Network-Based Mentoring Programs to Support Faculty ... · a junior faculty member ... Associate...

This material is based upon work supported by the National Science Foundation under Grant No. 1209115

Network-Based Mentoring Programs to Support Faculty Connections:

A Fresh Approach for NTID FacultyMargaret B. Bailey, Carol Marchetti

October 10, 2018

Reimagining our Careers and Campus Culture

http://nsfadvance.rit.edu/

Primary workshop source:

Mary Deane SorcinelliSenior Research Fellow, Institute for Teaching Excellence and Faculty DevelopmentUniversity of Massachusetts AmherstCo-PI , Undergraduate STEM Education InitiativeAmerican Association of Universities (AAU)[email protected]


mailto:[email protected]



Session Goals• Identify your mentoring needs and current approach• Distinguish between different models of mentoring• Map your mentoring networks— current approach and

other options• Use networked mentoring to build competencies• Imagine or share the impact of effective mentoring on your

career• Review resources provided to support you in this work.• Questions and discussion

Strategic Question: “What mentoring model will be most effective and appropriate for your career goals at RIT?”




Introduction/Needs Assessment

• Turn to a person next to you:

– Introduce yourself

– Thinking about your academic career right now, what is the most perplexing or challenging issue you face? (4 minutes)

Turn to worksheet on “What do I Need Right Now: Knowledge, Skills, Training, Feedback, Resources, Social Support?”




Potential Roadblocks/Priority Mentoring Areas

For Early-Career Faculty

• Getting started/getting oriented

• Increasing teaching, research, service skills

• Navigating the tenure track

• Creating work/life balance

• Developing professional networks

For Mid-Career/Senior Faculty

• Choosing among “forks in the road”

• Keeping up, learning new skills, “service, service, service”

• Navigating promotion tofull/leadership, retirement

• Sustaining work/life balance

• Building new networks, resources




The Faculty Challenge

Public Intellectual Master-Teacher

Administration Disciplinary Super-Star

Institutional Change Agent

From Rockequemore (2012)

Pre-Tenure

Full Professor

TENURE

Investing Energy Elsewhere




CareerChallenge

“The hardest thing is to do a good job with a career that could consume all available time, pay attention to a partner and children, publish or perish, teach well, lead an examined life, and keep out of debt.”

- Early career faculty member at UMass




Mentoring is key to addressing “roadblocks” within a faculty member’s career. It has been proven to be one of the common characteristics of a successful academic career, particularly for women, faculty ofcolor, and for D/HH faculty.

Outcomes accruing include:

• Improved socialization to department, college, university

• More effective teaching

• Stronger record of scholarly productivity

• Increased rates of retention/tenure/promotion

• Sense of community and belonging

(Bland et.al., 2009; Johnson, 2007)

Why Is Mentoring Important?




Quick PollIn your department, what does mentoring look like?

1. Traditional mentoring program: one-on-one senior/new faculty

2. Traditional mentoring program: one-on-one department head/new faculty

3. Mutual Mentoring: E.g. mentoring committee, peer network

4. No formal program, mentoring largely informal




Early Career Faculty

Senior Faculty

Traditional Mentoring

Traditionally, mentoring in academia has taken the form of a one-on-one, hierarchal relationship in which a senior faculty member takesa junior faculty member “under his/her wing.”




Mutual MentoringMutual Mentoring is a network-based model of support that encourages the development of a wide variety of mentoring partnerships to address specific areas of knowledge and expertise.




Meeting Identified NeedsMutual Mentoring is a network-based model that supports faculty in meeting multiple needs. Faculty can depend on different types of people for mentoring, and they can also go to different mentors for various aspects of their careers and lives.

Navigating the Academic Environment

Career Advancement

Research

Communication

Teaching

Service

Work/Life Balance




Mutual Mentoring is a hybrid of traditional mentoring & professional networking that encourages:

• Focus on self-identified goals, rather than “one-size-fits-all”

• Network of multiple, diverse mentors

• Variety of mentoring approaches

• Proactive, empowering approach to mentoring

• Opportunities to be mentored and mentor others

In sum, mentoring that’s faculty-driven, functional, and flexible

How Is Mutual Mentoring Different?




