College of Agriculture Food, and Environmental Sciences Faculty Mentoring Faculty Program

Gill, Cal PolyGill, Cal PolyMarch 15, 2008March 15, 2008 UENR conferenceUENR conference

College of Agriculture Food, College of Agriculture Food, and Environmental Sciences and Environmental Sciences

Faculty Mentoring Faculty Faculty Mentoring Faculty ProgramProgram

Samantha GillSamantha GillNatural Resources Management Dept. and

BioResource & Agricultural Engineering Dept.College of Food, Environmental SciencesCalifornia Polytechnic State University

March 15, 2008March 15, 2008 UENR conferenceUENR conference Gill, Cal PolyGill, Cal Poly

OutlineOutline

• History/backgroundHistory/background

• Goals and intentGoals and intent

• ProceduresProcedures

• FormsForms

• Comments of participantsComments of participants


What is mentoring?What is mentoring?

• Help by one person to another in Help by one person to another in making significant transitions in making significant transitions in knowledge, work, or thinkingknowledge, work, or thinking


History/backgroundHistory/background

• Late 1990’sLate 1990’s– Many newer faculty not staying at Cal Many newer faculty not staying at Cal

PolyPoly– Why?Why?– Survey conductedSurvey conducted


Cal Poly: a great placeCal Poly: a great place


San Luis County is a beautiful San Luis County is a beautiful place to liveplace to live


But …But …• Cost of living is really highCost of living is really high

– Median home price roughly $600,000 in Median home price roughly $600,000 in 20062006

• Many felt their was not much support Many felt their was not much support for new facultyfor new faculty– ““good old boys network”good old boys network”– General lack of feeling connected with General lack of feeling connected with

colleagues colleagues – Some women and minorities stated that Some women and minorities stated that

they weren’t a good fit with the rest of the they weren’t a good fit with the rest of the facultyfaculty


Programs initiatedPrograms initiated

• ““Newish” faculty get-togethersNewish” faculty get-togethers– MonthlyMonthly– Special meetingsSpecial meetings

• Newish faculty list serveNewish faculty list serve

• ““tenure challenged mentoring tenure challenged mentoring workshops”workshops”– Very informal gatheringsVery informal gatherings


Committee formedCommittee formed

• CAFES mentoring committee formed CAFES mentoring committee formed in Fall of 2004in Fall of 2004

• Roughly one member per Roughly one member per departmentdepartment

• ChargeCharge– Develop and implement the faculty Develop and implement the faculty

mentoring programmentoring program


Goals of mentoring programGoals of mentoring program• One method of assisting new faculty adjust One method of assisting new faculty adjust

to life at Cal Polyto life at Cal Poly

• Completely voluntary Completely voluntary – For mentorFor mentor– For menteeFor mentee

• Distinct from Retention, Promotion, and Distinct from Retention, Promotion, and Tenure processTenure process

• Any faculty member may request a mentorAny faculty member may request a mentor– More experienced faculty have requested More experienced faculty have requested

mentors for help with expanding research mentors for help with expanding research opportunitiesopportunities


Objective of mentoring Objective of mentoring programprogram

• To aid new faculty members with the To aid new faculty members with the numerous challenges typically numerous challenges typically encountered in the first years of encountered in the first years of teaching at Cal Poly. This program teaching at Cal Poly. This program will benefit not only the mentee and will benefit not only the mentee and the mentor, but the CAFES in the mentor, but the CAFES in general.general.


AdministrationAdministration

• Overseen by a mentoring DirectorOverseen by a mentoring Director– Faculty member assigned a small Faculty member assigned a small

amount of release time to coordinate amount of release time to coordinate the mentoring programthe mentoring program

• Mentoring committee of tenure-track Mentoring committee of tenure-track faculty provides recommendations, faculty provides recommendations, feedback, and supportfeedback, and support


Scope of mentor/mentee Scope of mentor/mentee relationshiprelationship

• Mentors and mentees matched by DirectorMentors and mentees matched by Director

• Defined by those individualsDefined by those individuals

• Typically lasts one yearTypically lasts one year– May be extendedMay be extended– ““No fault” termination may happen at any time No fault” termination may happen at any time

by either partyby either party

• Time spent negotiable Time spent negotiable – Once week to once a quarter is commonOnce week to once a quarter is common

• At least once a quarter strongly encouragedAt least once a quarter strongly encouraged


Mentor/mentee meetingsMentor/mentee meetings

• Established by individualsEstablished by individuals– Can be very informalCan be very informal

•Off campusOff campus

•At homesAt homes

•Over coffee, lunch, beersOver coffee, lunch, beers

– Can be more formalCan be more formal•Always on campusAlways on campus

• In faculty offices or conference roomsIn faculty offices or conference rooms


Qualifications of mentorsQualifications of mentors

• Tenure track facultyTenure track faculty– Been at Cal Poly at least 3 yearsBeen at Cal Poly at least 3 years– Does not need to be tenuredDoes not need to be tenured

