Transcript UIC COM MENTORING PROGRAM Pauline M. Maki, PhD Stacie E. Geller, PhD College of Medicine University of Illinois at Chicago.

UIC COM MENTORING
PROGRAM
Pauline M. Maki, PhD
Stacie E. Geller, PhD
College of Medicine
University of Illinois at Chicago
Agenda
• Review Provost Policy
• Review College of Medicine Policy
• Facilitator Responsibilities
• Mentor Responsibilities
• Mentee Responsibilities
• Review Facilitator To-Dos
A World-Class Education, A World-Class City
PROVOST POLICY
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WHY?
• Provost mandated that:
• All departments and all colleges in AY 2012/2013
initiate a mentoring program for tenure-track assistant
professors
• Mentors must be in place for all tenure‐track and
non‐tenured Assistant Professors with > 50%
appointments.
• Each college sent representatives to complete
an 8-hour, evidence-based mentorship training
program
A World-Class Education, A World-Class City
Faculty Mentoring Policy
November 2011
CONTACT: Vice Provost for Faculty Affairs
PHONE:
(312)413-3470
E-MAIL:
[email protected]
A World-Class Education, A World-Class City
Faculty Mentoring Policy
Objective
• Effective mentoring of the faculty is critical for
enhancing academic excellence, building a
strong and diverse faculty and developing a
respectful and positive work climate in which all
members of the university community can thrive.
UIC seeks to make faculty mentoring a priority
by undertaking and regularizing sound
mentoring practices.
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Faculty Mentoring Policy
• In addition to the campus mentoring effort
http://www.uic.edu/depts/oaa/faculty/facment.html,
each college/school is charged with developing and
implementing a faculty mentoring program.
• Colleges/schools may require that each of their
departments or units develop a unit level mentoring
program.
• There are many forms of mentoring programs and
no single model will meet the needs of all units or
individuals.
A World-Class Education, A World-Class City
Faculty Mentoring Policy
Requirements
All college mentoring programs must incorporate,
at minimum, the principles included below.
1. Colleges are expected to provide a mentoring
plan for each of the pre-tenure tenure-system
faculty members. As capacity allows, colleges
should consider building upon the initial
program, to include tenured associate
professors and non-tenure system clinical and
research faculty.
A World-Class Education, A World-Class City
Faculty Mentoring Policy:
Leadership Responsibilities
2. The Dean is responsible for providing mentors for all
eligible faculty as stated above in #1. This responsibility
may be delegated to the Unit Executive Officers
(Heads/Chairs/Directors). Mentors and mentees should
be consulted during mentor selection.
3. The Office of the Vice Provost for Faculty Affairs is
responsible for providing training workshops for
mentors, at least once a year. All newly-assigned or
first-time mentors are expected to attend the training
during the first year of mentoring.
A World-Class Education, A World-Class City
Faculty Mentoring Policy
Joint Appointments
4. For faculty members with joint appointments, a
single mentoring plan should be developed.
The plan is to be coordinated among the units,
with leadership from the faculty member’s
home unit as designated in Banner.
A World-Class Education, A World-Class City
Faculty Mentoring Policy
One Size Does Not Fit All
5. The design of the mentoring plans should
demonstrate sensitivity to the different
challenges faced by a diverse faculty. College
mentoring policies need to be clearly
communicated to all faculty members and
mentoring agreements should emphasize
clarity of expectations and roles for all parties.
A World-Class Education, A World-Class City
Faculty Mentoring Policy
Recognizing Mentoring
6. Mentoring excellence may be considered in the
annual review of faculty as well as be
considered as a part of the promotion process.
Mentoring excellence may be demonstrated
through the mentee’s assessment as well as
the mentor’s efforts and contributions to the
program. It is expected that Associate and Full
professor will accept mentoring as a
responsibility and privilege of their rank.
A World-Class Education, A World-Class City
Faculty Mentoring Policy
Evaluation
7. Colleges must incorporate an assessment or
evaluation program into the design of their
mentoring program.
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COLLEGE OF MEDICINE
MENTORING PROGRAM
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COM Mentorship Program
Committee
• Comprised of senior faculty appointed by
Dean to serve based on mentorship activities
for assistant professors
• Agreed with Dean’s recommendation to
extend the program to all Asst. Profs with >
50% appointments
• Reviewed best practices for mentoring
programs in other academic medical centers
• Selected “Facilitator” model
• Developed evaluations
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Department Facilitator
• Senior faculty, appointed by Department
Head
• Serves as liaison to the COM Mentorship
Program Committee
• reports to CMPC about department‐based
mentor‐mentee pairs
• encourages junior and senior faculty to
participate actively in all aspects of the
program.
