Faculty Mentor Program Orientations

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Detailed Evaluation Results for Faculty Mentor Program Orientations

44 of the 59 faculty that attended completed evaluations (36 women, 23 men).

In its fourth year, the Faculty Mentor Program (FMP) is sponsored by the Colleges of Arts & Sciences, Engineering & Computing, and Public Health & Social Work, in partnership with the Division of Research.

Currently, the Faculty Mentor Program has paired interested Assistant Professor mentees with Associate or Full Professor mentors in CAS, CEC, PHSW, COM and COL. Mentees were paired with mentors from different departments to complement current within-department mentoring relationships. Pairs were matched based on shared research interests or disciplinary demands to the extent possible given the pool of volunteers.

Each mentee should arrange a meeting with their mentor at least twice a semester. Meetings can be one-on-one or at one of the FMP events.

Results from the combined workshop evaluations showed that the faculty agreed the session was able to help them understand the roles and responsibilities of being a mentor or mentee. The session also introduce pairs and they were able to set goals together.

Faculty responded that they learned "that every relationship is different. Collaborations can come from unlikely places," "to be honest in the mentor relationship" and that "the mentor-mentee relationship can be about work-life balance, as well as how to get tenure and deals with a research-teaching-service balance." Suggestions for the workshop included having a "a concrete mentorship issue to discuss" and giving "more time to chat with mentor/mentee."

Questions & Responses

The Mentor Orientation to learn about the program, introduce pairs and set goals lived up to my expectations.
N=43 Mean=4.70 SD=0.71 Range= 1 (strongly disagree)- 5 (strongly agree)

The session allowed me to get or give useful suggestions towards making goal progress.
N=44 Mean=4.77 SD=0.71 Range= 1 (strongly disagree)- 5 (strongly agree)

I am glad I took the time to participate in the session.
N=44 Mean=4.80 SD=0.59 Range= 1 (strongly disagree)- 5 (strongly agree)

Questions & Answers:

Please give an example of at least one thing you learned and will definitely take from the Mentor Orientation to use this academic year.

  • Every relationship is different. Collaborations can come from unlikely places.
    - Many of us also get informal mentoring from peers.
    - Learn to be honest in relationship.
    - What is expected from mentors.
    - A great discussion about the tenure problem. The opportunity to speak about tenure and promotion without tension or anxiety! Many thanks.
    - Learn from tenured faculty to achieve goals.
    - Mentees do not know some basic rules of grant writing.
    - On how to be proactive as a mentee.
    - Mentor learns something from the process too.
    - It's complicated.
    - It's ok to talk about things outside the university/work experience.
    - More time with mentors.
    - My mentor could not attend today. But I met another mentee. I understand that how different your research areas are, there is always common ground for work.
    - Potential collaborations. Be honest about vulnerabilities/concerns/weaknesses.
    - I was unaware of the program itself, until now.
    - I learned of the opportunities available to new faculty related to upcoming mentorship meetings.
    - I learned that the mentor-mentee relationship can be about work-life balance, as well as how to get tenure and deals with a research-teaching-service balance.
    - There are different ways departments within FIU work, and there is always something to learn by interacting with faculty members in other departments.
    - Consider taking extra year after stepping down as chair to write papers, prepare sites.
    - Be open and express.
    - Get a mentor for myself to help me write a publication.
    - Importance of mentorship, especially early on in career.
    - Grant process/ new mechanism, R15, perhaps I will pursue.
    - Have a folder with sections for research, teaching, and service with examples of things.
    - I wouldn't have thought of, such as reviewing manuscripts.
    - Defining the relationship - great advice.
    - Further information on publishing and online learning.
    - Nicely organized!
    - Learned about exciting work my colleagues are doing including areas of overlap with my own research.
    - There is someone to give guidance.
    - Navigating the system for submitting tenure files.
    - I learned more about my mentor and ways I can be helpful.
    - To be able to say no.
    - Couldn't do because my mentee didn't come.

Is there anything that could have been improved about this session?

  • Discuss a concrete mentorship issue.
    - Having not done this before, I don't know!
    - A bit more detail on mentor/mentee roles would have helped us to set out expectations at the start.
    - More "freshmen" faculty need to be involved in this and could learn from this experience.
    - Wine.
    - It was great welcoming and organized. Thank you!
    - No.
    - Nothing comes to mind.
    - This could be done online, as my mentor was not here.
    - It was very helpful.
    - N/A
    - No, it was great.
    - More time to chat with mentor.
    - My mentor did not attend.