Bensimon, E. M., Ward, K., Sanders, K. (2000). "Creating mentoring relationships and fostering collegiality." In E. M. Bensimon, K. Ward, K. Sanders (eds.), The department chair's role in developing new faculty into teachers and scholars. pp. 113-137. Bolton, MA: Anker Publishing Company, Inc.
The authors describe the ideal mentoring relationship, and offer suggestions to department chairs in encouraging mentoring and establishing formal mentoring programs. Strategies are offered for fostering collegiality for newcomers to a department, including a letter from Professor Anna Neumann. Sections are devoted especially to collegiality for women in predominantly male environments and minorities in predominantly white environments.
Center for Instructional Development and Research. Mentoring.
A list of links to resources related to mentoring.
Center for Research on Learning and Teaching. Resources on Faculty Mentoring.
A list of links to resources related to faculty mentoring.
Chesler, N. C., Chesler, M. A. (2002). "Gender-informed mentoring strategies for women engineering scholars: on establishing a caring community." Journal of Engineering Education January 2002, pp. 49-55.
Abstract: Improved mentoring of women graduate students and young faculty is one strategy for increasing the presence, retention and advancement of women scholars in engineering. We explore the sociological literature on interpersonally- and institutionally-generated gender roles and dynamics that make the construction and maintenance of mentoring relationships especially difficult for women in male-dominated fields. In addition, we review non-traditional strategies including peer-, multiple- and collective mentorships that are likely to be more successful for most women (and many men). Finally, organizational change strategies designed to provide a more egalitarian and cooperative atmosphere in engineering programs and departments are presented. These ideas represent a social contract for a caring community more supportive of all members’ personal and professional growth and success.
Cox, M. D. (1997). "Long-term patterns in a mentoring program for junior faculty: recommendations for practice." To Improve the Academy, 16. pp. 225-268.
Abstract: Faculty developers believe mentoring programs are beneficial for new and junior faculty. Although there are reports on the early years of these programs, few have existed for more than 15 years. This article reports on a junior faculty program in place for 18 years with the same goals, format, and activities. The endurance of its mentoring component, with continuing support of faculty, former mentors and protégés, and administrators, is a measure of its success. Mentoring patterns relative to gender, mentor repetition, protégés who later mentor, and multidisciplinary within pairings may be of assistance and encouragement to anyone initiating or continuing a mentoring program. Over 70 recommendations are included.
Estkowski, T., Bringelson, L., & Bowman, M. A. (1998). "Model mentor: A telephone survey of mentoring experiences among women engineering faculty." ASEE Annual Conference Proceedings, Washington DC, 1998.
The authors describe their telephone survey of female engineering faculty. The women were asked various questions about their own experiences as junior faculty. The survey attempted to find out how prevalent mentoring was among female engineering faculty, the characteristics of a good mentor, and the functions that a good mentor would perform. The results of the survey are analyzed and discussed.
Guidelines from the College of LSA: Junior Faculty Mentoring: Principles and Best Practices.
A PDF document detailing the Guidelines from the College of Literature, Sciences, and the Arts at the University of Michigan on the mentoring of junior faculty.
Mark, S., Link, H., Morahan, P. S., Pololi, L., Reznik, V., & Tropez-Sims, S. (2001). "Innovative mentoring programs to promote gender equity in academic medicine." Academic Medicine, 76. pp. 39-42.
Abstract: The authors describe the history, characteristics, and goals of four innovative programs, each in a medical school, that were established in 1998 to help faculty members of both sexes obtain mentors and thereby facilitate their career advancement. The programs were established as the result of an initiative by the Office on Women’s Health (OWH) within the U.S. Department of Health and Human Services. Specifically, the OWH convened the National Task Force on Mentoring for Health Professionals, which determined that two principles are paramount to the success of any mentoring relationship or program: institutional commitment and institutional rewards and recognition to mentors. In accordance with the task force findings, the OWH created the National Centers of Leadership in Academic Medicine, one at each of four medical schools: MCP Hahnemann School of Medicine; the University of California, San Diego, School of Medicine; East Carolina University School of Medicine; and Meharry Medical College School of Medicine. The authors give highlights of each program’s goals and progress, and note that, ideally, these programs will eventually serve as models for similar programs at other schools. Programs such as these foster the advancement of a diverse faculty, a more supportive academic environment, and the education of providers who are sensitive to the needs of all their patients, staff, and colleagues.
Office of the Provost, University of Michigan. Mentoring.
A list of links to mentoring resources at the University of Michigan.
Sandler, B. (1993). "Women as mentors: myths and commandments." Educational Horizons, 73(3) pp. 105-107.
Myths about the mentoring process in general, and for women in particular, are discussed. Sandler also presents a list of “commandments” for effective mentors.
Sands, R. G., Parson, L. A., Duane, J. (1991). "Faculty mentoring faculty in a public university." Journal of Higher Education 62, 2. pp. 174-193.
According to the authors, “[t]his study addressed the nature and extent of faculty mentoring of other faculty at a public research-oriented university in the midwest. The sample represented male and female, tenured or tenure-track faculty at the assistant, associate, and full professorial ranks.” The authors describe their survey and discuss their results. They found that most of the faculty who responded had had mentors at some point, but usually in graduate school, and not as faculty. They also found that men and women received the same amount of mentoring, and that mentors are likely to mentor protégé(e)s of the same sex. Different types of mentors (“friend,” “career guide,” “information source,” and “intellectual guide”) are discussed.
Trautvetter, L. C. "Experiences of women, experiences of men." In R. J. Menges, et al (eds.), Faculty in New Jobs: A Guide to Settling In, Becoming Established, and Building Institutional Support. pp. 59-87.
Trautvetter reviews previous research on women in academia, and goes on to describe the New Faculty Project. A survey was created and interviews were held with women and men new faculty at a liberal arts college, a research university, a state comprehensive university, and a two-year community college. The participants were asked questions on various topics, including background and professional experience, their experience in getting their current job, “support systems” (mentoring, collaborative research, etc), use of time, work expectations and feedback, stress, job satisfaction, and career issues. The chapter summarizes and analyzes the findings of the study, then provides a series of questions and answers for junior faculty as well as senior colleagues and administrators in relation to gender equity issues.
Wheeler, D. W., Wheeler, B. J. (1994). "Mentoring faculty for midcareer issues." New Directions for Teaching and Learning,57, pp. 91-98.
The authors list and discuss various problems that faculty may have toward the middle of their career, and describe about how several different types of mentoring relationships can help faculty deal with these problems.