1. Faculty mentoring in Department of Agronomy
Joe Anderson

2. Mentoring
Purpose Want to ensure each of our faculty succeeds at Purdue & Each faculty moves through the ranks in an appropriate manner.
Research on junior faculty development suggests that mentoring can contribute significantly to faculty effectiveness. Benefits include greater research productivity, better student better student evaluations, greater success in coping with challenges, less social isolation and stress, and higher job and career satisfaction.
From a workshop Mentoring New Faculty Members” by Rebecca Brent, Ed.D. and Richard M. Felder, Ph.D.

3. Department of Agronomy
Rank
Number
Tenure Track
Clinical Track
Assistant Professor 6
Associate Professor 2 1
Full Professor
28 (2 minor appts) 28
Total 36 35
Adjunct Faculty
Continuing Lecturers
15 (7-USDA)

4. Agronomy Mentoring
All incoming professors (typically Assistant and Associate) form a mentoring team from the Agronomy faculty within at least 6 months of arrival
Typically had a team of four with one chosen as a chair
Primarily Full Professors – if possible try to have an Associate Professor on the team for assistant professors.
Choosing a suitable mentoring team is done in close consultation with department head
What makes a good team? – varies with each mentee.
A chair is identified and asked to serve in that role. This individual coordinates team and presents P&T documents to the primary committee.
Department head initiates request with potential mentors unless incoming professor wants to ask.
At least one of mentors must be from another department
Allows for advice that is not department centric
Department Head had a group meeting with assistant professors each month
Meet individually whenever it was needed

5. Specific Guidance for the Mentoring Team
Goals:
Acquaint him/her with available resources
Educate him/her in the Purdue culture
Help him/her to be effective and efficient
Help him/her become an integral member of department
Help him/her avoid pitfalls
Help him/her develop a network
Help him/her develop a support group
Help him/her develop a professional portfolio; e.g., promotion document, teaching portfolio, annual reports, professional network.

6. Specific Guidance for the Mentoring Team
How: Suggested mentoring activities
Discuss short and long term career goals and professional interests
Share information on academic and student support services
Discuss effective educational techniques, outreach/course development
Explore research and sponsored funding opportunities and writing publications (be creative!)
Discuss departmental policies and university governance structure
Discuss student issues
Share experiences on managing time, handling stress, and balancing workload effectively
Discus preparing for tenure and promotion
Address special needs, questions, and provide guidance in difficult situations
Be an advocate during the early years and at promotion and tenure
Share information on resources and activities in community

7. Specific Guidance for the Mentoring Team
Structure of the Mentoring Process (should it all be structured?)
It is recommended that mentors and protégés meet frequently during the first year. The frequency can be worked out by mentee and team. Group and individual meetings.
Following the first year, the team will need to evaluate the need and intensity of a continued interaction.
Mentoring Team Chair - Communicate with the Department Head on mentoring activities i.e. that meetings are occurring etc.
Chair and Dept. Head meet with Mentee to provide guidance after spring P&T meeting
Once each semester during the first year, a brief written progress report should be requested from the mentoring team to encourage self-reflection and refine goals of the team. Great idea – rarely done
Confidentiality within the team fosters open communication and true development of the individual.
If just P&T is the primary focus the Mentoring Team is not fulfilling its role.

8. 11 Best Practices for College of Agriculture Faculty Mentoring Programs
Visible, overt, regular communication from leadership that good faculty mentoring is a department priority
Formal program management – Department Head needs to oversee program
Changes to departmental mentoring teams should be integral to the mentoring programs – Change for newly tenured faculty