Mentoring Early-Stage Faculty --how to order

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Mentoring Early-Stage Faculty---how to order

full title: MENTORING EARLY-STAGE FACULTY AT MEDICAL, LAW, & BUSINESS SCHOOLS AND COLLEGES & UNIVERSITIES

(Resources for Mentors & Mentees Provosts, Deans, & Dept. Chairs

Post-Docs, Medical Residents, and Future Faculty

Organizers & Evaluators of Formal Mentoring Programs)

Revised 2010. 44 pages. Detailed and practical. Discussion Scenarios can be used as practice exercises with all the groups named above. Purchase price: $9 each but $8 each for orders over 25. Order info at end of this document.

Below is the Table of Contents for this booklet.

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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 in 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. UCSD medical school’s exemplary program of mentoring and professional-development

Section D: Supplementary materials

D-1 For Mentors and 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—use in orientations and workshops for mentors, mentees, chairs, deans, early-stage faculty, etc.

Comments about “Mentoring Early-Stage Faculty”
"This booklet reminds us why we must add sessions on mentoring to all faculty-development programs. 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 early-stage 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, Vice Provost of Academic Personnel, U.CA. President's Office and formerly Associate Provost for Faculty Advancement & Diversity, Iowa State University; Principal Investigator of that campus’s ADVANCE--Institutional Transformation Program funded by N.S.F.

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

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To order “Mentoring Early-Stage Faculty” ($9 each but $8 each for orders over 25), please send your name, title, address, phone #, email address, # of copies you wish to order. Send your order to: joann.moody@earthlink.net. Dr. Moody's assistant will enclose your invoice with the shipment. Small extra charge for shipping and handling will be included in the invoice. No credit cards; only checks. Thanks.