EJI Resources

Effective faculty mentoring for underrepresented minority faculty involves providing social capital, valuing their research areas, and understanding their struggles at predominantly white institutions.

The paper provides guidance on making e-learning accessible for students with disabilities in higher education.

The author provides research-based and practical advice on how to foster the career development of new and junior faculty. She first reviews who the new and junior faculty are and highlights research findings on the work and career experiences of these faculty members. She then describes model programs and successful strategies to support the newest members of the professoriat, including exemplary programs for orientation, mentoring, research, and teaching development.

In the humanist tradition of such well-known practitioners in adult education as Malcolm Knowles, Daloz affirms the act of teaching as more an art than a science. Through the use of literary analogies and vignettes from student interviews, he builds a strong case for mentoring, saying that "it is the partnership of teacher and student that finally determines the value of education." Describing the mentor's task as supporting, challenging, and providing vision for the adult learner, Daloz shows how complex this task can be, taking into account the individual personalities of mentorand student and the pressures of the environment.

Adult learners in higher education face emotional challenges in their collegiate pursuits.

Equity pedagogy is an essential component of multicultural education.

Academics have varied experiences of the relationship between teaching and research, beyond just quantitative measures.

Mentoring can take many forms. In some cases, a senior member of the organization is assigned to "show the ropes" to a new employee or junior faculty member; in other settings, it can be a senior faculty member that a younger, junior faculty member is comfortable with when needing advice on decisions or problems they are faced with; or it can take the form of a conversation (or series of conversations) that took place early in an individual's career. In each instance, the mentor provides advice, direction, and serves as a role model for the younger individual. These relationships can be ongoing, irregular, or of very short duration; however, these interactions have a profound impact on the future direction and decisions of the younger individual. Many times these interactions provide a roadmap for the success or failure of the younger individual.

This paper discusses what mentoring involves from the perspective of faculty mentors.

The paper examines faculty mentoring faculty in a public university.

The paper provides 14 recommendations to create a more inclusive environment for LGBTQ+ individuals in academic biology.

Although advertisements for jobs in academe increasingly suggest that mentoring students is a job requirement, and although academic institutions are increasingly prone to consider a faculty member's performance as a mentor at promotion and tenure junctures, there is currently no common approach to conceptualizing or evaluating mentor competence. This article proposes the triangular model of mentor competence as a preliminary framework for conceptualizing specific components of faculty competence in the mentor role. The triangular model includes mentor character virtues and intellectual/emotional abilities, as well as knowledge and skills (competencies) that are seen as expressions of training and experience. The article concludes with discussion of the implications of this model for faculty hiring, training, and evaluation.

The book gives voice to the experiences of women of color navigating the challenges and dilemmas they face in academia.

The Faculty of Arts and Sciences (FAS) is committed to making Harvard the ideal place for tenure-track faculty to develop their careers. While we cannot guarantee tenure to every incoming faculty member, we can create a stimulating and supportive environment that enables our faculty to do their most innovative and exciting research and teaching.

Students with autism spectrum disorder face challenges in higher education, but also report benefits, and require support in navigating the transition.

Implementing inclusive education principles in higher education is challenging but necessary as more students with disabilities complete early schooling.

Mentoring is the process of forming, cultivating and maintaining relationship that supports and advances the mentees in their pursuits [1-2]. As physicists, we mentor undergraduate and graduate students in diverse settings, e.g., when we teach them in various courses, when we advise students in their research or when we advise them about academic and non-academic issues. For example, we give advice on what courses to take, whom to do research with, how to live a balanced life and manage academic and nonacademic responsibilities, how to apply for financial supports, scholarships and jobs.

The paper discusses principles, training, and research on constructive conflict resolution skills.

Faculty and staff with disabilities in academia experience significant discrimination, social exclusion, and negative impacts on their health and careers.

The feminist working-class academic is an exemplary queer subject whose presence questions the norms of the academy.

Despite the recognized importance of mentoring, little is known about specific mentoring behaviors that result in positive outcomes.

The paper explores how institution-wide practices can improve the quality of higher education teaching and learning.

“Mentor” is a term widely used in academic medicine but for which there is no consensus on an operational definition. Further, criteria are rarely reported for evaluating the effectiveness of mentoring. This article presents the work of an Ad Hoc Faculty Mentoring Committee whose tasks were to define “mentorship,” specify concrete characteristics and responsibilities of mentors that are measurable, and develop new tools to evaluate the effectiveness of the mentoring relationship. The committee developed two tools: the Mentorship Profile Questionnaire, which describes the characteristics and outcome measures of the mentoring relationship from the perspective of the mentee, and the Mentorship Effectiveness Scale, a 12-item six-point agree–disagree-format Likert-type rating scale, which evaluates 12 behavioral characteristics of the mentor. These instruments are explained and copies are provided. Psychometric issues, including the importance of content-related validity evidence, response bias due to acquiescence and halo effects, and limitations on collecting reliability evidence, are examined in the context of the mentor–mentee relationship. Directions for future research are suggested.

Effective faculty mentors have published research, understand research design, and provide support to help mentees navigate the research landscape.

Schools of graduate education in the United States continue to be challenged to attract and retain students of color. We argue that effective mentoring within a department can improve multicultural students’ graduate school experience and better position them for success in their postdoctoral careers. To be an effective mentor, a faculty member must cultivate understanding of the experience of students from various cultural backgrounds. This task is especially challenging for White faculty members because of societal dynamics involving race and ethnicity. We propose actions to help faculty members enhance their multicultural competence in mentoring.