Faculty Mentoring Program
Mentoring of faculty is a key aspect of a university’s work as it seeks to maximize their growth and development. Mentoring opens new opportunities for faculty to realize their full potential as scholars, teachers, and members of the academic community at 老司机传媒. It has the potential to aid the university as a whole in meeting high standards of rigor, depth, and scholarly innovation. The Faculty Peer Mentoring Program at 老司机传媒 provides quality guidance and support for faculty by pairing successful faculty mentors with new faculty or with those who simply wish to grow in particular areas.
Mentors offer support, encouragement, and resources. A list of suggested responsibilities for mentors and mentees are listed in a subsequent section. Each are expected to commit to regular meetings. They meet throughout the academic year to work towards goals that they have developed cooperatively. Every successful mentor/mentee relationship is part of building a better work environment for faculty at 老司机传媒.
HOW THE PROGRAM WORKS
New faculty are automatically assigned a mentor. After they are introduced to their mentors during New Faculty Orientation, they are expected to attend the Faculty Institute Mentoring Training Session together. Information on date, time, and location will be available during New Faculty Orientation. In consultation with their chair, new faculty can fill out the application form to request additional mentors.
At the end of the spring term of each academic year, all faculty are invited to participate in the mentoring program. Interested faculty will fill out a questionnaire/application and subsequently will be matched with an appropriate colleague in time to attend the Faculty Institute Mentoring Training Session together. The deadline for requesting a mentor for the next academic year is April 30.
Faculty interested in becoming a mentor should contact ctale@andrews.edu
During the Mentoring Training Session at Faculty Institute, the mentor and mentee should agree on frequency, duration, and place of meetings, and decide whether or not the mentor will have an “open door” policy so as to be available for mentees at any time. Even with the overall structure in place, the program affords each pairing great flexibility in choosing how to spend their time and energy to enhance the relationship.
Often the greatest assistance a mentor can provide is simply the identification of which staff one should approach for which task. A comprehensive list of areas of support is found in the Areas of Support section below.
There is no evaluation or assessment of the mentee on the part of mentor, only supportive guidance. The mentor and mentee should agree to a no-fault conclusion at the beginning of their professional relationship. In this fashion, if either party feels that the intended goal is not being achieved, the relationship can be ended cordially.
AREAS OF SUPPORT
Advising students
Advancement/Tenure
• Portfolio development
• Portfolio requirements
• Review process
• Teaching evaluations
Assessment
• Grading
• Program assessment
Methodology and Pedagogy
• Curriculum Mapping
• Paperwork
• Teaching schedules/topics
Professional Development
• General tasks/expectations
• Networking
• Short-/Long-term goal development
Research
• Collaborative work
• Funding
• Grants
• Presentations / Publications
• Resources
Service
• Internal (university committees, etc)
• External (community, church, etc)
• Community
• Banking, medical services, recreation, churches
• Family integration
• Other areas to be identified by the mentee
MENTORING TRAINING SESSION
For new faculty, mentors and mentees will first be introduced during New Faculty Orientation and will participate together in the Mentoring Training Session at Faculty Institute. For existing faculty, mentors and mentees will be introduced during the Mentoring Training Session at Faculty Institute. Additional support is available by appointment through the Center for Teaching and Learning. Please email ctale@andrews.edu.
Expectation for Mentors
• Attend the mentoring training at faculty institute
• Keep scheduled appointments
• Provide prompt support in the areas identified by the mentee
• Keep all communication and information confidential
• Advocate for the faculty member to the chair or administration
• Listen to mentee’s concerns
• Provide constructive feedback to the mentee
• Assist with professional networking
• Identify and introduce other possible mentors
• Develop mentee’s awareness of university culture, expectations, and policies
Expectations for Mentees
• Attend mentoring training at faculty institute
• Keep scheduled appointments
• Formulate clear goals
• Keep all communication and information confidential
ELIGIBILITY
Mentees
Any full time, part time, or adjunct faculty member may request a mentor. Mentees may have more than one mentor for different purposes.
Mentors
Any faculty member who wishes to assist a colleague in the areas previously identified. Mentors may mentor more than one faculty member.
REPORTING
Mentors will receive Annual Faculty Report credit for each mentee they guide each year. Periodically,
the mentor and mentee will be asked to fill out short surveys about their experience with the program.
TIPS FOR MENTORS
• Exchange CVs with your mentee to stimulate discussion
• Provide encouragement, constructive criticism, and prompt feedback
• Help the mentee identify and build on their strengths
• Attend fall training session, workshops, and other mentor events
• Maintain regular contact with the mentee
• Assist with preparation for performance reviews
• Explore and unpack institutional, school, and departmental culture
• Inform CTL director (ctl@andrews.edu) of any challenges
• Share knowledge of important university and professional events
• Monitor time spent with mentee to foster intellectual and professional independence
BENEFITS FOR THE MENTOR
• Satisfaction in assisting in the development of a colleague
• Ideas for and feedback about the mentor’s own teaching/scholarship
• Retention of excellent faculty colleagues
• Enhancement of institutional quality
• Support of teaching, service, and scholarship excellence
BENEFITS FOR THE MENTEE
• Feedback that is honest and confidential
• Advice on balancing responsibilities and setting priorities
• Assistance with portfolio development and advancement process
• Networking both inside and outside of the institution
• Long-term career planning
- Email: ctale@andrews.edu