Purpose of the Program

Mentoring will be available to all non-tenured, tenure-track faculty and potential tenure-track faculty in the Department of Curriculum and Instruction.  The purpose of mentoring is to help new faculty assimilate to IU and to optimize their professional development decision.

Philosophy

Mentoring is most effective when the individuals involved are committed to making it work.  A formal, yet flexible, policy about mentoring is important because it shows that mentoring is valued in the Department of Curriculum and Instruction.  Because we do not feel that we that it is possible to "legislate" a good mentoring arrangement, the following guidelines are brief and depend upon the dedication and good will of the individuals involved for the mentoring program to work. 

Selection of Mentors

The department chair, in cooperation with the area coordinator for the new faculty member, and the new faculty member, him or herself, will appoint an "initial contact person" for each new faculty member.   The initial contact person, with help from the department chair and program area coordinator, will help the new faculty member get to know potential mentors during her or his first semester at IU.  An "official" mentor, who is acceptable to both the new faculty member and the department chair, will be appointed some time during this period.  Mentors can be changed if deemed appropriate by the new faculty member, new mentor, and department chair.  There is no requirement that a mentor be from the same program area as the new faculty mentor. 

Expectations of Mentors

The mentor should be an advocate and advisor for the new faculty member.  Obviously, to fulfill the advocacy role, the mentor should not be involved in the annual evaluation process.  A non-exhaustive list of expectations of the mentor includes:

• helping the new faculty member find individuals with whom to collaborate;
• providing advice about how to find research funding, publish articles, etc.;
• reading and reacting to articles and proposals before they are sent;
• providing advice about teaching and making sure the new faculty member has adequate support for teaching; and
• being familiar enough with tenure expectations to help the new faculty member make decisions about productive use of time.

Rewards for Mentors

Mentors should list mentoring as a service activity on annual reports.  Mentoring is an important activity and will be viewed as such when merit ratings are determined.

Monitoring Mentoring Arrangements

The department chair will monitor mentoring arrangements through informal discussions and periodic meetings with both the new faculty member and the mentor.  If an arrangement does not appear to be working, the chair will intervene to renegotiate the arrangement or to change mentors.