Mentoring Program - the Faculty of Arts & Science - University of ...

Faculty of Arts & Science, University of TorontoMENTORING PROGRAM FOR NEW FACULTY MEMBERSINTRODUCTIONA mentoring program is recognised as a usefulway of orientating and socializing new facultymembers to the requirements of academe, andmentoring programs have been developed at manyUniversities throughout North America. A mentoringprogram provides new faculty members with anexperienced and well respected mentor to guide andassist them through the early years of academe. Allaspects of the program are for the assistance of the newfaculty member, and the mentor's role is to provideadvice and direction as requested; responsibility is stillmaintained by the new faculty member. TheAssociation of American Colleges recently analyzedthe benefits of mentoring, and these have beenextracted and modified as follows:Benefits for the new faculty member• individual recognition and encouragement• constructive criticism and informal feedback• advice on balancing teaching, research,committee work and other responsibilities• training and inside information on theDepartment / University• knowledge of the informal and formal rules foradvancement• knowledge of the procedures of the University• advice on scholarship / teaching• reduction of stress (psychosocial support)Benefits for the mentor• satisfaction in assisting in the development of acolleague• ideas for and feedback about the mentor's ownteaching / scholarship• a network of colleagues who have passedthrough the programBenefits for the institution• increased commitment, productivity andsatisfaction of new faculty• prevention of attrition of new faculty• encouragement of cooperation and cohesivenessfor those involved in the programTHE MENTORING PROGRAMThe mentoring program provides the new facultymember with information about the program; ensures thatthe faculty member receives the appropriate Universityand departmental documents pertaining to being a facultymember; (e.g. academic handbook, calendars, policy andprocedures, graduate / undergraduate brochures, etc.); andassigns the new faculty member with a mentor(s). Bothmentor and new faculty member must take an active rolein developing the mentoring relationship.CHAIR’S RESPONSIBILITIES• The Chair should select as a mentor a personwhose views toward teaching and research arealigned with those generally accepted by thedepartment.• The Chair ensures that appropriate documents aresent to the incoming new faculty member.• The Chair assigns a mentor to a new facultymember as soon as the offer of appointment isaccepted. This means the mentor can contact thenew faculty member in advance and addresscritical questions and issues before their arrival.• The mentor should be appointed for 3 years,allowing interaction up to the time of the newfaculty member's 3 year review.• The Chair should discuss the mentoring programwith both the mentor and new faculty member.• The Chair should be amenable to funding a coupleof lunches per year for the mentor and new facultymember (this is an important symbolic gesture)

MENTOR’S RESPONSIBILITIES• The mentor should advise the new facultymember in aspects of teaching, research andcommittee work or be able to direct the newfaculty member to the appropriate individuals.• The mentor should be cognisant of the tasks ofthe mentor in terms of short term and long termgoals.• Confidentiality - The mentor should treat alldealings and discussions in confidence. There isno requirement to report to the administration.There is no evaluation or assessment of the newfaculty member, only supportive guidance andconstructive criticism for the efforts. With thisin mind, there should be care exercised in usingthe mentor on the three year review and clearlythe new faculty member must approve (orotherwise) the mentor as a reviewer.Review of Mentorship ProgramThe Mentorship Program will be reviewed each year bythe Office of the Dean in consultation with Chairs,mentors and new faculty members. The Office of theDean will consult mentors and new faculty members foradvice and feedback during the program.Changing Mentors• In cases of changing commitments,incompatibility or where the relationship is notmutually fulfilling, then either the new facultymember or mentor should seek advice frominformal advisors, Associate Dean or Dean. It isimportant to realise that changes can and shouldbe made without prejudice or fault.• Changing of mentors should be considered if thementor is clearly and consistently uninterested inthe program, discourages or undervalues the newfaculty member's abilities, indicates conflict ofinterest or form of prejudice, or simply appearsto be incompatible.• The new faculty member, in any case, should beencouraged to seek out additional mentors as theneed arises.THE MENTORMentors have been defined as individuals withadvanced experience and knowledge who arecommitted to helping another person in their careerplanning. A mentor has qualities of wisdom andguidance, and the ability to provide opportunities anddirection. Studies have shown that mentoringrelationships can contribute significantly to a person'scareer development and satisfaction. As such, goodmentoring is a challenge which requires dedicatedmentors. The following guide has been modified fromthe MIT brochure for incoming faculty.Qualities of a Good Mentor• Availability - The mentor must be available tothe new faculty member, must keep in contact,and be prepared to spend time discussingUniversity affairs, reading proposals andpapers, and reviewing the new facultymember's progress.• Networking - The mentor should be in aposition to help establish a professionalnetwork for the new faculty member.• Support - The mentor should be prepared toargue in support of the new faculty member(e.g. space, students, funds etc.)• The mentor should treat all dealings anddiscussions in confidence, providingsupportive guidance and constructive criticism.Goals for the MentorShort term goals• Familiarisation with the University and itsenvironment• Sorting out priorities - budgeting time, settingup a lab, publications, teaching, committees• Networking - introduction to colleagues,identification of other possible mentors• Sources of research funds and support inapplication writing• Dealing with difficulties - lab space, access tostudents• Advise on dealing with academic offences• Constructive criticism and encouragement,Compliment on achievements2

