Each Fellow has a faculty mentor in his or her department, typically the faculty member who supervised the interview and hiring process for the department (building upon this initial familiarity and relationship). Mentors must be tenure-track (preferably, but not necessarily already tenured) members of the teaching faculty. The main purpose of mentoring is to aid in the Fellow’s self-defined professional development. Because good mentoring is time-consuming, we encourage structures that facilitate mentoring while also benefiting or in some manner compensating the mentor. For example, co-teaching with a Fellow can ease the mentor’s teaching load while simultaneously providing ample opportunity to observe the Fellow’s teaching, discuss pedagogy, assess strengths and weaknesses, etc.
+ Lawrence’s Current Tenure-Track Mentoring Program
Lawrence’s current mentoring program for tenure-track faculty deliberately pairs new faculty members with faculty in another department. This choice was made for several reasons: a) it is assumed that mentoring within the department occurs anyway, b) by going outside the department new faculty members form contacts with people they might not otherwise interact with, and c) new faculty feel reassured that there is sufficient separation between mentoring (aimed at development) and evaluation.
Lawrence’s current mentoring system for tenure-track faculty has one formal element, mentoring dinners (attended by newer faculty, their mentors, and the Dean and Associate Dean of Faculty) that typically consist of one or two established faculty members speaking to a predetermined issue (e.g., how to balance scholarship and teaching) followed by a group discussion. Faculty currently view the dinners as being useful. Fellows and their mentors participate in these sessions.
+ Fellows Mentoring Program
In contrast to the existing mentoring program for tenure-track faculty, we have chosen for Fellows to have mentors within the department because: a) the Fellows program encourages overlap of interests between Fellows and department faculty that would not be “affordable” with tenure-track hires, creating more natural pairings of Fellows with faculty (with whom they may collaborate on teaching and research); b) Fellows are not tenurable, so that any concern about whether a department member is more of an “evaluator” than a mentor is mitigated, and c) because Fellows will soon be on the job market, they are likely to benefit the most from the advice of someone in their field.
+ Fellows Retreat at Bjorklunden
The Fellows and (if possible) faculty mentors attend the new faculty retreat weekend at Bjorklunden in the Fall. This retreat is integrated with activities involving new tenure-track faculty. The purpose of this weekend is to share and discuss Fellows’ self-assessments and goals, with the ultimate aim of defining both individualized plans and common programming (e.g., peer discussion) throughout the academic year to reach those goals. Consistent with the general approach of the development program, Fellows are encouraged to shape the program in a way that best suits their needs. Mentors provide encouragement, ideas, and advice based on their knowledge of the faculty role and the resources of the institution, but in a manner that is collaborative and supportive rather than prescriptive or condescending.
The weekend also serves as a bonding experience for new faculty. The Bjorklunden property is located in Door County, Wisconsin, an area noted for its natural beauty. The Bjorklunden lodge is located on the Lake Michigan shoreline. The setting is serene and private, perfect for a retreat. Bjorklunden weekends begin Friday night and end Sunday after lunch. In addition to the serious business of planning, there is time for relaxation, hiking, and informal conversation.
+ Discussions of Self-Assessments and Goals
Fellows complete a set of self-assessment and goal-setting documents upon joining the Lawrence community. Fellows provide their mentors with updated self-assessments (including progress toward goals) in subsequent terms. These documents should also be the basis for meetings between mentors and Fellows that focus on the Fellow’s development as teacher and scholar.
+ Classroom Observation
Fellows are encouraged to invite mentors to observe the Fellow in the classroom. Mentors are expected to discuss the observed session with the Fellow. We also encourage mentors to invite Fellows to observe their classes and subsequently to discuss these experiences together. Mentors may also help to arrange for Fellows to observe other faculty members’ classes, based on the Fellow’s particular interests or needs. For example, a Fellow who wishes to learn more about leading class discussion might be directed toward a faculty member noted for doing this well.
+ Program Evaluation
Program evaluation is an important feature of the Fellows program and the method by which it will improve. Both Fellows and mentors are asked to cooperate in program evaluation by submitting copies of materials (self-assessments, classroom observation forms, etc.), as requested, to the Committee. They are also asked to evaluate the success of the program in annual reports submitted as part of the University's program of annual reports from all faculty.