•Non-tenured or recently tenured may know Non-tenured or recently tenured may know RPT processes betterRPT processes better

• Exceptions have been madeExceptions have been made– Some full time lecturers have been Some full time lecturers have been

mentors for certain areasmentors for certain areas


Expectations of menteesExpectations of mentees

• Mentee owns the relationshipMentee owns the relationship

• Coordinate and arrange first meetingCoordinate and arrange first meeting

• Confidentiality maintainedConfidentiality maintained– One reason separate from RPT processOne reason separate from RPT process

• Trust is a major part of the Trust is a major part of the relationshiprelationship

• Treated as a peerTreated as a peer


Pairings of mentors with Pairings of mentors with menteesmentees

• Based on short surveyBased on short survey• Paired based on specific areas mentees Paired based on specific areas mentees

indicate where they would like assistanceindicate where they would like assistance• Mentees may request a specific mentorMentees may request a specific mentor• May be from same department or from May be from same department or from

another departmentanother department• Mentor should not be on RPT committeeMentor should not be on RPT committee

– Exceptions made if both parties agreeExceptions made if both parties agree


Benefits to menteeBenefits to mentee

• Greater career and job satisfaction Greater career and job satisfaction

• Sense of community and belongingSense of community and belonging

• Better socialization within department, Better socialization within department, college, and universitycollege, and university

• Collegial supportCollegial support

• Enhanced self confidence and self Enhanced self confidence and self esteemesteem

• Reduced isolation and reduced stressReduced isolation and reduced stress


Role of menteeRole of mentee

• Keep mentor informed of problems Keep mentor informed of problems and concernsand concerns

• Give mentor sufficient time to review Give mentor sufficient time to review any materialsany materials

• Willingness to learn from othersWillingness to learn from others


Expectations of mentorExpectations of mentor

• Encourage and support menteeEncourage and support mentee

• Meet regularly with menteeMeet regularly with mentee

• Discuss aspects of job as outlined in Discuss aspects of job as outlined in agreementagreement


Role of mentorRole of mentor

• Be available to menteeBe available to mentee

• Remember what it was like to be new Remember what it was like to be new to Cal Polyto Cal Poly– 100% teaching appoints100% teaching appoints


Mentors assist in:Mentors assist in:

• Transfer of institutional knowledgeTransfer of institutional knowledge– Support transition into new jobSupport transition into new job

• RPT processRPT process– Help with this, although mentee-mentor Help with this, although mentee-mentor

relationship is NOT tied to RPTrelationship is NOT tied to RPT



• Campus/college/department policies Campus/college/department policies and proceduresand procedures– Travel formsTravel forms– Order booksOrder books– Field trip planningField trip planning– BudgetsBudgets– etcetc



• TeachingTeaching– May visit classroomMay visit classroom

• Professional development/researchProfessional development/research– GrantsGrants– Submitting publicationsSubmitting publications– What is expectedWhat is expected



• AdvisingAdvising– Faculty have 30-150 student adviseesFaculty have 30-150 student advisees– Computer system for checking student Computer system for checking student

recordsrecords– Academic holdsAcademic holds


Mentors assist in (secondary Mentors assist in (secondary roles):roles):

• CurriculumCurriculum– Learning existingLearning existing– Developing Developing

• ServiceService– Which committees to serve onWhich committees to serve on– When to say “no”When to say “no”


Mentor trainingMentor training

• Orientation session held annuallyOrientation session held annually– ExpectationsExpectations– RolesRoles– LimitationsLimitations


Feedback and evaluationFeedback and evaluation

• Year end evaluation formYear end evaluation form– MenteeMentee– MentorMentor


FORMSFORMS


MENTOR AND MENTEE AGREEMENT

We are voluntarily entering into a mentoring relationship from which we both expect to benefit. We want this experience to be rich and rewarding. To this end, we have mutually agreed upon the following terms and conditions. Objectives We hope to achieve: To accomplish this, we will: Confidentiality Any sensitive issues that we discuss will be held in confidence. Frequency of Meetings We will attempt to meet at least time(s) each month. If I cannot attend a scheduled meeting, I agree to be responsible and notify my mentor/mentee. Duration of Mentoring Relationship We have determined that our mentoring relationship will last one academic year and may be renewed based upon our mutual agreement. No-Fault Termination We are committed to open and honest communication in our mentoring relationship. We will attempt to resolve any conflicts that may arise. If, however, one of us needs to terminate his relationship for any reason, we agree to abide by the decision of the mentor/mentee. Mentor Mentee Date Date


MENTEE EXPECTATION WORKSHEET Directions: Use this worksheet to help you develop an understanding of what you expect to gain from your mentoring experience. Please write a priority number (1=highest, etc.) in the space next to each item. Add your own additional items as you wish. The reasons I want a mentor are to:

receive encouragement and moral support

increase my confidence when dealing with peers or authority figures

challenge myself to achieve goals and explore alternatives

gain a realistic perspective of the academic workplace

get advice on how to set work priorities

learn about professional networking

other reasons I want a mentor are:

