EJI Resources

Suggests communication department chairs question the usefulness of mentoring for new faculty members. Examines the mentor's functions and indicates special concerns that may affect mentoring in academia. Argues that a formal mentoring process benefits the new hiree. Provides concrete guidance that a mentor can offer in the areas of scholarship, teaching, and service.

Experiences, feedback, support from colleagues, and professional learning can strengthen the teaching self-efficacy of early career academics.

Students with disabilities in higher education face physical and attitudinal barriers, but their enrollment is increasing due to legislation and support.

The book provides guidance for first-time academic authors on revising a dissertation for publication as a book.

Deficit thinking models that frame student difficulties as inadequacies perpetuate stereotypes and ignore structural issues, suggesting the need for higher education institutions to be more responsive to student diversity.

Mentoring is often identified as a crucial step in achieving career success. However, not all medical trainees or educators recognize the value of a mentoring relationship. Since medical educators rarely receive training on the mentoring process, they are often ill equipped to face challenges when taking on major mentoring responsibilities. This article is based on half-day workshops presented at the 11th Ottawa International Conference on Medical Education in Barcelona on 5 July 2004 and the annual meeting of the Association of American Medical Colleges in Boston on 10 November 2004 as well as a review of literature. Thirteen medical faculty participated in the former and 30 in the latter. Most participants held leadership positions at their institutions and mentored trainees as well as supervised mentoring programs. The workshops reviewed skills of mentoring and strategies for designing effective mentoring programs. Participants engaged in brainstorming and interactive discussions to: (a) review different types of mentoring programs; (b) discuss measures of success and failure of mentoring relationships and programs; and (c) examine the influence of gender and cultural differences on mentoring. Participants were also asked to develop an implementation plan for a mentoring program for medical students and faculty. They had to identify student and faculty mentoring needs, and describe methods to recruit mentors as well as institutional reward systems to encourage and support mentoring.

The interests of departments, schools, the campus, and faculty are best served when the people we hire are constructively mentored and reviewed. Constructive mentoring and reviewing of tenure-track faculty works to help faculty meet high standards of rigor, depth and innovation in scholarship, and to realize their full potential as scholars, teachers, and members of the academic community. When we grant a faculty member tenure, we acknowledge the high contributions that person is making to our scholarly and learning community; we also acknowledge the institution's wise choice in hiring and enabling mentoring of the new faculty member. Given all that is at stake, both personally for the candidate and institutionally, in hiring and tenure, the mentoring and reviewing of tenure-track faculty is some of the most important work we do.

Mentoring resources for mentees, mentors, and department leadership.

Mentoring is a critical component of career advancement for all health science faculty. It has been defined as a multifaceted collaboration between a junior and senior professional with the primary goal being the nurturing of the junior professional’s development. UCSF has embarked on an ambitious plan to improve mentoring for all faculty.

In this article, we describe the attributes of the "ideal" mentor and the roles mentors commonly play in a protégé's career. We then discuss a framework for optimizing one's chance of fostering mentoring relationships. We conclude by discussing the evolution of and transitions in mentoring relationships, as well as how one might transition from protégé to mentor.

Students with disabilities in higher education report that Universal Design for Learning and Instruction principles are useful for improving their learning.

Research finds many benefits for faculty who receive mentoring, and this handbook is intended to support faculty mentoring by drawing from the research on the topic. After outlining the various types of faculty mentoring and the advantages and disadvantages of each, best practices are offered for mentees, mentors, and heads and deans. Diversity issues in mentoring are also highlighted.

Effective mentoring by faculty is critical to the success of postdocs and to the career development of the faculty. Mentoring entails an institutional commitment by the University of Notre Dame towards a meaningful postdoctoral training experience, towards a high quality of training which entails mentoring opportunities and sufficient extent of experiences to allow for preparation and exposure to a variety of career choices. Below are tips and information to assist faculty with mentoring postdocs

The Dietrich School of Arts and Sciences strongly recommends that each new and new to role tenure-stream and appointment stream faculty member be provided with appropriate mentoring. If the Dietrich School’s ambition for excellence is to be sustained, outstanding faculty must not only be hired, but supported as they develop their careers as teachers, scholars, and researchers. Mentoring is essential to achieving long-term diversity by ensuring that faculty from groups underrepresented in a department are integrated into networks of information and receive collegial and informed career guidance.

This toolkit was developed by the members of the Department of Family Medicine and Community Health Diversity, Equity and Inclusion Committee. We recognize that to appreciate and attract greater diversity in our department, we must embrace and support the members we have amongst us first. This toolkit was developed to support mentorship relationships across our department including faculty mentorships (tenure, clinical health science (CHS) and clinician teacher (CT) tracks); faculty and clinical learner mentorships; and staff mentorships (clinical, educational, research and administrative). As this was broadly conceived, we welcome its application to other audiences.

Academics with visible disabilities face additional unpaid labor and barriers to equality in academia.

Faculty Mentoring Hub

Mentoring is often linked with the philosophy of higher education, particularly at the graduate school level. Yet, how many of us know the difference between mentoring and advising? Sometimes an individual will agree to being a mentor without knowing what he or she is supposed to do. The purpose of this text is to guide you through the necessary steps to create effective mentoring relationships.

Faculty mentorship can be one solution to addressing the participation and persistence gaps between underrepresented groups (URGs) and overrepresented group members in science, technology, engineering, and math (STEM). However, little is known about the mechanisms underlying effective STEM faculty mentorship. The present study (a) investigates if faculty mentorship impacts STEM identity, attitudes, belonging, and self-efficacy; (b) compares students' perceptions of women versus men faculty mentorship support functions; and (c) uncovers the mentorship support mechanisms underlying impactful faculty mentorship.

Faculty value teaching over research, but the reward structure in academia favors research and publication.

The book explores how women in academia perceive and describe their experiences as writers, including their writing strategies, establishing authority, and addressing audiences.

The paper explores the issues, tensions, and experiences of working-class women navigating academia.

This book provides a 12-week guide to successfully writing and publishing a journal article in academia.

LGBTQ+ affairs professionals in academia develop strategies to resist marginalization and center LGBTQ+ identities.