TABLE OF CONTENTS

Section A: Myths and assumptions

A-1. Myths about the value of creating mentoring relationships

A-2. Myths about the design of mentoring programs

Section B: Missing elements of the mentoring process—knowledge and skills that mentors need

B-1. Equipping and urging mentors to discuss eight typical stresses for early-stage faculty

B-2. Equipping and urging mentors to discuss additional stresses experienced by faculty mentees in certain groups and situations

♦        Gender bias against women, especially in science and engineering

♦        Group bias, especially against African Americans, American Indians, Puerto Rican Americans, Mexican Americans, and Native Hawaiians

♦        “Solo situation” in a department

♦        How mentors can help their mentees deal with negative bias and the solo phenomenon

B-3. Enhancing the quality of the mentoring relationship: pointers for mentors and mentees

♦        Frontloading—begin early

♦        Ask about hurtful or confusing “critical incidents”

♦        Disclosure by the mentor can build trust

♦        When arguing, use “I” messages

♦        Giving and receiving constructive feedback

Section C: Missing elements in the design of formal mentoring programs    

C-1. Experimenting with various modes (transitional mentor; informal or formal mentor; internal or external mentor; project-oriented mentor; group mentoring; mentoring network; writing and peer- support groups; zone mentors; search committee evolves into mentoring committee)

C-2. Readiness workshops for mentors and then for mentees: Eight key elements of content and process.  Two practice “discussion scenarios” for use in workshops at D-3

C-3.  Dovetailing a mentoring program with existing professional-development efforts

C-4.  Gauging the effectiveness of mentor-mentee relationships and overall mentoring programs

♦        Securing systematic feedback to help mentors and mentees stay on course

♦        Outcomes evaluation: consistently document mentoring program outcomes

C-5.  A small, exemplary program of mentoring and professional-development: located at UC-San Diego's School of Medicine

 Section D: Supplementary materials   

D-1. For Mentors & Mentees

♦        Benefits of mentoring for mentees, mentors, and their institutions: Summary

♦        Providing social-psychological and career support: Illustrations

♦        Dysfunctional behaviors of mentors and mentees: Illustrations

♦        Commencing the relationship: Tips; Checklist for first meeting

D-2. For Provosts, Deans, & Department Chairs

♦        Checklist for sustaining a mentoring climate and mentoring programs

♦        Checklist for chairs: serving as faculty developers, especially for new hires

D-3. For Organizers & Evaluators of Formal Mentoring Programs

♦        Checklist for building and evaluating a formal mentoring program

♦        Discussion Scenarios---to use in workshops for mentors, mentees, chairs, deans

D-4. Bibliography

 

 

Reactions to “Mentoring Early-Stage Faculty: Myths and Missing Elements”

 

This booklet reminds us of why we must add sessions on mentoring to all faculty-development programs. Dr. Moody’s publication should be read by graduate students, faculty, and administrators at various career stages.   Earl Lewis, Provost, Emory University

 

As in her other work, JoAnn Moody demonstrates a keen understanding of the day-to-day challenges of faculty issues, drawing from careful research as well as from close connections to the issues facing pre-tenure faculty. She reminds us that effective mentoring is designed around a flexible set of approaches and cannot be based on what she appropriately labels “myths.”  Susan Carlson, Associate Provost for Faculty Advancement & Diversity, Iowa State University; P.I. of the campus’s ADVANCE-Institutional Transformation Program

 

A wide range of colleges, universities, and professional schools should use this comprehensive guide to advance faculty mentoring on their campuses.  Chani Beeman, Director, Diversity, Equity & Compliance, Riverside (CA) Community College District

 

Many senior professors hesitate to deal with the special contexts and burdens experienced by women and under-represented minority colleagues. Dr. Moody in her newest booklet aims to reduce such hesitancy and discomfort and thereby substantially improve mentoring relationships and outcomes. Christopher K.R.T. Jones, Distinguished Professor, Mathematics, University of North Carolina-Chapel Hill

 

Thanks to Dr. Moody's broad consulting practice, she can present a richness of real-life examples and zero in on what gaps should be addressed by colleges, universities, medical, law, and other professional schools.   

Peg Boyle Single, Academic Writing Coach; author of the book Demystifying Dissertation Writing: A Streamlined Process from Choice of Topic to Final Text; columnist for insidehighered.com.

 

“Mentoring of Early-Stage Faculty” is yet another essential work by JoAnn Moody. She recommends both the content and process to use in readiness workshops for mentors and mentees. She clears up misconceptions about mentoring relationships and programs. Her checklists for mentors, department chairs, deans, and provosts are invaluable. Highly recommended.   Michael Reder, Director, Joy Shechtman Mankoff Center for Teaching & Learning, Connecticut College