Mentoring
Mentoring has been shown to:
- Promote career development and satisfaction
- Improve success of women and underrepresented minorities in academic health careers
- Enhance faculty productivity (mentoring is linked to funding and publications)
- Increase interest in academic careers
- Predict promotion in academia
- Improve self efficacy in teaching, research and professional development
- Increase the time that clinician educators spend in scholarly activities
- Lead to less work-family conflict
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Mentoring ideas – parameters & good practices
- create a “climate of mentoring” that recognizes other department/program members as resources, as well as folks around the university
- determine if the mentor for teaching and the mentor for research is the same person or not
- establish specific goals and limits for both mentor and mentee
- maintain a consistent method
- pro-active awareness of assessment and mentoring distinctions
- establish an annual calendar for contact
- if classroom visits, determine if mentee selects or mentor, or some combination of the two
- act as a proactive listener
- include self-assessment
- provide honest, constructive insight with empathy
- share vulnerabilities
- promote risk-taking while recognizing consequences
- mentees and mentors should meet with chairs once a year
Mentoring Resources
Harvard University
Kerry Ann Rockquemore, Inside Higher Ed
University of Arizona
University of California, Berkeley
University of Massachusetts – Amherst
University of Michigan
Williams College