Mentoring Resources

 

The Auburn University Mentoring Program was designed specifically for women faculty at Auburn University.

Purpose
 

To increase the representation of women at all levels of the Auburn University faculty.

Goals
 

  • To help female faculty members become more effective teachers

  • To develop collegial departmental relationships

  • To develop research collaborations

  • To assist in female faculty members achieving their goals of tenure and promotion while balancing work and family demands

  • To aid in allowing female faculty members to feel connected to a larger network in the Auburn University community

Resources

 

For Mentors

Interested in becoming a Faculty Mentor?  Complete the Faculty Mentor Expectation Worksheet.

Suggested Tasks for Mentors

  • Acquaint new faculty member with department and institutional culture (e.g., institutional procedures, computing, budgeting, working with graduate students).
  • Take the initiative in contacting the mentee, and set up regular meetings.
  • Listen and ask questions.
  • Help mentee with time management, and establishing priorities.
  • Acquaint new faculty with expectations for performance in research, teaching, extension/professional practice, and service.
  • Help the faculty member develop a professional network.
  • Share information about professional opportunities internal and external to the university (funding sources, potential collaborators, publication outlets).
  • Review research for the new faculty member.
  • Help the new faculty member establish a research focus.
  • Visit new faculty member’s classrooms and/or laboratories if requested.
  • Share information about academic and student support services on campus.
  • Discuss effective instructional techniques.
  • Provide guidance for documenting activities and professional achievements.
  • Assist new faculty member with annual and mid-tenure reviews.
  • Assist faculty member with long-term career goals and short-term objectives.
  • Provide opportunities for collaborative research and projects.
  • Serve as a sounding board for the new faculty member.
  • Maintain confidentiality of information shared by the new faculty member.
  • Help mentee make contacts.

For Mentees

Interested in becoming a Faculty Mentee?  Complete the Faculty Mentee Expectation Worksheet.

Suggested Tasks for Mentees

  • Make a commitment to participate in a mentoring program.
  • Meet with and listen with an open mind to advice given by the mentor.
  • Be willing to voice and explain concerns.
  • Keep mentor informed of academic progress, difficulties, and concerns.
  • Exchange ideas and experiences with mentor.
  • Seek out established faculty members as mentors to address specific needs.
  • Weigh and judge advice and follow up as appropriate.
  • Avail oneself of opportunities for professional growth in teaching, research, and service.
  • Take responsibility for judging the appropriate course of action for career advancement.
  • Seek help and support when needed.

Benefits of Participating in a Mentoring Program

  1. It helps new faculty understand the structure, culture and informal rules of the department/unit.
  2. It helps to gain insights into tenure and promotion process.
  3. It enables new faculty learn about available resources and university regulations.
  4. New faculty can obtain constructive criticism and feedback.
  5. New faculty can receive advice on managing responsibilities and professional priorities.
  6. It provides a structure that facilitates career advancement via regular strategy sessions with a mentor.
  7. It helps new faculty gain an advocate and access informal networks of communication.
  8. It helps new faculty develop long range career plan.
  9. It helps new faculty develop a professional network and identify possible collaborators.
  10. It provides individual recognition and encouragement.

Benefits of Becoming a Mentor

  1. Mentors have the opportunity positively influence a mentee’s career.
  2. Mentors have the opportunity to advance the reputation of the department, college and/or Auburn.
  3. Less time devoted to faculty search activities.
  4. Mentoring may increase stimulation from bright and creative new colleagues.
  5. Mentoring provides intellectual satisfaction that can lead to enhanced or renewed interest in and commitment to one’s own career.
  6. Mentoring gives personal satisfaction from helping the professional growth of others.
  7. Mentoring expands one’s network of colleagues and collaborators.
  8. Mentoring results in recognition from peers and administrators for service.
  9. Mentoring improves managerial and mentoring skills.
  10. Mentoring provides recognition of one’s own professional skills by the mentee. 

Last Updated: 2/1/2013