Long term goals• Advise on criteria for promotion and tenure,and make aware of the expectations in variouscategories (scholarship, teaching, graduatesuper- vision).• Discuss where the professional profile shouldbe after 3 years.• Discuss what progress might be expectedduring the first 3 years.TYPICAL ISSUESThe issues listed below are typical, though not allinclusive, of the type which should be considered bythe new faculty member and the mentor.• How does one establish an appropriate balancebetween teaching, research, and committeework? How does one say "no"?• What funds are available from the department /University? Start-up funds, graduatescholarships, travel / conference, smallequipment funds, etc.• How is the department organized? How aredecisions made? What infrastructure isavailable to the new faculty member?• What should the professional profile be after 3years?• What criteria are used for teaching excellence,how is teaching evaluated, and what is ateaching dossier?• What are the grading guidelines for courses?• How does one obtain feedback concerningteaching?• What resources are available for teachingenhancement?• How does one become a member of theGraduate Faculty?• What should graduate students expect fromtheir supervisor?• What teaching assistantships are available?What should be done about TA training?• What are the Health and Safety implications torunning a laboratory?• What committees should one be on and howmuch committee work should one expect?• How does the 3 year review proceed and howis tenure achieved?• What should be included in the annual activityreport?• Will there be feedback about performance fromthe Chair, if so how often?• What social events occur in the department, whatseminars / workshops?• What are the policies concerning maternity,family or personal leaves?As can be seen these typical issues extend over abroad range of expertise and advice may need to besought from a broader population of the University.Examples of Related University of TorontoPublications(not complete, Departments should establish their own list)·Orientation Guide for New Academic and AdministrativeStaff, University of Toronto·Getting there - a student guide to the University ofToronto·Connaught fund for new faculty members·Undergraduate/Graduate calendar·Departmental brochures - Undergraduate/GraduateHandbooks·Teaching/Research Awards·Sexual Harassment Policy and Brochures·Equity issues·Policies and Procedures·Academic HandbookPublications on MentoringMentoring: Contemporary Principles and Issues, Bey andHolmes, Association of Teacher Educators, Reston,Virginia, 1992.Mentoring Means Future Scientists, Association for Women inScience (AWIS), Washington, D.C., 1993.Information Brochure for Incoming Women Faculty,Massachusetts Institute of Technology.The Department Chairperson's Role in Enhancing CollegeTeaching, A.F. Lucas, Jossey-Bass, Publisher, SanFrancisco, 1989.Framework for the Mentoring of New Faculty Members,University of Toronto Faculty of Applied Science andEngineering.A Ph.D. is Not Enough! A Guide to Survival in Science, P.J.Feibelman, Addison Wesley, 1993.3