We gathered some resources here to assist faculty, and administrators in their own departments with mentoring inititatives.
Working in groups at the Symposium
All Faculty at the University benefit from mentoring. At the University of Vermont we have a "Comprehensive Faculty Mentoring Program" to support faculty at all levels in their career. Please see our list of resources below for more information.
Books on Faculty Mentoring
Books for Mentoring Women and Faculty of Color
Atay, A., & Trebing, D. (Eds.). (2023). Mentoring in intercultural and international contexts. UVM library link
Cobb-Roberts, D., & Esnard, T. (Eds.). (2020). Mentoring as critically engaged praxis : storying the lives and contributions of Black women administrators. Information Age Publishing, Inc. UVM library link
Mosley, P., & Hargrove, S. K. (Eds.). (2015). Navigating Academia a guide for women and minority STEM faculty. Academic Press is an imprint of Elsevier. UVM library link to e-book
Mack, D. (Ed.). (2013). Mentoring faculty of color : essays on professional development and advancement in colleges and universities. McFarland & Company, Inc. Publishers. UVM library link
Turner Kelly, B., & Fries - Britt, S., (2022). Building mentorship networks to support black women: A guide to succeeding in the academy (First edition). Routledge.
Yun, J. H., Baldi, B., & Sorcinelli, M. D. (2016). Mutual Mentoring for Early-Career and Underrepresented Faculty: Model, Research, and Practice. Innovative Higher Education, 41(5), 441–451. UVM library link
General books on Faculty Mentoring
Irby, B. (2020). The Wiley international handbook of mentoring : paradigms, practices, programs, and possibilities (B. J. Irby, Ed.; 1st edition). Wiley Blackwell. UVM Library link
Lunsford, L. G. (2021). The Mentor’s Guide: Five Steps to Build a Successful Mentor Program (Second edition). Taylor and Francis. UVM library link
Phillips, S. L. (2015). Faculty mentoring : a practical manual for mentors, mentees, administrators, and faculty developers (First edition.). Stylus.UVM Library link
Rainville, K. N., Title, D., & Desrochers, C. (2023). Faculty Peer Coaching in Higher Education: Partnerships to Support Improved Instructional Practices (1st ed.). Information Age Publishing, Inc. UVM Library link
Strawser, M. G. (Ed.). (2019). Leading millennial faculty : navigating the new professoriate. Lexington Books. UVM library link
Articles on Faculty Mentoring
Articles on Mentoring Underrepresented Faculty
Johnson, C. (2020). Transforming Academia: The Importance Of Mentoring In Supporting And Sustaining First-Generation And Lower-Income Faculty Entering Professorships In Higher Education. Journal of Performing Arts Leadership in Higher Education, 11, 26–34. UVM library link
Keonya Booker. (2023). Mentoring New Faculty in Post-Pandemic Academia: Applications and Strategies for Mentors, Administrators, and Faculty Developers. Insight (Parkville, Mo.), 18, 16–25. UVM Library Link
Williams, N., Ravenell, J., Duncan, A. F., Butler, M., Jean-Louis, G., & Kalet, A. (2020). Peer Mentor Development Program: Lessons Learned in Mentoring Racial/Ethnic Minority Faculty. Ethnicity & Disease, 30(2), 321–330. UVM library link
Wyatt, G. E., & Belcher, H. M. E. (2019). Establishing the Foundation: Culturally Congruent Mentoring for Research Scholars and Faculty From Underrepresented Populations. American Journal of Orthopsychiatry, 89(3), 313–316. UVM library link
Zambrana, R. E., Ray, R., Espino, M. M., Castro, C., Cohen, B. D., & Eliason, J. (2015). “Don’t Leave Us Behind”: The Importance of Mentoring for Underrepresented Minority Faculty. American Educational Research Journal, 52(1), 40–72. UVM Library Link
Faculty well-being and mentoring
Badgett, R. G., & Ofei-Dodoo, S. (2019). Expanding Our Knowledge of Faculty Well-Being. Academic Medicine, 94(4), 456–456. UVM library link
Keonya Booker. (2023). Mentoring New Faculty in Post-Pandemic Academia: Applications and Strategies for Mentors, Administrators, and Faculty Developers. Insight (Parkville, Mo.), 18, 16–25. UVM library link
Seipel, M. T., & Larson, L. M. (2018). Supporting Non-Tenure-Track Faculty Well-Being. Journal of Career Assessment, 26(1), 154–171. UVM library link
Stockmann, C., Ford, N., & Peterson, K. (2024). Nursing Faculty Well-Being: A Qualitative Study. International Journal for Human Caring, 28(1), 3–11. UVM library link
Stuckey, S. M., Collins, B. T., Patrick, S., Grove, K. S., & Ward, E. (2019). Thriving vs surviving: benefits of formal mentoring program on faculty well-being. International Journal of Mentoring and Coaching in Education, 8(4), 378–396. UVM library link
Tips for Mentors and Mentees
