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Mentoring & the New Faculty Institute

Mentoring & the New Faculty Institute. Facilitated by Bryan R. Smith, PhD Assistant Director, CET&L. http:// www.uc.edu / cetl / profdev /orientation14.html. What you’ll know in about 80 minutes. Outcomes. Following this session you’ll be able to:

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Mentoring & the New Faculty Institute

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  1. Mentoring & the New Faculty Institute Facilitated by Bryan R. Smith, PhD Assistant Director, CET&L

  2. http://www.uc.edu/cetl/profdev/orientation14.html

  3. What you’ll know in about 80 minutes

  4. Outcomes • Following this session you’ll be able to: • Describe the New Faculty Institute and its major goals/functions • Outline your personal goals/priorities for the upcoming year • Define/evaluate your own priorities/needs in respect to the mentoring relationship (what type of relationship do you seek?) • Identify best practices in mentoring • Recognize (and hopefully, avoid) common pitfalls • Understand the process of finding a mentor in partnership with your unit head

  5. What is the new faculty institute?

  6. The New Faculty Institute Is a flexible social and professional development networking initiative designed to support new faculty success through goal-setting, mentoring, and structured programming.

  7. The New Faculty Institute, Further Beyond • We aim to: • Enhance new faculty efforts in research, teaching, and service; • Enable new tenure track faculty to reach career goals with greater efficiency; and • Improve new faculty retention and deepen knowledge of the RPT process.

  8. The New Faculty Institute, Further Beyond Things you get: A community of peers A mentor(s) A number of support programs and networking events A communications network (NFI listserv)

  9. Over the course of one year, Institute members work with their unit mentor(s) to: • Navigate discipline-specific aspects of the research process, such as applying for grants, revising doctoral work for publication, setting up a lab, etc.; • Make clear progress on their research and publication goals; • Navigate service commitments (if any); and • Support evidence-based teaching.

  10. Support programs • Teaching • Workshops • Daylong Seminars • Course Design Institutes • Professional Development • Internal & External Grant Writing Support • Writing Fridays • Ready, Set, Go! (College of Medicine) ALSO • College Faculty Development Funds • LEAF • UNIT-level Professional Development

  11. support, Cont. • Programs specific to NFI Participants, TBA • New Faculty Institute Kickoff Breakfast • Challenges and Strategies of Quick Starting Brown Bag • New Faculty Pub Tours • Bridges Research & Networking Luncheon • Looking Forward Brown Bag • Bridges Research & Networking Luncheon • Maintaining Momentum Brown Bag • Documenting Your Success Brown Bag • New Faculty End-of-Year Reception

  12. A Digression: Why are you here?

  13. Do Your personal goals align with your unit’s needs and with the terms of your appointment?

  14. Who are you? and Who do you want to be? • And How Not to Burn Out On Your Way • What do you want your days to be like? Imagine a day that’s personally fulfilling, that moves you toward your goals, and that’s repeatable. Try to recreate that day as best you can. • Learn to live with and manage contingency. • Learn to say no. Learn to say no diplomatically.

  15. What your mentor can provide • Short term • Discuss short-term and long-term career goals and professional interests (e.g., do a “needs” assessment of the mentee). • Provide networking support • Discuss preparing for tenure and promotion and career advancement • Discuss academic policies and guidelines, and university governance structure. • Help sort out priorities (research, teaching & service) • Identify sources of research funds and support in application writing • Discuss effective instructional techniques, course development and curricular issues. • Share resources about living in Cincinnati

  16. What your mentor can provide • Long term • Advice on criteria for promotion and tenure, and make aware of the expectations in various categories (scholarship, teaching, graduate supervision). • Discuss where the professional profile should be after 2-3 years. • Discuss what progress might be expected during the first 2-3 years. • Discuss long term trajectory (leadership, governance, etc.).

  17. Who are you? what Do you want from me? • What does your mentor get from this? (It’s not nothing) • Your success is her success • Your culture is her culture • The relationship goes toward building a stronger program • You are a part of your mentor’s legacy

  18. What can you do to be a successful faculty member at UC? • Build relationships • Build friendships • Learn to say no and to accept less than perfection when necessary • Learn when to recognize when good is good enough • Begin building your reappointment folder NOW • Utilize student support services on campus. • Counseling Center • Early Warning System via Blackboard • Tutoring Center • Writing Center

  19. STAYING ON TRACK • Breakdown your research goals by semester and year. • Minimum • Good • Best • Invest in your professional development: • Faculty Development Grants • External Grants • Writing your self-evaluation statement • Preparing the teaching component of your dossier • Preparing your dossier • Get informed • Inside Higher Ed • Faculty Focus

  20. Common pitfalls, Or I think I’m a clone now

  21. Final Questions • Bryan R. Smith • 556-6382 • smbr@ucmail.uc.edu

  22. We’ll be in touch.

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