Department Facilitator
• Works with each individual mentee to
identify appropriate mentor, subject to the
approval of the Department Chair
• Responsible for advising the faculty on
matters pertaining to academic reviews,
and advancement
• Has current information on UIC’s
academic advancement process.
Mentor Responsibilities
• Senior faculty with > 50% appointment
• Contact mentee on regular basis (monthly
to quarterly) for > 2 years
• Provide informal advice to mentee on
• teaching, research, and service to the
University and/ or direct the mentee to other
appropriate individuals for guidance.
• Funding opportunities
• Maintain confidentiality
Mentor Responsibilities
• There is no formal evaluation of the
mentee on the part of the mentor, only
supportive guidance and constructive
feedback.
• Take advantage of mentor training
opportunities in Department, College and
University
Qualities of a Good Mentor
• Accessibility
• Networking
• Independence
Accessibility
• Mentor is encouraged to make time to be
available to the mentee. The mentor might
keep in contact by dropping by, calling,
sending e‐mail, or extending a lunch
invitation. It is very helpful for the mentor
to make time to read / critique proposals
and papers and to provide periodic
reviews of progress.
Networking
• The mentor should be able to help the
mentee establish a professional network.
Independence
• The mentee’s intellectual independence
from the mentor must be carefully
preserved and the mentor must avoid
developing a competitive relationship with
the mentee.
Short-term Mentor Goals
• Familiarization with campus and its academic
environment.
• Networking—introduction to colleagues, identification of
other possible mentors.
• Developing awareness—help mentee understand
policies and procedures that are relevant to their
academic work.
• Constructive criticism and encouragement, compliments
on achievements.
• Helping to sort out priorities—budgeting time, balancing
research, teaching, and service.
Long-Term Mentee Goals
• Developing visibility and prominence
within the profession.
• Achieving career advancement.
Benefits to Mentor
• Satisfaction in assisting in the
development of a colleague
• Ideas for and feedback about the mentor’s
own teaching / scholarship
• A network of colleagues who have passed
through the program
• Retention of excellent faculty colleagues
• Enhancement of department quality
Responsibility of the Mentee
• The mentee should keep his/her mentor
informed of any problems or concerns as
they arise. When input is desired, mentee
should leave sufficient time in the grant
proposal and paper submission process to
allow his/her mentor the opportunity to
review and critique drafts.
Mentee Dos and Don’ts:
Do
• Take initiative, be a finisher
• Look for opportunities to be taught by your
mentor
• Be respectful of mentor’s time
• Clarify goals and expectations
• Establish time lines
• Keep your CV and Biosketch up to date
• Establish mentors inside and outside of your
department
Mentee Benefits
• More favorable objective outcomes
• promotion
• compensation
• Subjective outcome
• career/job satisfaction
Mentee Dos and Don’ts:
Do
• Take initiative, be a finisher
• Look for opportunities to be taught by your
mentor
• Be respectful of mentor’s time
• Clarify goals and expectations
• Establish time lines
• Keep your CV and Biosketch up to date
• Establish mentors inside and outside of your
department
FACILITATOR TO-DOS
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Facilitator To Dos
1. Mentor/Mentee Pairs
• Department Head/Chairs and Facilitator
identify mentor-mentee pairs
• Share pairs with Gillian Coombs
2. Baseline Surveys
• Completed by mentees
• Shared with Gillian Coombs
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Facilitator To Dos
Mentor-Mentee
• Department Head/Chairs and Facilitator
identify mentor-mentee pairs
• Process
• Inform department about mandate (e-mail,
grand rounds)
• Share documents on:
• Mentor responsibilities
• Mentee responsibilities
• List of possible mentors
A World-Class Education, A World-Class City
Facilitator To Dos
Mentor-Mentee
• Role of mentees
• Initiates choice
• For help, goes to Head/Chair and/or
Facilitator
• Role of mentor
• Agrees to be mentor
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Facilitator To Dos
Mentor-Mentee
Different types of mentors
• Career Development Mentor
• Research
• Clinical
• Teaching
• Content Mentors (Research)
• Others
• Minorities
• Women
A World-Class Education, A World-Class City
Facilitator To Dos
Mentor-Mentee
• Role of mentees
• Initiates choice
• For help, goes to Head/Chair and/or
Facilitator
• Role of mentor
• Agrees to be mentor
A World-Class Education, A World-Class City
Facilitator To Dos
Mentor-Mentee
• Optimal if from same department, but can
be from other department
• Should not be the Head/Chair
• May choose more than one mentor (team
approach)
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Facilitator To Dos
Surveys
• Circulate survey to mentees
• Mentees return survey to Facilitator or HR
• Surveys get sent to Gillian Coombs
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Questions?