Expectations of mentors

• Keep regular and frequent contacts with your mentee, a minimum of three contacts per semester. At least one of these should be a face-to-face exchange.
  
  
• Keep the content of discussions within the mentoring relationship confidential. All your exchanges with your mentee--both personal and professional--are subject to the expectations of professional confidentiality. Although this confidentiality is legally limited, neither of you should discuss the contents of your discussions with anyone else without the written permission of the other.
  
  
• Mentors are NOT expected to evaluate a mentee’s work; rather, a mentor helps a mentee find resources to receive objective evaluations and feedback on performance.
  
  
• Mentors should assess the mentoring relationship at least annually at the time of agreement renewal and to contact the Program Director for advice or needed changes. Annual survey forms are also distributed for this purpose.
  
  
  • Download guidelines for mentors
  • Download topics and strategies for mentoring conversations

Expectations of mentees

• Maintain regular and frequent contacts with your mentor, a minimum of three contacts per semester. At least one of these should be a face-to-face exchange.
  
  
• Mentees are encouraged to share their career plans with the mentor, recount their initiatives for professional development, ask for advice, reflect on the mentor’s observations; and inform the mentor about the results of various efforts.
  
  
• Keep the content of discussions within the mentoring relationship confidential. All your exchanges with your mentor--both personal and professional--are subject to the expectations of professional confidentiality. Although this confidentiality is legally limited, neither of you should discuss the contents of your conversation with anyone else without the written permission of the other.
  
  
• Refrain from asking mentors for evaluative advice; rather, take advantage of the mentor’s suggestions about resources for feedback and objective evaluation.
  
  
• Re-evaluate the mentoring relationship with the mentor annually. Survey forms and agreement renewal forms are distributed for this purpose.
  
  
  • Download guidelines for mentees
  • Download topics and strategies for mentoring conversations

FMP GOALS

What does the program want to achieve?

To enhance the supportive academic environment for the faculty member

To facilitate the entry of new faculty members into the faculty culture, including the structures, processes, and interpersonal climate of the university

To facilitate the development of appropriate academic political skills related to the balance and evaluation of teaching, scholarship, and service

To enhance decision-making skills related to the mentee’s career management and advancement

To retain talented faculty through senior levels of faculty membership

“I have really benefited from getting a fresh, but experienced, perspective on the challenges that I am facing as a junior faculty member. I value hearing another woman’s perspective on how to juggle multiple demands, priorities, and situations.”

~Second-year Assistant Professor

SITE MENU

• How the program works
• Program expectations
• Mentor relationship
• Mentoring Circles
• History & administration
• Guidelines and tips

The Center for Teaching and Learning

Modern studies of teaching and learning have shown clearly that teachers must be equipped with a variety of teaching strategies. The Center for Teaching and Learning provides innovative developments in teaching. Learn more about the center.