prepared 3.Sharing Power 4.Change, redirection and flexibility 5.Outreach, work for the larger academic community, journaling; application of work 6.Work Recognition (feeling unappreciated) 7.Work and Family

17. Later Year Issues & Challenges 1.Priorities for Remaining On (short term and long term in teaching, research, service) 2.Mentoring, Graceful Use of Power, Advising in disciplinary matters 3.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 younger faculty) 5.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) 6.Work and Family (possible care for aging parents)

18. What Are the Burning Questions?

19. 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?

20. 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

21. Mentoring Resources

22. 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

23. 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/pr esentations/adtfa06/mentoring/ http://www.d.umn.edu/~hrallis/professional/pr esentations/adtfa06/mentoring/ Image source: http://ist-socrates.berkeley.edu/~aspucb/mentoring.htm