faculty mentoring August 11

Creating an Effective Faculty Mentoring Program

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Recruiting and hiring new faculty is time intensive and expensive. Despite the difficulties, hiring decisions are clearly among the most important that academic administrators ever make. The success of college programs and universities is directly correlated with hiring the right people and then providing them with the essential resources to succeed and excel in their work.


faculty mentoring June 13

A Case for Coaching in Faculty Development

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I recently spent a rainy afternoon watching the semi-finals of the Madrid Open and noticed how often one of the players looked to his coaching box for reassurance about his strategy. Coaches are not just for players trying to make it into the big leagues; “even Rafael Nadal has a coach. Nearly every elite tennis player in the world does. Professional athletes use coaches to make sure they are as good as they can be.” (Gawande, 2011)

If coaching is a proven strategy for ensuring that athletes perform at their best and is used at the highest levels in the business world, why shouldn’t faculty turn to coaching to ensure continued growth and peak performance? In a piece in The New Yorker magazine, renowned surgeon Atwal Gawande recounts his experiences in hiring a retired surgeon to coach him to even higher degrees of professional excellence than he had achieved on his own. Rather than coasting at mid-career on his accomplishments, Gawande stretched his skills further, reduced his complication rates, and concluded that “coaching done well may be the most effective intervention designed for human performance.” (Gawande, 2011)

Coaching as a professional development strategy is beginning to take hold in the education sector. In the preface to his text, “Instructional Coaching” Jim Knight recounts an experience all too familiar to those of us working in faculty development in higher education. At the conclusion of a workshop, he invited participants to send him an update after they’ve had a chance to experiment with some of the evidence-based instructional strategies discussed during the session. “At the end of 2 years, I had not received one postcard. The reality was, I suspected, that inservice sessions just did not provide enough support for most people to implement what they had learned.” (Knight, 2007)

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faculty mentoring undergrads June 27, 2016

Faculty Mentoring Undergraduates: The Nature, Development, and Benefits of Mentoring Relationships

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Editor’s Note: This is an excerpt of a work that is licensed under a Creative Commons Attribution 4.0 International License. To read the article in its entirety, visit the Teaching & Learning Inquiry website. http://tlijournal.com/tli/index.php/TLI/article/view/125/77
Educational research shows that close student-faculty interaction is a key factor in college student learning and success. Most literature on undergraduate mentoring, however, focuses on planned programs of mentoring for targeted groups of students by non-faculty professionals or student peers. Based on the research literature and student and faculty testimony from a residential liberal arts college, this article shows that unplanned “natural” mentoring can be crucial to student learning and development and illustrates some best practices. It advances understanding of faculty mentoring by differentiating it from teaching, characterizing several functional types of mentoring, and identifying the phases through which a mentoring relationship develops. Arguing that benefits to students, faculty, and institutions outweigh the risks and costs of mentoring, it is written for faculty who want to be better mentors and provides evidence that administrators should value and reward mentoring.


Faculty mentoring April 29, 2015

Faculty Mentoring Faculty: Relationships that Work

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At this point in my career, I am expected to mentor others. It’s something I enjoy and it has never felt like an obligation. However, I haven’t given much thought to exactly what mentoring is, how best to do it, and why it’s a worthwhile endeavor. Mentoring is one of those higher education topics that was trendy for a while, but I no longer see it addressed much in current literature. That omission doesn’t diminish its potential to greatly enhance both teaching and learning, and a revisit of the topic might remind us of its many values.


October 15, 2010

When Mentoring New Faculty, Don’t Ignore These Issues

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Beginning college teachers benefit when they have an instructional mentor. That fact is well established; as is the fact that mentoring benefits those who mentor. The influx of new faculty over the past few years has caused mentoring programs to flourish. All kinds of activities have been proposed so that mentors and mentees can spend their time together profitably. Addressed less often are those instructional topics particularly beneficial for the experienced and less-experienced teachers to address. Here’s a list of possibilities.