Clear search. On This Page Our Purpose. The program plans and implements activities to: Help junior faculty meet University standards for excellence in teaching, scholarship, and community service Successfully navigate the path to tenure There are 4 main components to the Program: Fostering mentor-mentee relationships Sponsoring faculty workshops specific to relevant concerns and issues Hosting social activities that enhance collegiality Maintaining a website with current data and resources.
Eligibility There are 2 ways Coppin faculty can participate in this program. Who are junior faculty members? Who are Senior Faculty Members? Potential downsides: if faculty are from across departments, they may develop expectations about their own departments that are inconsistent with local norms.
Potential downsides: outside faculty may provide advice inconsistent with department norms. Understanding Tenure and Evaluation Understanding the specific steps of the tenure process; Learning abut department-specific criteria to evaluate research, teaching and service, and Understanding the relative importance of teaching, publishing, and service in the institution. Mentoring Focus Areas for Post-Tenure Faculty Understanding the post-tenure evaluation process and criteria Understanding the timeline to full professor, and Learning about department and college criteria for evaluating research and teaching performance post-tenure.
Articulating post-tenure career goals Help articulate continued scholarly distinction; Set time frames: establish short term goals; align personal needs with department expectations, and Obtain information about how to advance into academic leadership positions.
Balancing increased service and work life demands Learn how to manage increased demands for service with family needs, such as aging parents and growing children, and Learn to assess how to negotiate these demands with career goals. Develop career development opportunities Help to identify resources for leadership, and field-specific development opportunities. What is NOT Mentoring Performance feedback from a senior college is not mentoring, unless it is followed up with information about strategies, resources, and an offer to review materials.
Collaborators, who are acting in a mentoring capacity, must develop clear expectations around collaboration. Lack of choice. Relationships where the mentee cannot choose which advice to adopt and which to ignore is not mentoring. Mentoring is an interaction between professionals.
She was great in helping me identify potential areas of growth. The program pairs full-time junior faculty members including tenure-track, instructional, and clinical faculty with senior faculty members who have volunteered to collaboratively offer professional guidance to their mentee on individual developmental goals. Mentor-mentee pairs are often interdisciplinary but commonly remain within the same college or school. Junior faculty face competing demands for clinical productivity, teaching, research, and work-life integration, which can undermine confidence in the value of an academic career.
Mentorship is important to foster career development and satisfaction in junior faculty. Intervention: The goals of this academic pediatrics department were to develop, implement, and evaluate a multifaceted pediatric mentoring program to promote retention and satisfaction of junior faculty.
Program elements included one-on-one mentor-mentee meetings, didactic workshops, grant review assistance, and facilitated peer-group mentoring.
0コメント