NTID Faculty Mentoring Success Stories

Dr. W. Scot AtkinsAssociate Professor, Business Department, NTID

Dr. Bonnie JacobAssistant ProfessorScience and Mathematics Department, NTID




Mapping Your Mentoring Network

1. Who do you have in your network of support?

2. What do you need to take one step forward?

3. How do you build a mentoring network? Exemplars

4. Build your network.

5. Take that step forward!


10/11/2018 16UMassAmherst

Knowledge Skills (Research/Teaching)

Time/Work/Life Balance Choose Own Challenge

You

Career Advancement

Mutual Mentoring Map © Office of Faculty Development, University of Massachusetts Amherst



In the four quadrants of your Mutual Mentoring Map, jot down the people (within and outside of RIT) who serve as mentors to you.

1. Who’s In Your Network?




Self Reflection…..

• Where is your network strongest? Most useful?

• Who/What resources have you tapped into?





In regards to current challenges or “OPPORTUNITIES”

• What types of knowledge, skills, training, feedback, resources and/or relationships would be most helpful and potentially career-enhancing to you?

Reference worksheet on “What do I Need Right Now: Knowledge, Skills, Training, Feedback, Resources, Social Support?”

2. What can you do to Move One Step Forward?




Wherever two or more faculty come together, there can be “mutual mentoring”. Examples:• Curricular programs• Department-level journal clubs• Pre-tenured faculty groups• Learning communities • Internal grants to build mentoring networks• Informal events • Panels and workshops • Writing groups• Affinity

3. How to Build a Network of Mentors




4. Build Your Network of Mentors• In which MAP QUADRANT(S) do you need career advice now?

Biggest Gaps? Focus in on your “what I need right now.”

• Add the people (in/outside of RIT) who could serve as mentoring partners. Who has what you need? Who can help you move forward?

NOTE: Think outside the box. What about mentors in a different discipline? On another campus? In your professional association? Outside of academia? Don’t worry about SIZE of network. Think competencies and who has them.

GOAL: Identify a professional development goal & mentoring partners




5. Move Thought to Action

You’ve identified a: • A professional

development goal and a mentoring partner(s)

• What will you do to initiate a mentoring interaction?

• Share at least one step you can take NOW to move forward




Strategic Opportunities

• Strengthen self-agency and intentionally create your network

• E.g. Effectively manage your resources. Make more intentional use of your time and travel funds

– Request mini-reports on new connections and learning at conference




Connect Grant Evaluator Findings Indicate…

• Internal Networks were strengthened. Through luncheons, workshops, speaker series, small group discussions, and lunch-and-learns, grantees built relationships with others…. These new networks lead to more research collaborations and subsequent grant proposals, as well as increased visibility…...

• External Networks were developed. Through conferences and social media, grantees grew their professional community, which lead to new professional avenues and illuminated new research opportunities.




Other RIT Findings Indicate…

• Networking Impacted Grantees’ Career Advancement.

• Project Visibility Increased Through Networking and Promotion.

• Grantees saw Important Career Advancement Outcomes.

• Mentorship by Grant Mentors and Peers Benefitted Grantees.




Why Internal Grants (Connect Grants & FCD Mentoring Grants) that Support

Mentoring Work?• Open to all faculty vs. targeted groups

• Expands vs. diminishes “traditional” mentoring model

• Customized/faculty-driven projects vs. generic/imposed from above

• Invests in faculty through GRANTS! With PIs! With guided, streamlined proposal process, “mapping” goals & networks

• Lowers the barrier for collaboration

• Makes mentoring intentional, purposeful, empowering




Paying it Forward

• What are some of the roles that you, as an RIT faculty member, play in mentoring other faculty?

• Do these roles change depending on the faculty member’s rank? Or whether they are new faculty or existing?




Paying it Forward - Examples

• Introduce and warmly promote a new faculty member to students (at the very beginning of the semester).

