uic com mentoring program pauline m. maki, phd stacie e. geller, phd college of medicine university...

UIC COM MENTORING PROGRAM

Pauline M. Maki, PhDStacie E. Geller, PhDCollege 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


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


Faculty Mentoring PolicyNovember 2011

CONTACT: Vice Provost for Faculty Affairs

PHONE: (312)413-3470

E-MAIL: [email protected]


mailto:[email protected]

• 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.


Faculty Mentoring PolicyObjective

• 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.


Faculty Mentoring Policy


Faculty Mentoring PolicyRequirements

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.


Faculty Mentoring Policy:Leadership Responsibilities

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.


Faculty Mentoring PolicyJoint Appointments

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.


Faculty Mentoring PolicyOne Size Does Not Fit All

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.


Faculty Mentoring PolicyRecognizing Mentoring

7. Colleges must incorporate an assessment or evaluation program into the design of their mentoring program.


Faculty Mentoring PolicyEvaluation

COLLEGE OF MEDICINE MENTORING PROGRAM


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


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


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


Facilitator To DosMentor-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



• Role of mentees • Initiates choice• For help, goes to Head/Chair and/or

Facilitator

• Role of mentor• Agrees to be mentor



Different types of mentors

•Career Development Mentor• Research• Clinical• Teaching

•Content Mentors (Research)

•Others• Minorities• Women



• Role of mentees • Initiates choice• For help, goes to Head/Chair and/or

Facilitator

• Role of mentor• Agrees to be mentor



• 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)


Facilitator To DosSurveys

• Circulate survey to mentees

• Mentees return survey to Facilitator or HR

• Surveys get sent to Gillian Coombs


Questions?

uic com mentoring program pauline m. maki, phd stacie e. geller, phd college of medicine university...

Documents

dosa worldclass education

chicagoworldclass education

year of mentoring

effective mentoring

single mentoring plan

forms of mentoring programs

unit level mentoring

faculty affairsphone