Introduction
From compiled reports within the College of Education, three slightly different strategies, but the same philosophy is used for the mentoring process. In Kinesiology and Leisure Studies, a mentoring committee is assigned to a new faculty. This committee includes a mentor which has proven themselves in the tenured, publication, grant writing, diversity and partnership arenas. Frequently this mentor committee includes members from across college, and/or across campus, to insure strong input and guidance.
The Department of Teaching and Learning solicits volunteers from the tenured faculty to serve as mentors for newly hired faculty members, Each new faculty mentor is assigned two mentors. These mentors have made themselves available to the mentees (nontenured faculty) for advice, consultation, and in some cases collaboration on scholarship.
In the Department of Educational Leadership and Counseling Psychology a mentor is selected from outside the nontenured committee review role. These faculty are frequently aligned to new faculty professional interests and provide the opportunity for shared networks and assistance. As in other departments, mentor assignment is generally for a six-year period or throughout the duration leading to tenure review.
Mentor Role
The range of support provided by mentors includes observation and feedback on classroom instruction, opportunities for mentees to present on special topics in the mentor's classes, introductions to colleagues on other campuses who share their interests, and feedback on scholarly papers and research. Although this does not always work effectively, the mentor role is designed to be supportive and to ensure the greatest possibility of success for mentee tenure and longevity. In essence, the mentor, mentee, and mentor committee is intended to provide a professional-friends network which will help guide the mentee through the difficult tenure process.
Mentoring Process
Although mentoring processes are slightly different across the college, each department generally conforms to generic criteria. The following outline is a step-by-step mentoring process as it occurs in the college:
Purpose
The purposes of the mentoring process are: (1) to insure that tenure is recommended only for those persons capable and willing to fulfill the purposes of the University and the needs of the Department as outlined on the position description used for their employment and including any subsequent role modification, (2) to advise and guide the nontenured faculty member in a manner that will enhance the fulfillment of purpose number one, and aid the professional development of the candidate; and (3) to insure that comprehensive and fair treatment is accorded to the nontenured faculty member.
Procedures
The following procedures were developed to fulfill these purposes.
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Upon hire the department chair appoints a mentoring committee for each nontenured faculty member on a tenure-track appointment. The mentoring committee generally consists of a minimum of three tenured faculty; at least one of whom will be from the same area of specialization as the nontenured faculty member.
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During the first year of employment, the nontenured faculty member is encouraged to prepare and present to the tenured faculty the direction, scope and detail of their research direction. Upon the request of the department chair, each nontenured faculty member will prepare vita and dossier of appropriate materials for the annual pretenure review.
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The mentoring committee and the mentee (nontenured faculty member) meet early in the academic year to discuss the tenure criteria of the department, college and University. They discuss the purposes and role of the mentoring committee in this process. For first or second year nontenured faculty, there frequently are at least two additional meetings during that academic year.
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The nontenured faculty member may be asked by the mentoring committee to provide additional evidence of achievements or progress in any given area.
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The chair of the mentoring committee will provide an oral report on the assessment of the nontenured faculty member at a meeting of the department tenured faculty. This meeting will be called by the department chair for the purposes of both familiarizing tenured faculty members with each nontenured faculty member in the department, and to allow the mentoring committee to receive additional information, data and opinions of the nontenured faculty member progress.
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Following the meeting of the tenured faculty, the mentoring committee frequently meets with the nontenured faculty member and communicates frank and accurate oral feedback to the nontenured faculty member. They also prepare questions used for mentee response in a brief presentation to tenured faculty (see No. 7). This communication includes discussion of strengths and weaknesses as they relate to tenure considerations.
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At the conclusion of #6 above, the chair of the mentoring committee will inform the nontenured faculty member of his/her right to make a brief (10 - 15 minutes maximum) presentation to tenured faculty of matters the nontenured faculty member may wish to clarify, expand, or respond to written questions posed prior to the meetings by tenured faculty (see No. 6). If the nontenured faculty member requests such a meeting, the mentoring committee chair will communicate this to the department chair, who will arrange for its assembly.
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The chair of the mentoring committee is responsible for providing the department chair with a written assessment report of the nontenured faculty member. Frequently this assessment report is in the form of a letter or memo to the department chair from the mentoring committee. A copy generally is provided to the mentee,
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The department chair is to draft a written summary of the results and implications of the review concerning each nontenured faculty member. The department chair will also meet individually with the nontenured faculty member to discuss the results and implications of the pretenure review, and invite the nontenured faculty member to react to the draft. A final, written summary will be prepared by the department chair, and shall be dated and signed by the nontenured faculty member and the department chair. The nontenured faculty member shall have the right to add a written statement concerning the final document and have it permanently attached to the document. A copy of the document is to be provided to the nontenured faculty member. The document and the attached statement written by the nontenured faculty member will become a part of the tenure review records.
In one department, and in addition to the Teaching and Learning Department Faculty Mentoring Program, the department chair has provided opportunities for new faculty to develop papers for publication in an edited volume, co-authored a book chapter with one new faculty member, and made suggestions for approaches to reframing scholarly papers for different audiences. Additionally, new faculty were invited to compile a portfolio similar to that required for tenure as part of their second year annual review. Specific feedback will be provided on the content of the portfolios by the mentors and the department chair.
Future Plans call for an evaluation of the mentoring process and suggestions for improvement from the mentees.