Tips for Mentees
Thank you for using these resources to enhance your experiences as a faculty mentee. We encourage mentees to be proactive in their mentoring process. We encourage you to work with your mentor to set goals for the academic year and every semester. This also means that your mentor will work with you to delegate some of the work to other colleagues with more expertise in an area you would like to work on. They will also encourage you to utilize the group mentoring opportunities provided through UVM’s Comprehensive Faculty Mentoring Program. Your mentor can be a guide and a sounding board for your ideas, professional aspirations, and personal goals related to your health and well-being at the University of Vermont
For the first meeting:
Send your CV to your mentor ahead of the first meeting.
We also encourage you to attach a brief description of your Research and Scholarship agenda and initial professional and personal goals for mentoring ahead of your first formal meeting.
Think carefully about how you want to introduce yourself to your mentor and how to share information about yourself that is important for them to know to support you effectively.
Take time to review your mentor’s website or faculty profile. Learn about their areas of research and expertise and how they intersect with your own.
Review your schedule to see what slots are open for monthly meetings with your mentor.
Ask your mentor to help you build your professional network more broadly on campus and within your discipline. Do not hesitate to ask about campus resources and for recommendations in areas that your mentor might not be interested in exploring with you.
Ongoing work and communication with your mentor
Use the type of communication your mentor prefers— text, Teams chat, phone messages, or email.
Be sure you have a clear path and timeline for communication. During your first meeting, you must discuss the means and frequency of communication.
Write down a professional and personal plan with your mentor for the year and for each semester. This plan will be helpful as your mentor prepares to meet with you and as they work on gathering resources and references that can support your career development at UVM.
Set goals that align with your academic work and some social goals, such as learning more about campus life and making community connections, that will enhance your overall quality of life in Vermont.
If miscommunications arise, broach the topics with your mentor. If you need help with how to do so, reach out to your chair or other faculty mentors for support in repairing and strengthening your mentoring relationships.
Remember that you will benefit more from your mentoring experience if you have a good relationship with your mentor
Tips for Mentors
Thank you for using these resources to enhance your experience as a faculty mentor. Now, let’s get you ready to work with your mentee.
First meeting:
Review the mentee’s CV (Also, share your CV with the mentee before the first meeting if you want them to learn more about your professional experiences.)
Set up monthly meetings. (Try to meet at least twice a semester)
Ask the mentee to discuss some goals for the mentoring process with you.
Goals can be professional or personal, focused on social well-being and networking.
Share information about your communication style, approaches to mentoring, and any other personal or professional information that mentees could benefit from knowing to benefit from your approach to faculty mentoring.
Decide on a communication strategy and expectations for working together.
Discuss other people and resources the mentee is interested in meeting and connecting with at the university. Your institutional knowledge and connections can help facilitate this process.
Discuss mentoring resources on campus, such as UVM’s Comprehensive Faculty Mentoring Program.
On-going support for your mentee:
Check-in on your mentee during the semester using the agreed-upon communication timeline and channels.
Suggest ways your mentee can be involved in the department, unit, and campus opportunities for professional development.
Update the goals and plans you made at the initial meeting each time you have a meeting.
Tips References
Guide to Best Practices in Faculty Mentoring: A roadmap for departments, schools, mentors and mentees – Columbia University
Tenure Track Faculty Mentoring Resource Guide – University of Colorado, Boulder
Guide to Faculty Mentoring in Arts and Sciences – Harvard University
Guide to Faculty Mentoring – University of Pittsburgh
Tips for Successful Mentoring - Amherst College
Faculty Professional Development at UVM
Center for Teaching and Learning