1 / 23

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.

giulio
Télécharger la présentation

Faculty Mentoring

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. 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/

More Related