I want my mentor and me to: tour my mentor’s workplace and classrooms

go to formal mentoring events

meet during meals or snack breaks

go to educational events

go to local professional meetings

other activities I want to do with my mentor:

I hope my mentor and I will discuss:

the transferring of institutional knowledge about Cal Poly

the Cal Poly RPT process

Cal Poly/CAGR/department policies and procedures

teaching policies and methods

curriculum development and policies at Cal Poly

student advising policies and procedures

other topics I wish to discuss with my mentor are:


Page 2 I hope my mentor and I will further discuss:

professional consulting opportunities and policies

professional networking

resume/C.V. writing

research opportunities and policies at Cal Poly

professional service opportunities

other topics I wish to discuss with my mentor are:

The areas that I feel are off limits in a mentoring relationship include: meeting at off-campus restaurants

meeting in private residences

sharing private life experiences

meeting behind closed doors

other situations or topics that I feel are off limits with my mentor are:

Mentee Department Date


CAGR Mentoring Program Survey May 16, 2005

Thank you for your participation in the 2004-05 CAGR Mentoring Program! The CAGR Mentoring Committee is soliciting your input regarding this mentoring program. Please complete the following Mentoring Program 1. What was your involvement in the 2004-05 CAGR Mentoring Program? Mentor: Mentee: Other: (please specify involvement) 2. How often did you meet with your mentor or mentee during the 2004-05 academic year? times hours 3. What are your suggestions for improvement for the CAGR Mentoring Program? 4. Do you wish to continue the mentor-mentee relationship with the same individual in 2005-06 academic year? Yes 5. Other comments regarding the CAGR Mentoring Program.


What mentees have to say What mentees have to say about the programabout the program• Comments from 2004-05 academic Comments from 2004-05 academic

yearyear– Mentors should have more incentives to Mentors should have more incentives to

serve (possibly release time)serve (possibly release time)– More events (with food) for all mentees More events (with food) for all mentees

and mentorsand mentors– A fun and learning experience for meA fun and learning experience for me– Good idea and served it’s purposeGood idea and served it’s purpose– ValuableValuable


What mentees have to say What mentees have to say about the program continuedabout the program continued

– I have benefited greatlyI have benefited greatly– My lack of involvement with my mentor My lack of involvement with my mentor

is mostly a product of accessing support is mostly a product of accessing support in other places and not feeling a “need” in other places and not feeling a “need” to connect with my mentor. Yet, I know to connect with my mentor. Yet, I know he would have met more frequently, had he would have met more frequently, had I requested it.I requested it.

– Mentoring would have happened in my Mentoring would have happened in my case without formal agreementcase without formal agreement


What mentors have to say What mentors have to say about the programabout the program

• Comments from 2004-05 academic yearComments from 2004-05 academic year– I don’t really have any training as a mentorI don’t really have any training as a mentor– Avoid having people assigned – pairings Avoid having people assigned – pairings

should happen naturallyshould happen naturally– Continue to have structured activities and Continue to have structured activities and

workshopsworkshops– Generally a good idea, but my guess is that Generally a good idea, but my guess is that

it is much more effective when done within it is much more effective when done within a departmenta department


What mentors have to say What mentors have to say about the program continuedabout the program continued

• The program provides a welcome The program provides a welcome opportunity for each participant to opportunity for each participant to view the opposite side of the view the opposite side of the academic seasoning process. Each is academic seasoning process. Each is exposed to the challenges of the exposed to the challenges of the newer or experienced faculty and newer or experienced faculty and (re) acquires empathy for the other. (re) acquires empathy for the other. Has been very positive for me.Has been very positive for me.


What mentors have to say What mentors have to say about the program continuedabout the program continued

• I see a bit of an unfortunate I see a bit of an unfortunate disconnect between my comments disconnect between my comments as a mentor and expectations from as a mentor and expectations from our department RPT committee. our department RPT committee. (related to professional (related to professional development)development)– Very difficult situation for all, but Very difficult situation for all, but

especially te menteeespecially te mentee


ConclusionsConclusions

• Mentoring program seems to be a Mentoring program seems to be a successsuccess

• Mostly positive commentsMostly positive comments– SurveySurvey– Hallway conversationsHallway conversations

• Program to continueProgram to continue

• Almost every new faculty member Almost every new faculty member participatingparticipating

Gill, Cal PolyGill, Cal PolyMarch 15, 2008March 15, 2008 UENR conferenceUENR conference

Questions?Questions?Comments?Comments?

[email protected]@calpoly.edu

Thank you!Thank you!

Documents

College of Agriculture Food, and Environmental Sciences Faculty Mentoring Faculty Program