EJI Resources

Effective faculty mentors provide guidance, support, and resources to help new faculty navigate the tenure process.

This paper reviews mentoring definitions, mentor and protégée characteristics, and the process and outcomes of the mentoring process. In addition, the faculty provides some personal reflections about their mentoring process. Reflections of this nature may inspire us to consider further the adoption and investigation of formal and informal overt mentoring programs in our institutions in order to promote mentoring relationships that can foster personal and professional achievement and satisfaction.

Faculty in a twenty-first century school of dentistry face a variety of daily challenges. Balancing teaching, research, and scholarship can be an overwhelming task for junior faculty and is influenced by the environment and the interactions we have with colleagues. Effective mentorship can play a critical role in professional growth and development as well as academic success. Excellent mentors provide a distinct vision and can guide their protégés to achieve the goals associated with these visions. Current literature supports the definitive characteristics that potential protégés and effective mentors exhibit and delineates how mentoring can enhance productivity, efficiency, and motivation. There is also evidence that formal mentoring programs have an overall positive impact on junior faculty and may assist in retention of dental school faculty. Successful mentors take protégés under their wings for guidance, inspiration, and encouragement and in the process create motivated, productive, and successful teachers and researchers, thus leaving a legacy. The purpose of this paper is to review the literature regarding the importance and benefits of excellent mentorship.

For most colleges, the orientation for new faculty members is arranged by the department chair and may consist of a few informal meetings and the distribution of a handbook and other supplementary material. In contrast, approximately one in four colleges have formalized and uniform faculty mentorship programs across all departments.

LGBTQ+ individuals in academia often face discrimination, which can negatively impact their performance and mental health.

Appropriate mentoring helps African American women navigate the promotion and tenure process at predominantly white academic institutions.

This handbook is intended to describe the mentoring programs for NYULMC faculty, outlines the responsibilities and roles of departments, departmental Mentoring Champions, mentors, and mentees, and provides suggestions and guidance for mentoring. Accordingly, the focus will be on topics pertinent to directing and encouraging the professional development and academic success of junior faculty following various career paths.

This book is the definitive guide for faculty in higher education who wish to mentorboth students and junior faculty. It features strategies, guidelines, best practices, and recommendations for professors who wish to excel in this area. Written in a pithy style, this no-nonsense guide offers straightforward advice about managing problem mentor ships and measuring mentor ship outcomes. Practical cases studies, vignettes, and step-by-step guidelines illuminate the process of mentoring throughout.

Strategic empathy can be a valuable pedagogical tool for navigating the emotional complexities of teaching anti-racism in higher education.

The book Presumed Incompetent exposes the challenges faced by academic women of color in navigating the often hostile terrain of higher education.

The book provides a framework for preventive stress management in organizations to promote healthy workplaces and avoid burnout.

The authors of the latest edition of The Elements of Mentoring have categorized sixty-five elements into six sections dealing with subjects such as mentor skills, traits, relationship matters, self-knowledge of mentors, mentorship restoration, and matters of closure. According to Johnson and Ridley (2008), the elements of mentoring are like tools in a toolbox. Adult educators will find them helpful in creating and maintaining outstanding mentorships with both colleagues and students. The first section describes positive qualities that exceptional mentors need to use while mentoring protégés. For example, the authors state that "Mentors should expect more of their protégés than their protégés typically expect of themselves" (p. 9). Furthermore, it also states that "Good mentors teach protégés strategies for managing conflict, and coach them on setting short and long-term goals" (p. 16). Section one also includes a comprehensive list of the characteristics essential to being an excellent mentor. A description of positive personality traits and interpersonal style are presented in the second section of the book. The authors also recommend a number of behaviors that are good to acquire as an active or prospective mentor. These behaviors include exuding emotional warmth, respecting privacy, and demonstrating trustworthiness to name a few.

The LGBTQ Scholars of Color National Network was created to connect and advance LGBTQ people of color in academia and address systemic inequities they face.

Race shapes professors' perceptions, experiences, and emotional labor in the undergraduate classroom, with black professors facing more complex challenges.

Quality in higher education should be understood as a virtue of professional practice to enhance academics' professionalism and students' learning capability.

The book examines how refugee background students navigate the complex spaces of transitioning into higher education.

The paper examines the relationship between research productivity and teaching effectiveness in academia, noting arguments for both complementarity and conflict between the two.

Quality in research does not automatically produce quality in teaching, and industrial quality assurance models are inappropriate for universities.

Research quality, but not productivity, is positively related to teaching quality in academia.

The paper critically examines research on the relationship between teaching and research roles of academics in higher education.

Effective faculty mentors possess characteristic attitudes, personal qualities, knowledge, skills, and behaviors.

The Second Edition of the award-winning The SAGE Handbook of Conflict Communication emphasizes constructive conflict management from a communication perspective which places primacy in the message as the focus of conflict research and practice.

The SAGE Handbook of Conflict Resolution provides a comprehensive overview of the field of conflict resolution.

This book aims to center social class as an important facet of identity that has lasting impacts on individuals from poor and working-class backgrounds in higher education.

The experiences of working-class academics navigating the class divide in academia, including feelings of estrangement and impostor syndrome.