A recent discussion on campus alerted me to the fact that mentoring has changed. Models with a single assigned mentor (or anti-mentor) are no longer preferred. Instead, everybody should have lots of mentoring relationships in which all partners mutually benefit. The result is “mutual mentoring.” According to the NEA’s summary, mutual mentoring involves:
- mentoring partnerships that include a wide variety of individuals—peers, near peers, tenured faculty, chairs, administrators, librarians, students, and others;
- mentoring approaches that accommodate the partners’ personal, cultural, and professional preferences for contact (e.g., one-on-one, small group, team, and/or online);
- partnerships that focus on specific areas of experience and expertise, rather than generalized, “one-size-fits-all” knowledge;
- a reciprocity of benefits between the person traditionally known as the “protégé” and the person traditionally known as the “mentor;” and
- perhaps most importantly, new and under-represented faculty members who are not seen or treated solely as the recipients of mentoring, but as the primary agents of their own career development.
All of these things sound great! Who will be arranging these relationships for me?
That, apparently, is my responsibility. Here are “some good first steps to create a Mutual Mentoring network of your own”:
- If your department already has a formal mentoring program in place, take advantage of it, but keep in mind that the mentor chosen for you, or by you, as part of this program should not be your only source of professional support.
- Ask some key colleagues whom they think you should approach about your specific subjects of interest. Keep in mind that there are many different ways that you can “click” with a mentoring partner. Who teaches classes similar in size to yours? Who uses a particular classroom technology that you’re interested in adopting? Who seems like the best overall personality match?
- Identify near peers (colleagues who are close to your career level). Near peers can be particularly valuable because their experiences as newcomers are still reasonably fresh. Helpful “global” questions to ask near peers include: What do you wish you would have known when you first arrived? What is the most valuable thing you’ve done in support of your teaching?
- Look for mentoring partners outside the faculty ranks. A talented, tech-savvy student may help you navigate a new class management system, while a librarian specializing in your discipline may be able to recommend hard-to-find resources.
I don’t think that new faculty should shirk the responsibility of forming networks and I also recognize that some of these are relationships that many people already have being recast as mentoring, but there also seems to be a disconnect between people saying “we’ve recognized that the best way to be successful here is to meet a lot of people inside and outside of the institution who can help you in different areas” and following that up with, “good luck finding them!” In an ideal world, experienced faculty would reach out to new faculty (who are busy enough juggling teaching, service, and research), not the other way around. I guess that all junior faculty are in charge of changing the culture now.
“Like” Memoirs of a SLACer on Facebook to receive updates and links about people who are not white via your news feed.