In 1996 the UBC Faculty Mentoring Program held a Tips For New Faculty contest. Members of the Mentoring Program were asked to send in their top 10 tips for new faculty. Submissions came from faculty members at different stages in their academic careers, from new faculty to senior administrators, and from every Faculty at UBC. Nonetheless, several themes recurred: the importance of setting goals, achieving balance between work and personal life, documenting everything, taking a teaching workshop, talking to colleagues and finding a mentor. What follows is a compilation of the main "tips for new faculty" written by UBC faculty members and reviewed by participants at the April 1996 One-Day Retreat.
Exemplary Junior Faculty Mentoring Programs
This document includes information about the best mentoring programs for junior faculty found in the course of our inquiry. One program is particular to FAS junior faculty, two programs were designed particularly for women faculty, one is particular to medical faculty, and one was designed for women faculty but since expanded to include the entire junior faculty.
Mentoring Junior Faculty: Advice to Department Chairs
There are a number of relatively simple things that a department chair can do or facilitate which will greatly increase the chances of success for a new faculty member.
The Mentoring Leadership and Resource Network
Though aimed at K-12 teachers, it offers a lot of links to ideas about mentoring teachers. MLRN is a grass roots effort started by a few educators and supported, in part, as a network of the ASCD. Over the past 6 years MLRN has grown to become a international initiative. MLRN was started by six educators with an interest in new teacher mentoring. The intent was to help educators everywhere to access the best practices in mentoring and induction, and to create a "mentoring initiative" across the USA.
St. Norbert College, Office of Faculty Development
The St. Norbert College Faculty Development Program provides opportunities for professional and personal renewal and growth to faculty in all stages of their careers. The Program first creates a wide range of opportunities, and then provides the help faculty need to take full advantage of these opportunities. The faculty express their needs to the Director and to the members of the Faculty Development Committee, who in turn design opportunities to meet these needs.
Center for Research on Learning and Teaching
Gives set of links to different mentoring sites, for our purposes the links of interest are those regarding faculty mentoring as well as articles on the same subject. This site provides a wide range of resources also includes articles and a bibliography of hard copy sources.
Teaching Teachers at Penn: Mentoring Programs
This article discusses the mentoring program at Penn that promotes effective teaching and learning at the University.
Michigan State University Design for Adult Learning, Teaching and Learning Theory, Feedback
Information on how the design of a course should allow students to customize the experience to meet their goals and complement their personal learning styles.
Women Faculty Mentoring Program at the University of Wisconsin- Madison
The Women Faculty Mentoring Program (WFMP) began in 1989. A study commissioned by the Chancellor in 1987 revealed that untenured women faculty were voluntarily resigning from the University of Wisconsin-Madison at a rate greater than that of their male counterparts. Many women cited feelings of isolation as a major reason for their departure. To try to address such problems, all women faculty were invited to participate in the Women Faculty Mentoring Program. In 1990 the program was formally adopted by the Office of the Associate Vice Chancellor for Academic Affairs. In 1997, the program's mission was expanded to include additional resources and services for tenured women.