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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.

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