91社区

The purpose of the College Mentoring Program is to create a link between new and junior faculty and respected, tenured faculty. It is anticipated that the mentored faculty will experience higher levels of job satisfaction, better teaching, greater scholarly productivity and a stronger likelihood of remaining at the 91社区 than non-mentored faculty. Additionally, faculty mentors should gain considerable personal and professional satisfaction from involvement in such a program. The program鈥檚 success will depend on the new faculty members, their mentors and their department chairs all taking an active role in the mentoring process.

Goals of the Mentoring Program

For Mentees:

• Learn about 91社区 and the community, allowing for a smoother adjustment to the new environment
• Increase productivity of junior faculty members to enhance potential for academic success
• Address questions, concerns and special needs in a confidential manner
• Gain insight about teaching, scholarship and career development from tenured faculty
• Network with other faculty and develop a personal support system

For Mentors:

• Share knowledge and experience with junior faculty and gain professional satisfaction
• Assist junior faculty with adjusting to the campus and addressing their needs and concerns
• Promote collegiality through mentoring

Selection of Mentors:

The dean of the Pott College of Science, Engineering, and Education will work with the college鈥檚 department chairs to match junior faculty (in years one through three) with tenured faculty members from the college. If a junior faculty member has an assigned mentor from within their department, the junior faculty may still request a mentor from outside the department. A mentor will not be involved in the evaluation of the mentee. Each year, a call for mentors will be released from the office of the dean. Mentors will be required to fill out an application/interest form (see below). Mentors will be selected taking into consideration their, and their mentee鈥檚, experience, background and interests. Mentors are paired with mentees after discussions between the dean and the chairs.

Duration of Mentoring Process:

While no set duration is required for the mentoring relationship between a mentor and a mentee, it is expected that mentors and mentees meet frequently during the first two semesters. At the end of the second semester, they can decide if it is necessary to continue the mentoring relationship at the same pace, or on an as needed basis, or conclude it if individual goals have been met. If at any time during the mentoring process a mentor and/or mentee feel that the relationship is not productive, they should contact the dean so that a different mentor can be assigned (if warranted).

Responsibilities of Mentors Include:

• Initiating and maintaining contact with their mentees
• Devoting time to the mentoring relationship
• Providing support, guidance and constructive feedback to mentee with various questions, needs or concerns, especially in regard to teaching, scholarship and service
• Sharing their knowledge and experience to benefit their mentee and following the progress of their mentee
• Maintaining confidentiality of the information shared by their mentee
• Examples of How Mentors Can Assist Mentees:
• Discuss long- and short-term career goals and professional interests
• Encourage mentee to attend programs offered by the University, especially CETL
• Share information about teaching logistics (classroom technology, Informational Technology, Copy Center, Rice Library, etc.)
• Explore internal (FRCWA, SEERGA, PFFDA, RISC Grants, Faculty Summer Fellowships, etc.) and external funding opportunities
• Discuss academic policies and guidelines and University governance structure and University committees
• Discuss student issues such as advising, motivating students and academic dishonesty
• Share experiences with time management
• Discuss the preparation of annual reviews and promotion and tenure materials
• Address any special needs or concerns

Responsibilities of Mentees Include:

• Devoting time to the mentoring relationship and interacting with mentor frequently
• Becoming familiar with the department, college and University criteria for tenure and promotion
• Striving for academic excellence
• Making use of opportunities provided by mentor
• Exchanging ideas and experiences with mentor
• Seeking advice and support when needed