1. Faculty Mentoring Faculty Samantha Gill Mentoring Director College of Agriculture Food & Environmental Science Cal Poly

2. June 23, 2010NACTA Convention Outline History/background Goals and intent Procedures Participant’s survey

3. What is mentoring? Help by one person to another in making significant transitions in knowledge, work, or thinking

4. History/background Late 1990’s – Many newer faculty not staying at Cal Poly – Why? – Survey conducted

5. March 15, 2008UENR conference Cal Poly: a great place

6. March 15, 2008UENR conference San Luis Obispo County is a beautiful place to live

7. But … Cost of living is really high – Median home price roughly $500,000 in 2009 Many felt their was not much support for new faculty – “good old boys network” – General lack of feeling connected with colleagues – Some women and minorities stated that they weren’t a good fit with the rest of the faculty

8. Programs initiated “Newish” faculty get-togethers – Monthly – Special meetings Newish faculty list serve “tenure challenged mentoring workshops” – Very informal gatherings

9. Committee formed CAFES mentoring committee formed in Fall of 2004 Roughly one member per department Charge – Develop and implement the faculty mentoring program

10. Goals of mentoring program One method of assisting new faculty adjust to life at Cal Poly Completely voluntary – For mentor – For mentee Distinct from Retention, Promotion, and Tenure process Any faculty member may request a mentor – More experienced faculty have requested mentors for help with expanding research opportunities

11. Objective of mentoring program To aid new faculty members with the numerous challenges typically encountered in the first years of teaching at Cal Poly. This program will benefit not only the mentee and the mentor, but the CAFES in general.

12. Administration Overseen by a mentoring Director – Faculty member assigned to coordinate the mentoring program Mentoring committee of tenure- track faculty provides recommendations, feedback, and support (not very active now)

13. Scope of mentor/mentee relationship Mentors and mentees matched by Director Defined by those individuals Typically lasts one year – May be extended – “No fault” termination may happen at any time by either party Time spent negotiable – Once week to once a quarter is common At least once a quarter strongly encouraged

14. Mentor/mentee meetings Established by individuals – Can be very informal Off campus At homes Over coffee, lunch, beers – Can be more formal Always on campus In faculty offices or conference rooms

15. Qualifications of mentors Tenure track faculty – Been at Cal Poly at least 3 years – Does not need to be tenured Non-tenured or recently tenured may know RPT processes better Exceptions have been made – Some full time lecturers have been mentors for certain areas

16. Expectations of mentees Mentee owns the relationship Coordinate and arrange first meeting Confidentiality maintained – One reason separate from RPT process Trust is a major part of the relationship Treated as a peer

17. Pairings of mentors with mentees Based on short survey Paired based on specific areas mentees indicate where they would like assistance Mentees may request a specific mentor May be from same department or from another department Mentor should not be on RPT committee – Exceptions made if both parties agree

18. Benefits to mentee Greater career and job satisfaction Sense of community and belonging Better socialization within department, college, and university Collegial support Enhanced self confidence and self esteem Reduced isolation and reduced stress

19. Role of mentee Keep mentor informed of problems and concerns Give mentor sufficient time to review any materials Willingness to learn from others Mentee in charge of relationship

20. Expectations of mentor Encourage and support mentee Meet regularly with mentee Discuss aspects of job as outlined in agreement

21. Role of mentor Be available to mentee Remember what it was like to be new to Cal Poly – 100% teaching appoints

22. Mentors assist in: Transfer of institutional knowledge – Support transition into new job RPT process – Help with this, although mentee- mentor relationship is NOT tied to RPT

23. Mentors assist in: Campus/college/department policies and procedures – Travel forms – Order books – Field trip planning – Budgets – etc

24. Mentors assist in: Teaching – May visit classroom Professional development/research – Grants – Submitting publications – What is expected

25. Mentors assist in: Advising – Faculty have 30-150 student advisees – Computer system for checking student records – Academic holds

26. Mentors assist in (secondary roles): Curriculum – Learning existing – Developing Service – Which committees to serve on – When to say “no”

27. Mentor training Orientation session held annually – Expectations – Roles – Limitations

28. Feedback and evaluation Year end evaluation form – Mentee – Mentor Survey of all CAFES faculty February 2010

29. Survey results n = 54 Have you participated in the CAFES Mentoring Program?

30. I do not see how will mentoring will help with my rpt not familiar with the program (about 5 people had similar response) Good question...I guess I have benefitted from a mentor. It just wasn't formal. If not, why not? (selected answers)

31. Wasn't available when I was a new faculty member. No time. I must attend to teaching, research, admin., first (other similar responses) Haven't heard much about it, and mentoring is too personal a decision to leave to others to decide I have taken part in informal mentoring and do not feel the need for a formal program for myself

32. Did you serve as a mentor, mentee, or both? (check all that apply)

33. How many years have you served as a mentor?

34. How many years did you participate as a mentee?

35. How would you rate the helpfulness of your mentor?

36. How would you rate your overall experience with the CAFES Mentoring program?

37. I believe the process has taken on too much formality. Enjoyable experience. This was an opportunity to develop a professional relationship with a colleague who I have known for many years, but the time was never set aside to create dialogue relative to teaching and learning. Please comment on your experience with the CAFES Mentoring program. (selected answers)

38. Although I am just starting this program, I feel like my mentor is a really good fit for me. The problem with the whole system is that it spend too much time and effort on namesake program.

39. The mentoring relationship is excellent and the program provides a good vehicle for establishing these relationships. Has great potential. I feel it is loosely structured, which is nice. In theory, mentoring programs are great. In practice, I have found through this experience and another one that both parties tend to be too busy to really connect.

40. Conclusions Mentoring program seems to be a success Mostly positive comments – Survey – Hallway conversations Program to continue Almost every new faculty member participating

41. Questions? Comments? sgill@calpoly.edu Thank you