Benefits to mentors
The beginning-of-year mentor orientation exposes you to guidelines and resources that may be used in your interactions with junior faculty within and outside of your field.
Your service as a faculty mentor in this program will be recognized as an important component of your overall service to the university in your annual faculty evaluation.
You will have collaboration, feedback and interaction opportunities with a junior faculty member.
You will develop a network of former mentees, as well as an expanded network of colleagues and collaborators.
Benefits to mentees
Multiple studies report positive associations between having a mentor and markers of success such as number of publications, time devoted to research, career satisfaction, and promotion (refs 1, 2, 3, 4).
Working with a mentor can shorten your learning curve by giving you tips, strategies, and information on career activities and management (refs 5, 6).
Mentoring empowers junior faculty as individuals and colleagues (ref 7).
- Levinson, W., Kaufman, K., Clark, B., & Tolle, S. W. (1991). Mentors and role models for women in academic medicine. West J Med, 154, 423-6.
- Palepu, A., Friedman, R. H., Baxnett, R. C., et al. (1998). Junior faculty members' mentoring relationships and their professional development in U.S. medical schools. Acad Med., 73, 318-23.
- Ramanan, R., Phillips, R., Davis, R., et al. (2002). Mentoring in medicine: keys to satisfaction. Am J Med., 112, 336-41.
- Fried, L. P., Francomano, C. A., MacDonald, S. M., et al. (1996). Career development for women in academic medicine. JAMA, 276, 898-905.
- Sands, R.G., Parson, L. A., & Duane, J. (1991). Faculty mentoring faculty in a public university. Journal of Higher Education, 62, 174–193.
- Felder, R. M. (1993). Teaching teachers to teach: The case for mentoring. Chemical Engineering Education, 27(3), 176-177.
- Boice, R. (1992). The New Faculty Member, San Francisco: Jossey Bass.