Pilot Faculty Mentoring Program
This is a pilot project to develop a mechanism for a formal university wide faculty mentoring program at Pacific. The definition of mentoring used in this pilot is a professionally supportive relationship "in which one person shares expertise, knowledge, and insight with another for the purpose of facilitating that person's professional growth and development".
Objectives - The pilot mentoring program is designed to serve the following goals:
- Assist new faculty with the transition to teaching, scholarship and service as defined by their appointment. Supporting their role as teachers, setting goals and scholarship agendas, accessing education resources, and identifying institutional supports and obstacles to professional development, including the challenges of work-life balance.
- Provide mentors with an opportunity to share their experience and expertise and the opportunity to connect with other faculty.
- Build community among faculty through the formation of mentoring relationships.
Target Audience - this is a pilot program for the AY 2015-16. Participating new full time faculty will be matched with mentors outside of their department for the academic year.
The Mentoring process: Mentors, Mentees & the Matching Process - A successful mentoring process has certain identifiable elements including mentees with defined goals, committed mentors, a matching process that is both efficient and effective, sufficient time for the relationship to develop, and some direction so that participants will know how to proceed.
- Mentees - Participants seeking mentoring will benefit the most when they have defined goals and defined areas of professional development they wish to pursue. Mentees who are goal-oriented, enthusiastic about learning, and committed to the mentoring process are likely to have a successful experience. We will encourage mentees to identify their objectives at the outset and to identify characteristics of a mentor that might enhance their experience. We will work with the pilot group to build a mentor map and identify which aspects of the map they wish to engage with during this pilot program. This will allow faculty to have a focused experience.
- Mentors - The two most essential qualities of mentors will be experience in the areas requested by the mentees and commitment to the mentoring process. The mentor has to be enthusiastic about helping a colleague, willing to share experiences and knowledge, and ready to contribute time and energy to the process. Not surprisingly, many of the same qualities that mark outstanding teachers will identify excellent mentors. Mentors with excellent interpersonal skills, such as an ability to listen, suspend judgment, and encourage and engage in reflection are likely to be successful mentors. Good mentoring is likely to require mentors to be both proactive in fostering the relationship while maintaining nondirectedness as role models in terms of professional development will provide insight regarding the faculty member roles, values, and growth.
- The Matching Process - The success of the mentoring program depends upon the efficacy of matching mentors and mentees. The use of a form to identify areas that mentors are willing to share and discuss their experiences and what worked and did not work for them as they navigated the issues. The initial matching process will happen in the fall semester and may be ongoing throughout the year, with matches made as quickly as possible after a request is made. The actual match will be made based on the preferences and needs of the mentee with primary consideration given to the professional objective for which mentoring is sought.
The mentor and mentee forms are available below.
Time Frame Commitment - for the pilot program the time commitment is one academic year with regular "meetings" as agreed upon by the mentee/mentor pair. The mentor and mentee will also participate in a program assessment at the end of the year. The successful mentoring relationship may continue beyond this first pilot year if agreeable to both the mentor and mentee.
Faculty Mentoring Program Confidentiality Statement: Trust and confidentiality are essential for effective mentoring relationships. Issues discussed within the mentoring relationship will be kept confidential, unless otherwise agreed upon by the mentee/mentor or otherwise mandated by law (discrimination, harassment etc.). Please see confidentiality agreement below.