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Masterful Mentoring: The Art of Mentoring New Faculty
Unformatted Document Text:  The data from this survey revealed the following: awareness of the organizational structure, instructional strategies for the adult learner, reappointment and promotion procedures, pertinent technological programs used within the institution, academic rigor, development of syllabi and course outlines, adjunct recruiting and training, human resources/benefits, library services, to name a few(Mercier, Koeller, Marcus, Offitizer, Saks, Barton, 2003). Some established programs have clearly defined roles and responsibilities with long and short term goals. Successful mentoring programs vary in type. They can be formal or informal, organized at the department, school or institutional level. A formal mentoring program can include one or more mentors, regularly scheduled meetings, mentor training, and compensation for the mentor (Henry, 1994). Mentoring is viewed as a strategy for enhancing the development and refinement of one’s ability to transition into a new academic culture and for the university to ensure that students benefit through highly effective faculty (Jipson, 2000). C. Contribution: Formal mentoring programs for new faculty within colleges and universities provide an innovative model for successful transition into the academic environment. D. Relevance: This presentation will address a successful and exemplary formal mentoring program for new faculty. Our two day new faculty orientation will be presented and participants will have an opportunity to review, discuss and provide feedback on effective mentoring strategies for new faculty. . E. Implications for Action: Mentoring of new faculty helps to make use of their knowledge and skills thus cultivating effective and rigorous programs for students. The mentoring process fosters the development of a more collegial and compassionate faculty that make explicit the rules and academic skills that are necessary for a faculty member’s productive performance within the university culture. SECTION II: Outcomes and Methods A. Participant Outcomes: Learner outcomes will include a review of one universities formal mentoring program as a work in progress. An additional outcome is to solicit and explore with participants the current practice at their institution(s) regarding mentoring of new faculty. B. Methods: Through a roundtable discussion: 1. presenters will review the work in progress of a new mentoring program. AACTE Proposal 2006 2

Authors: Mercier, Mary., Koeller, Marilyn., Alpert, Madelon., Barton, Gary. and Cunniff, Dan.
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The data from this survey revealed the following: awareness of the organizational
structure, instructional strategies for the adult learner, reappointment and
promotion procedures, pertinent technological programs used within the
institution, academic rigor, development of syllabi and course outlines, adjunct
recruiting and training, human resources/benefits, library services, to name a few
(Mercier, Koeller, Marcus, Offitizer, Saks, Barton, 2003).
Some established programs have clearly defined roles and responsibilities with
long and short term goals. Successful mentoring programs vary in type. They can
be formal or informal, organized at the department, school or institutional level. A
formal mentoring program can include one or more mentors, regularly scheduled
meetings, mentor training, and compensation for the mentor (Henry, 1994).
Mentoring is viewed as a strategy for enhancing the development and refinement
of one’s ability to transition into a new academic culture and for the university to
ensure that students benefit through highly effective faculty (Jipson, 2000).
C. Contribution: Formal mentoring programs for new faculty within colleges and
universities provide an innovative model for successful transition into the
academic environment.
D. Relevance: This presentation will address a successful and exemplary formal
mentoring program for new faculty. Our two day new faculty orientation will be
presented and participants will have an opportunity to review, discuss and provide
feedback on effective mentoring strategies for new faculty.
.
E. Implications for Action: Mentoring of new faculty helps to make use of their
knowledge and skills thus cultivating effective and rigorous programs for students.
The mentoring process fosters the development of a more collegial and
compassionate faculty that make explicit the rules and academic skills that are
necessary for a faculty member’s productive performance within the university
culture.
SECTION II: Outcomes and Methods
A. Participant Outcomes: Learner outcomes will include a review of one universities
formal mentoring program as a work in progress. An additional outcome is to
solicit and explore with participants the current practice at their institution(s)
regarding mentoring of new faculty.
B. Methods: Through a roundtable discussion:
1. presenters will review the work in progress of a new
mentoring program.
AACTE Proposal 2006
2


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