CAPCSD 2017 Meeting New Orleans Mentoring Junior Faculty Scott Griffiths, Ph.D. Associate Chair/ AuD Program Director University of Florida CAPCSD 2017 Meeting New Orleans

Agenda Defining Mentoring Goal: Do We agree what we’re aiming at? A “Mentoring” Program Qualities of an Effective Mentor

There’s Certainly a lot of interest in Mentoring

But What IS a Mentor? Someone Older? More Advanced? In the Same Field? Of the same Ethnic or Racial Background? Can a mentor be assigned?

WHAT IS The Goal of Mentoring in an Academic Setting? Setting goals Determining steps to reach those goals Accountability for taking those steps Research Teaching Service TENURE &/OR PROMOTION

What does it take to be a mentor? Johnson, 2003

Female Faculty Experience The mentor is someone who cares Who acts in one’s best interest Provides a feeling of connection Affirming one’s worth Not being alone Politics is part of one’s experience.

Cross-cultural Mentoring Challenges Trust between mentor and protégé; Racism acknowledged and unacknowledged Visibility and Risks pertinent to minority faculty Power and Paternalism Benefits to mentor and protégé Double‐edged sword of ‘otherness’ in the academy Johnson-Bailey & Cervero, 2007

Interviews Questions: 2 PhD Candidates 2 Assistant Professors 1 Tenured Associate Professor Questions: Who has served as a mentor for you? How did your mentor/mentee relationship begin? What qualities made them a good mentor? Any other things you want to tell me about your experience with this mentor?

Themes Effective Mentoring Relationships Aren’t assigned Can be outside the discipline/ department Have common interests/background Can have variably timed contacts Should have regular meetings in-person Every 2 weeks to 3 months

A Mentoring Program Protocol initiated by our college All Junior Faculty are Assigned a Mentor Mentors are senior faculty “Borrowed” tool(s) Wisconsin’s Individual Development Plan and others

Planning: Assessment: Structure: Recruit early Within or Across Departments Use Recruiting to Manage Expectations Assessment: Participation Data Within Pair reciprocity/ bonding data Mentoring context data Structure: Brief weekly meetings Incentives for meeting Monthly group meetings Boyle & Boice, 1998

Self Assessment Discipline-Specific Knowledge Leadership and Management Skills Responsible Conduct of Research Teaching Volunteer/Outreach Career Skills Discipline-Specific Knowledge Professional/Research Skill Development Communication Skills Professionalism How do these fit with your current & projected responsibilities?

Goals: Looking forward What are you being asked to do? This year? 2 years? Particular skills you need to develop? technical discipline-specific Scholarly activities you’d like to accomplish In two years? Other job goals/skills?

Future position Type of work you’d like to do? What skills will get you there? How can we start?

Mentoring Junior Faculty Kim Corbin-Lewis, PhD COMDDE Department Head Utah State University CAPCSD 2017

Mentorship What does it mean to YOU?

Hiring: New Faculty Consider candidate fit to the Institution Expectations for Division, Department, School/College, & University made clear and explicit Role Statement Faculty Code document

Hiring: Institutional Culture Easier to begin acclimation to a unit from the initial interaction Up front expectations: Department presence Faculty meeting attendance Student event attendance graduation

Hired: Ahead of Arrival FACILITATE Research start-up Equipment order Summer month salary First semester course reduction ADVOCATE Dean & Provost level

Hired: Campus Arrival Onboarding process in Department: ADL – keys; parking; bell times; MDs; dentists; community recommendations School/College: People – resources; opportunities; mailing lists

Ongoing: During the Academic Year Demonstrate Recognition/Appreciation: Highlight achievements with agenda ”Good News Items” Forward email announcements to faculty Connect faculty to college/institutional PR Show support – attend award functions

Ongoing: Semester Check-Ins End of Semester Meetings: How did it go? What went well? What went less well? What will you change? What can I do to help?

Ongoing: Outcome Ownership Guide individual toward personal ownership Facilitate the ability to: Set professional priorities Develop perspective Analyze outcomes Change course, when needed

SUMMARY DISCUSSION