• Act as a broker.




• Start with the premise that each faculty members has a variety of needs, and YOU don’t personally have to meet each need.

• The most effective mentoring you can do is to help someone identify THEIRneeds and how to get these met with on-and-off campus resources.

• Start with discussing their needs. What skills do they need to develop? What support systems do they need to be successful?

• Key to implementing the Mutual Mentoring model is to give faculty a senseof autonomy and agency to develop their own context-sensitive mentoringrelationships and activities, within a programmatic structure that promisesequitable access to resources and support.

- Sorcinelli, Yun & Baldi, 2016

Serving as a Mentor….




• Faculty with “multiple mentors” have significantly higher levels of career success than those with a single or no mentor (Van Eck Peluchette & Jeanquart, 2000; Van Emmerik, 2004).

• “Networking model” of mentoring may be more inclusive of women and minorities than the “grooming model” of traditional mentoring. Combining models can take advantage ofthe strengths of each (Girves, Lepeda, Gwathmey, 2005).

• Formal network-based programs extend benefits of mentoring to faculty of all backgrounds, include faculty for whom informal mentoring may not be available, and make mentoring a natural part of institutional culture (Lottero-Perdue, Fifield, 2010).

Does Mutual Mentoring Work?




• Pre-tenure faculty who design their own mentoring networks benefit from approaching mentoring more proactively and intentionally, while tenured faculty invited to participate in a network benefit from strengthened connections between early-, mid-career, and senior colleagues (Sorcinelli & Yun 2009; Yun & Sorcinelli, 2013).

• Faculty members who participate in mentoring networks are more likely to regard mentoring as a career-enhancing activity and develop mutually beneficial mentoring relationships than are their non-participating peers (Yun, Baldi & Sorcinelli, 2016).

Why a Mutual Mentoring Model?




• Clarify your needs as much as possible before you identify or approach potential mentoring partners.

• Be specific about your request for mentoring. Do you and your mentoring partner share a common definition of what “mentoring” is?

• Check in regularly—but respect the time limits available for mentoring.

• Ask your mentoring partner for helpful introductions or referrals, follow up promptly when this occurs

• Offer your expertise as a reciprocal relationship develops – be as open and generous as possible. And thank your mutual mentor!

Sorcinelli, Yun & Baldi (2016). Mutual Mentoring Guide

Conclusion - Be Your Own Best Mentor!




Tip Sheets Available at the AdvanceRIT Office1. The Chair’s Role in New Faculty Mentoring (provided in session resource folder)

2. Tips for Communicating with Deaf and Hard of Hearing (provided in session resource folder)

3. Interrupting Biased or Exclusionary comments (provided in session resource folder)

4. Mentoring Relationship Discussion Guide (provided in session resource folder)

5. Questions to Consider During Promotion and Tenure Review

6. Reducing Unconscious Bias in Promotion and Tenure Review Process

7. Examples of Bias in Letters of Recommendation

8. What Do I Need Right Now? Goals for Faculty

9. Establishing Meeting Ground Rules for Effective Communication

Additional resource folder materials for this session:

-Extended Length in Rank Among Associate Professors white paper

-Mapping Activity Worksheet

-Mutual Mentoring Guide

-Mutual Mentoring for Early Career and Underrepresented Faculty

-PowerPoint Slide Printout from this workshop

- Supplemental notes for the workshop




Interpreting Services and Contact

Cheryl BovardInterpreting Coordinator-Non-Academic

NTID, Office: HLC-1510,Phone: (585) 475-5271 (V),

[email protected]

Cynthia CollwardInterpreting Coordinator-Non-Academic

NTID, Office: HLC-1591, Phone: (585) 475-6410 (V/TTY),

[email protected]




Conclusions• Discussed your mentoring needs;• Distinguished between different models and focused

on network-based mentoring;• Learned how network-based mentoring can be

operationalized;• Discussed the impact of network-based mentoring;• Please review resources provided to support you in

this work.

Strategic Question: “What mentoring model will be most effective and appropriate for your career goals at RIT?”


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