Mentoring within the Context of Faculty & Dean Searches
School of Business
We profoundly recognize that it is not just the hiring of faculty, but the continued mentorship that is important. At this point, mentorship takes place in the areas with area coordinators taking primary responsibility. There is some interest in expanding and formalizing this mentorship process. With this in mind, the Dean plans to engage the Elected Faculty Council in Autumn 2020.
School of Educational Studies (SES)
Directly related to our diversity statement, faculty from underrepresented populations, especially faculty of color, are supported intentionally through our school’s mentorship structure. Mentoring begins when the Dean meets individually with all new faculty, and when together, they clarify goals and objectives. New faculty and the Dean will work together to choose a senior in rank faculty member to serve as their mentor, who will work closely with the new faculty member through reappointment, Third Year Review, and promotion and tenure processes. In addition, our school recognizes the value of a multi-pronged team approach to supporting new faculty. Thus, a mentee may enlist other faculty members for assistance. The school will ensure mentees are aware of unique scholarship, teaching, and service experiences of all school faculty, thus encouraging informal mentoring between faculty.
School of Interdisciplinary Arts & Sciences (IAS)
In fall of 2018 IAS updated our Junior Faculty mentoring program. Each new full-time faculty member in IAS (both tenure track and teaching professor track) will participate in the IAS New Faculty Institute (NFI). This institute connects new faculty with an individual mentor and a group of senior faculty members from whom to seek advice. The NFI begins with a day-long retreat in mid-September. At this retreat faculty work with the entire cohort of new faculty and faculty mentors. We introduce them to a range of topics but focus on interdisciplinary teaching and pedagogy in IAS. The quarterly workshops introduce faculty to a range of topics including:
- Mapping the IAS curriculum and CAWG membership
- IAS learning objectives
- Scholarship opportunities and support
- Fiscal training
- Course Scheduling
- HR Process: including Merit, G&O’s, Promotion, and Course Observations
- Meeting with IAS advisors
- Planning for meaningful service and governance
Alongside the NFI, new faculty are given an IAS starting network to help them succeed and thrive in IAS. The goals of the Mentoring network are to provide:
- Professional Development
- Emotional Support
- Sense of Community
- Institutional Support
- Access to Networks
- Role Models
- Safe Space
Each mentor is provided a network and resources map that includes:
- Your MENTOR guides your professional development and overall growth helping you see the big picture. Provides advice about promotions and reappointment, helps you build your portfolio for P&T, and puts you in touch with colleagues and networks.
- Your GUIDE is a senior(ish) faculty member who can help you learn about and navigate IAS, and from whom you can get guidance and advice.
- Your COMRADE is a junior(ish) faculty member who acts as a source of information and advice about being a new faculty member in IAS.
- CAWG COORDINATOR runs the curricular area you are most closely associated with. Advise on teaching, course selection and professional development.
- DEAN - Oversees IAS, will run your annual goals and objectives meeting, Overall resource.
- THE STAFF BUDGET AND OPERATIONS TEAM is here to answer questions about payroll, benefits, reimbursements, office space ...
- THE CURRICULUM AND ACADEMIC SERVICES TEAM will work with you (along with your CAWG coordinators) to help you design your teaching schedule...
- FACULTY COLLEAGUES - these are faculty members within and beyond your core area to try to meet with during your first year for informal conversation.
- ASSOCIATE DEANS - the three associate deans are resources for questions about faculty scholarship and development (Ben), diversity and equity (Janelle), and curriculum and innovation (Deirdre).
School of Nursing & Health Studies (SNHS)
SNHS faculty have access to a formal mentoring program that matches each Assistant Professor with two senior faculty mentors within the school. Mentors are provided with numerous resources to strengthen their mentorship, including a mentoring checklist and individual development plans for mentees. They also meet with their mentees at least monthly. Career success is fostered through this mentorship. Faculty meet with the dean to discuss yearly performances, needs for support, and the efficacy of any mentorship they receive (either formally or informally). Faculty of color and female faculty are specifically supported through these mentorship structures and through adoption of the Boyer Model for merit and promotion. The model is known in particular for recognizing the achievements of women faculty, LGBTQ faculty, and minority faculty by expanding criteria for success and valuing teaching, service, and research equally.
School of Science, Technology, Engineering & Mathematics (STEM)
The School of STEM acknowledges that BIPOC and other marginalized faculty are retained at rates significantly lower than their white male counterparts, and is committed to providing substantial and intentional mentoring and other support to new faculty in underrepresented populations. The School is committed to creating a comprehensive mentoring program for new faculty in underrepresented groups. Each year a minimum of two senior faculty members in the School will be provided with the necessary professional development to ensure proper mentorship of new faculty, particularly in scenarios where the new faculty member is not represented in the faculty body, including implicit/unconscious bias and anti-racist training.
New faculty will be provided with mentoring as a cohort in order to facilitate community support within and among new faculty. Mentoring will be provided every year until tenured, or for a minimum of five years, and at least including the period through their contract renewal year, for teaching track faculty. The Dean will meet with each new faculty member and their mentor(s) in their first quarter to develop an individualized mentoring plan tailored to the individual faculty member’s needs. New faculty will meet with their mentors in their cohort and individually on a regular basis as defined in the plan. Mentoring plans will include the following:
- Navigating bias in the classroom and managing student conduct related to bias;
- Navigating retention, promotion, and tenure processes unique to underrepresented faculty;
- Support for professional development and community building with other underrepresented faculty in the School and within and outside the institution.
The Dean will also meet with the new faculty member annually to review their mentoring plan, ensure that new faculty feel supported and valued, have the resources they need to succeed, and have an opportunity to provide feedback on their wishes to continue with their mentor(s) or change their mentoring plan. The School is also committed to a thorough review of all bylaws, policies, procedures, and division culture statements to identify and dismantle systems that support systemic racism and discrimination. This includes transparency in retention, merit, progress to promotion, and tenure processes to ensure that bias and institutionalized racism are properly redressed, regular periodic anti-bias and anti-racism training for faculty and staff, particularly those in positions to review and recommend retention, and regular periodic external review of curriculum.
Currently all new faculty in the School of STEM receive at least one course release in their first year. The Dean will work with School leadership to develop and appropriate compensation/incentive plan for new underrepresented faculty and mentors.
Dean/Associate Vice Chancellor
- Peer Mentor: New Dean is assigned a mentor from the Council of Academic Deans. The expectation is that the mentor initiates regular meetings with the new Dean throughout the first year starting before the new Dean begins the position. The role of the mentor is to help answer questions, suggest networking connections, proactively provide new Dean with information, and so on. This role is particularly important in terms of the many campus functions where Dean attendance/leadership is important.
- VCAA Meetings: The VCAA normally meets 1:1 with each dean on a monthly basis. This frequency is increased to biweekly with new deans for many of the reasons listed for the peer mentor. In particular, the VCAA focuses on key connections for the new Dean and helping the new Dean navigate the inevitable issues that carry over from previous leadership or develop early in the new Dean’s appointment.
- Prior Dean: Assuming the prior Dean remains on the faculty, that Dean is provided with a one-month salary during the summer the new Dean starts to help with the transition.
- Leadership Development: The new Dean’s appointment letter should specify funding to support leadership development with the expectation that it is used over the first three years of the appointment.