1. CAPCSD 2017 Meeting New Orleans
Mentoring Junior Faculty Scott Griffiths, Ph.D. Associate Chair/ AuD Program Director University of Florida
CAPCSD
2017 Meeting
New Orleans

2. Agenda
Defining Mentoring Goal: Do We agree what we’re aiming at? A “Mentoring” Program Qualities of an Effective Mentor

3. There’s Certainly a lot of interest in Mentoring

4. But What IS a Mentor? Someone Older? More Advanced? In the Same Field?
Of the same Ethnic or Racial Background?
Can a mentor be assigned?

6. WHAT IS The Goal of Mentoring in an Academic Setting?
Setting goals
Determining steps to reach those goals
Accountability for taking those steps
Research
Teaching
Service
TENURE &/OR PROMOTION

8. What does it take to be a mentor?
Johnson, 2003

9. Female Faculty Experience
The mentor is someone who cares
Who acts in one’s best interest
Provides a feeling of connection
Affirming one’s worth
Not being alone
Politics is part of one’s experience.

10. Cross-cultural Mentoring Challenges
Trust between mentor and protégé;
Racism
acknowledged and unacknowledged
Visibility and Risks pertinent to minority faculty
Power and Paternalism
Benefits to mentor and protégé
Double‐edged sword of ‘otherness’ in the academy
Johnson-Bailey & Cervero, 2007

11. Interviews Questions: 2 PhD Candidates 2 Assistant Professors
1 Tenured Associate Professor
Questions:
Who has served as a mentor for you?
How did your mentor/mentee relationship begin?
What qualities made them a good mentor?
Any other things you want to tell me about your experience with this mentor?

12. Themes Effective Mentoring Relationships Aren’t assigned
Can be outside the discipline/ department
Have common interests/background
Can have variably timed contacts
Should have regular meetings
in-person
Every 2 weeks to 3 months

14. A Mentoring Program Protocol initiated by our college
All Junior Faculty are Assigned a Mentor
Mentors are senior faculty
“Borrowed” tool(s)
Wisconsin’s Individual Development Plan
and others

15. Planning: Assessment: Structure:
Recruit early
Within or Across Departments
Use Recruiting to Manage Expectations
Assessment:
Participation Data
Within Pair reciprocity/ bonding data
Mentoring context data
Structure:
Brief weekly meetings
Incentives for meeting
Monthly group meetings
Boyle & Boice, 1998

17. Self Assessment Discipline-Specific Knowledge
Leadership and Management Skills
Responsible Conduct of Research
Teaching
Volunteer/Outreach
Career Skills
Discipline-Specific Knowledge
Professional/Research Skill Development
Communication Skills
Professionalism
How do these fit with your current & projected responsibilities?

18. Goals: Looking forward
What are you being asked to do?
This year?
2 years?
Particular skills you need to develop?
technical
discipline-specific
Scholarly activities you’d like to accomplish
In two years?
Other job goals/skills?

19. Future position Type of work you’d like to do?
What skills will get you there?
How can we start?

20. Mentoring Junior Faculty
Kim Corbin-Lewis, PhD
COMDDE Department Head
Utah State University
CAPCSD 2017

21. Mentorship
What does it mean to YOU?

22. Hiring: New Faculty Consider candidate fit to the Institution
Expectations for Division, Department, School/College, & University made clear and explicit
Role Statement
Faculty Code document

23. Hiring: Institutional Culture
Easier to begin acclimation to a unit from the initial interaction
Up front expectations:
Department presence
Faculty meeting attendance
Student event attendance
graduation

24. Hired: Ahead of Arrival
FACILITATE
Research start-up
Equipment order
Summer month salary
First semester course reduction
ADVOCATE
Dean & Provost level

25. Hired: Campus Arrival Onboarding process in Department:
ADL – keys; parking; bell times; MDs; dentists; community recommendations
School/College:
People – resources; opportunities; mailing lists

26. Ongoing: During the Academic Year
Demonstrate Recognition/Appreciation:
Highlight achievements with agenda ”Good News Items”
Forward announcements to faculty
Connect faculty to college/institutional PR
Show support – attend award functions

27. Ongoing: Semester Check-Ins
End of Semester Meetings:
How did it go?
What went well?
What went less well?
What will you change?
What can I do to help?

28. Ongoing: Outcome Ownership
Guide individual toward personal ownership
Facilitate the ability to:
Set professional priorities
Develop perspective
Analyze outcomes
Change course, when needed

29. SUMMARY
DISCUSSION