Interdisciplinary Mentoring: Additional Information

Suggested Mentoring Activities

Mentors and new faculty are encouraged to meet at least once per month during the first two semesters and keep in touch through phone or email. Suggested mentoring activities are:

• Discuss short term and long-term career goals and professional interests.
• Attend the programs/events offered by the CTL, IE, and/or other campus units.
• Share information on academic and student support services on campus.
• Discuss effective instructional strategies, course development, and curricular issues.
• Explore research, creative activity, writing, and sponsored funding opportunities.
• Discuss university policies and guidelines, and university governance structures.
• Share information on instructional resources useful to new faculty.
• Discuss student issues such as advising, motivating, and handling academic dishonesty.
• Share experiences on managing time, handling stress, and balancing workload effectively.

• Discuss preparing for tenure and promotion and career advancement.
• Explore professional development opportunities available to new faculty, such as the National Center for Faculty Development and Diversity.
• Address special needs or questions and help in troubleshooting difficult situations.

Matching and Feedback

Matching Mentors with New Faculty

Mentors were identified through recommendations of the chairs and faculty colleagues. New faculty on the tenure track will be invited to participate and will voluntarily participate as a mentee if they like. Matches with mentees are made based on intake forms that identified common areas of interest.

Feedback

Mentors and mentees will be checked in with periodically and requested to provide feedback on the progress of their relationships at the end of the second semester so that we can evaluate the program and use the feedback to improve the program in the future.

A SAFE Mentoring Environment

The mentoring partnership must be established so that the both partners feel safe to express their thoughts and feelings, and to take risks.

• Shows genuine interest
• Addresses issues openly
• Fosters collaboration
• Empathizes with perspectives other than one’s own

Showing genuine interest means being committed and invested in the mentoring partnership.

Addressing issues openly means being straightforward and honest about perceived areas of need.

Fostering collaboration includes reinforcing brainstorming, creativity, and learning together.

Empathy means listening to understand the other’s point of view and unique experiences in a way that values their humanity.

Mentor

Goals

Among the goals of the Interdisciplinary Mentoring Program are the following:

• Enable experienced faculty to share their knowledge and experience with new faculty and gain professional satisfaction.
• Assist new faculty to quickly adjust to the campus and address their special needs, concerns, and questions.
• Help shape the careers of new colleagues based on their needs and enjoy opportunities for self-renewal.
• Provide a valuable service to the university by promoting collegiality and retention through mentoring.
• Contribute to the overall improvement in teaching, research, and service at Sacramento State University.

Roles and Responsibilities

Mentors can take on various roles, such as coach, friend, champion, advocate, career guide, role model, instructional resource, research partner, or confidant depending on the needs of their new faculty and the nature of their mentoring relationship.

Mentors are responsible for the following:

• Taking the initiative for contacting their mentees and staying in touch with them. Mentor matches are encouraged to meet one time per month over the first two semesters.
• Devoting time to the relationship and be available when requested.
• Assisting new faculty with their various questions, needs, or concerns.
• Providing informal advice to the new faculty member on aspects of teaching, research and service or directing the new faculty member to appropriate other individuals.
• Sharing their knowledge and experience to benefit their new faculty and following up on their progress at Sacramento State.
• Maintaining confidentiality of the information shared by their new faculty colleagues. Treat all interactions and discussions in confidence. There is no evaluation or assessment of the new faculty member on the part of the mentor, only supportive guidance and constructive feedback.

Benefits

• Satisfaction in assisting in the development of a colleague
• Ideas for and feedback about the mentor’s own teaching/scholarship
• A network of colleagues who have passed through the program
• Retention of excellent faculty colleagues
• Recognition of one’s own professional skills by the mentee
• Recognition from peers and administrators for service

Previous faculty mentors in a similar program at Boise State (BSU) noted the following benefits of participation:

• Opportunity to look at the university through new eyes
• Creation of a stronger university community
• Opportunity to connect with faculty in other disciplines and understand more about how they and their department do their work
• Intellectual stimulation
• Opportunity to reflect on their own careers
• Opportunity to give back to the university community
• Learning better strategies for making work-life choices

Mentee

Goals

New faculty can do the following:

• Learn about Sacramento State, its facilities, and support resources.
• Adjust to the new environment and become active members of the university quickly.
• Address questions, concerns, and special needs in a confidential manner.
• Gain insight about teaching and career development from a seasoned veteran.
• Network with other faculty and develop a personal support system within Sacramento State.

Roles and Responsibilities

New Faculty can take on various roles such as friend, protégé, new colleague, or junior faculty depending on their needs, academic experience, and the nature of their mentoring relationship. The new faculty should keep their mentor informed of any problems or concerns as they arise.

Mentees are responsible for the following:

• Devoting time to the mentoring relationship and interacting with the mentor often (at least monthly).
• Making use of the opportunities provided by the mentor.
• Keeping the mentor informed of progress, difficulties, and concerns.
• Exchanging ideas and experiences with the mentor.
• Seeking help and support when needed.

Benefits

• Greater career and job satisfaction
• Greater sense of efficacy in one’s professional skills
• More predictable career advancement

Previous new faculty mentees in a similar program at BSU noted the following benefits of participation:

• Increased connections to faculty across campus
• Models for skills and attitudes
• Development of a long-term perspective
• Normalization of feelings and experiences
• Opportunity to consider how to define and establish goals
• Dialogue about pedagogy, grading, and the mundane “nuts and bolts” of faculty work
• Opportunity to receive feedback, perspective, and support from faculty outside home department
• Increased understanding of the invisible structures of the university
• Advice and support about the tenure process