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List of suggested mentor/mentee meeting topics.

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Lunches and cookies. Food and the smell of fresh-baked cookies draw faculty to the CTL and promote interactions around tables.

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Currently our mentoring is all very siloed at the department and college level, and there’s only recently been an effort to get a sense of what models work best and what’s transferable. Our office is very much looking to pushing a group mentoring model, or mentoring committee.

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Reduce the curve

Of learning for the new teachers

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There’s already a long term program to support new faculty at my institution—it’s just not centered around mentoring. Reworking to include this central component might make it more attractive to new faculty (who don’t tend to participate in large numbers)

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We have staff in student affairs who really want to help students and faculty (and new faculty don't necessarily know about what they do and how they can help)

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We have staff in student affairs who really want to help students and faculty (and new faculty don't necessarily know about what they do and how they can help)

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Teaching Center is directly linked in the virtual campus for all faculty (and students) with resources, programs, and connections to other offices at fingertips.

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Teaching Center is directly linked in the virtual campus for all faculty (and students) with resources, programs, and connections to other offices at fingertips.

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We have an established onboard program for new faculty, but the mentoring piece needs to be more robust.

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We have a large data culture with direct insight into classroom performance for faculty.

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We have a large data culture with direct insight into classroom performance for faculty.

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Interdisciplinary mentoring program - focused on matching mentees and mentors intentionally based on personal and professional needs. Matching outside of their departments allows for more freedom and openness in raising challenging issues mentees might face

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Interdisciplinary mentoring program - focused on matching mentees and mentors intentionally based on personal and professional needs. Matching outside of their departments allows for more freedom and openness in raising challenging issues mentees might face

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New Faculty Orientation, small faculty--know everyone and what they could contribute, many willing to help their colleagues

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New Faculty Orientation, small faculty--know everyone and what they could contribute, many willing to help their colleagues

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How to partner mentors and mentees? Does a new faculty member need a short-term practical-needs-focused mentor and a longer-term mentor for big picture issues?

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New faculty don’t know what they don’t know, and can’t tell if their needs are being met if they don’t have a sense of what they should be getting.

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The food, water, shelter needs of being new faculty member.

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The food, water, shelter needs of being new faculty member.

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A roadmap to success; career advocates; role models

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Expectations of and process for engaging as a faculty member beyond the classroom. (e.g.: in department, service, committee).

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Expectations of and process for engaging as a faculty member beyond the classroom. (e.g.: in department, service, committee).

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Familiarization with the institution, often too busy and overwhelmed to think about having a mentoring relationship,time is a barrier

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Familiarization with the institution, often too busy and overwhelmed to think about having a mentoring relationship,time is a barrier

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Mentees and mentors need help identifying one another

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Understanding what they need to do to get tenure

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Understanding what they need to do to get tenure

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Mentors need support and recognition for the work that they do

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Mentors need support and recognition for the work that they do

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Speaking and asking freely about challenging interpersonal situations or political issues arising at the department level

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Speaking and asking freely about challenging interpersonal situations or political issues arising at the department level

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On going relationship, two way interaction ,

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On going relationship, two way interaction ,

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Help navigate hidden curriculum, what is not taught to grad students

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Raport, share experiences, confidence

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Active listening

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Not unidirectional, no imbalance of power

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Two way interaction, ongoing relationship

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Two way interaction, ongoing relationship

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Listening and support and considering intersectionality and difference

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Connects mentee’s conceptual framework to that of institution

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Connects mentee’s conceptual framework to that of institution

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The mentor should understand where mentee is coming from and attend to their goals, but also socialize to institutional goals and context

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Guide the mentee needs

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Approachable, open to new/outside ideas, collaborative

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Support, understanding, critical feedback, shared power relationship,

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Listening and answering questions. Guidance when needed?

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When a mentor can convey genuine care and empathy.

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When a mentor can convey genuine care and empathy.

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Supportive, wise, understanding

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It is important that folks be able to develop a relationship organically so that there is a strong foundation when challenges arise.

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Do not creating a “mini me”

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Allows for transformation that unfolds over time

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Collaborative, honest, transparent, safe

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Shared wisdom

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Non-judgmental, constructive feedback, helpful guidance

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Active listening to mentees desires and needs

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Active listening to mentees desires and needs