Mentoring, Office of Faculty Career Development

Mentoring

Mentoring has been shown to:

Promote career development and satisfaction
Improve success of women and underrepresented minorities in academic health careers
Enhance faculty productivity (mentoring is linked to funding and publications)
Increase interest in academic careers
Predict promotion in academia
Improve self efficacy in teaching, research and professional development
Increase the time that clinician educators spend in scholarly activities
Lead to less work-family conflict

Mentoring ideas – parameters & good practices

create a “climate of mentoring” that recognizes other department/program members as resources, as well as folks around the university
determine if the mentor for teaching and the mentor for research is the same person or not
establish specific goals and limits for both mentor and mentee
maintain a consistent method
pro-active awareness of assessment and mentoring distinctions
establish an annual calendar for contact
if classroom visits, determine if mentee selects or mentor, or some combination of the two
act as a proactive listener
include self-assessment
provide honest, constructive insight with empathy
share vulnerabilities
promote risk-taking while recognizing consequences
mentees and mentors should meet with chairs once a year