At the beginning stages of a successful mentoring program, you must provide appropriate development and clear expectations for your mentors. Your program’s success will largely depend on how well you
The ultimate test of a mentoring program is this: Did you provide the necessary resources and training to help new faculty members reach their potential?
Having a commitment to continuous improvement is an essential characteristic for effective department leadership (Lees et al. 2009). The process of making changes, both incremental and sweeping, that generate better
How often have you found yourself in a sticky situation as an instructor, a chairperson, or college administrator? Has this resulted in a reaction or a decision you later regretted?
In the last issue of Academic Leader, I discussed the reasons student retention is important to colleges and universities and to the institutional individuals who are responsible for assuring that
Faculty mentoring programs are only as good as the mentors who work with junior faculty. Unfortunately, few senior faculty members ever receive formal training regarding how to be an effective
Most administrators can easily generate a list of reasons why they need an effective faculty mentoring program. Many can also describe the desired outcomes of mentoring efforts. The struggle begins
During the pretenure probationary period, new assistant professors receive a good deal of attention from faculty committees and their department chairs regarding their progress toward a successful tenure application.
Recruiting and hiring new faculty is time intensive and expensive. Despite the difficulties, hiring decisions are clearly among the most important that academic administrators ever make. Success of college programs
There are many ways to successfully organize an effective faculty mentoring program. Since one size doesn’t fit all, campus leaders must determine the best use of available resources to meet
