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FYC Faculty Mentorship Program

Purpose:

The Faculty Mentorship Program is intended to be a useful way of helping new First Year Course instructors acclimate to their new role. The program’s success will depend on the new instructors, their mentors, and First Year Courses all taking an active role in the acclimation process.

The mentoring program will allow new instructors to be partnered with existing instructors to assist with completing:

  • Syllabi and class schedules.
  • Activities that will promote critical thinking and active learning.
  • Develop relationships that will foster student retention.

Mentors can provide guidance, knowledge, resources, and best practices needed to be successful in the classroom.

Goals:

  • Mentors and mentees must effectively communicate on a regular basis. Effective communication on a regular basis implies at least 3 (beginning, midterm and end) face to face meetings each semester.
  • 75 percent of participants are expected to attend a Faculty Mentorship PD Workshop provided by FYC.

Objectives:

  • Assist new instructors with knowledge, skills, and best practices needed to be successful in the classroom.
  • Contribute to new FYC instructor morale, motivation, and sense of community.
  • Facilitate the sharing of knowledge and resources.
  • Provide guidance and support by creating an atmosphere of open communication and trust.

Responsibility of First Year Courses:

  • Assign a mentor.
  • Ensure mentors have current information and expectations.
  • Provide source documents to aid in goal-setting.
  • Provide networking opportunities throughout the semester for teambuilding, collaboration, and support.

Responsibility of the Mentor:

  • Schedule initial meeting for introductions and immediate questions.
  • Determine a schedule for additional meetings.
  • Provide supportive guidance and constructive feedback.
  • Networking – Introduction to other colleagues or other dignitaries on campus.
  • Be accessible to mentee.

Responsibility of the Mentee:

  • Inform mentor of any problems or concerns that may arise.
  • Identifies areas of weakness to gain knowledge and support from mentor.
  • Conscientious of time and prompt/prepared for scheduled meetings with mentor.

Changing Mentors:

In cases of changing commitments, incompatibility, or where the relationship is not mutually fulfilling, either the mentor or mentee should seek confidential advice from First Year Courses. It is important to realize that changes can and should be made without prejudice or fault.

This program’s success will depend on new instructors, their mentors and First Year Courses all taking an active role in the acclimation process.

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