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Masterful Mentoring: The Art of Mentoring New Faculty
Unformatted Document Text:  AACTE PROPOSAL 2006 STRAND II: Discerning Quality SESSION TYPE: Roundtable DESCRIPTORS: Mentoring, Faculty Development, Teacher Effectiveness TITLE OF SESSION: Masterful Mentoring: The Art of Mentoring New Faculty DESCRIPTION OF THESESSION: Mentoring of new faculty is needed to promote a more professional and collegial faculty that will cultivate effective and rigorous programs for students not only in Schools of Education but all schools. SECTION I: Content A. Statement of Problem: Every year thousands of new faculty join colleges and universities. Effective mentoring programs can be a model for not only School of Education faculty but other schools as well to ensure a successful transition of new faculty into their academic environment. Recognizing this need, our university conducted a needs analysis with our faculty. Based on a review of data we developed a two day new faculty orientation, this orientation was presented to new faculty entering our institution. Results of the needs analysis, development of the two day orientation and results of this training will be provided. Our goal is to promote an effective mentoring program that will ultimately create a professional and collegial faculty who will provide a consistent and rigorous academic program for students in all colleges of a university. B. Literature Review: A faculty mentoring program is useful in providing structure to new faculty as they begin their careers at the university level. The mentoring process helps to build a collegial and cooperative relationship, which fosters a more productive institutional environment (Boyle & Boice, 1998). Universities benefit through increased productivity of their faculty to ensure the success of their students (Nicholls, 2002). Various colleges and universities haveestablished mentoring programs for new faculty members: University of California, San Diego, Southern Illinois University, and University of Hawaii, to name a few (Wunsch, 1994).. National University recognizing the need for a formal mentoring program conducted a needs analysis to determine the contents for a new faculty orientation. AACTE Proposal 2006 1

Authors: Mercier, Mary., Koeller, Marilyn., Alpert, Madelon., Barton, Gary. and Cunniff, Dan.
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AACTE PROPOSAL
2006
STRAND II:
Discerning Quality
SESSION TYPE:
Roundtable
DESCRIPTORS:
Mentoring, Faculty Development,
Teacher Effectiveness
TITLE OF SESSION:
Masterful Mentoring: The Art of Mentoring New Faculty
DESCRIPTION OF THE
SESSION:
Mentoring of new faculty is needed to promote a more
professional and collegial faculty that will cultivate
effective and rigorous programs for students not only in
Schools of Education but all schools.
SECTION I:
Content
A. Statement of Problem: Every year thousands of new faculty join colleges and
universities. Effective mentoring programs can be a model for not only School of
Education faculty but other schools as well to ensure a successful transition of new
faculty into their academic environment. Recognizing this need, our university
conducted a needs analysis with our faculty. Based on a review of data we
developed a two day new faculty orientation, this orientation was presented to new
faculty entering our institution. Results of the needs analysis, development of the
two day orientation and results of this training will be provided. Our goal is to
promote an effective mentoring program that will ultimately create a professional
and collegial faculty who will provide a consistent and rigorous academic program
for students in all colleges of a university.
B. Literature Review: A faculty mentoring program is useful in providing structure
to new faculty as they begin their careers at the university level. The mentoring
process helps to build a collegial and cooperative relationship, which fosters a
more productive institutional environment (Boyle & Boice, 1998).
Universities benefit through increased productivity of their faculty to ensure the
success of their students (Nicholls, 2002). Various colleges and universities have
established mentoring programs for new faculty members: University of
California, San Diego, Southern Illinois University, and University of Hawaii, to
name a few (Wunsch, 1994)..
National University recognizing the need for a formal mentoring program
conducted a needs analysis to determine the contents for a new faculty orientation.
AACTE Proposal 2006
1


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