We are interested in creating opportunities for more and less experienced women scientists to have an initial conversation that might or might not lead to a longer-term relationship. That conversation (and potential relationship) might involve discussion of general career issues, or it might focus on a particular area or domain. Some women scientists may aim to develop relationships with more than one career advisor regarding different areas of their professional life, such as work and family or scholarship

This webpage is a collection of forms on mentoring, PACE tenure track hire funds, and visiting speaker funds

Administrator Shadowing Awards were designed to give women faculty in science and engineering the opportunity to shadow a senior university administrator and work on a semester-long project that would have institutional impact.

This webpage details the application process for the ISU ADVANCE Scholar Program.

The Mentoring Program for Women in Science is a formal mentoring network for women with the ultimate goal of helping women faculty succeed and meet their career goals.

PACE’s Mentoring component encourages science department faculty to track their progress toward tenure using “Career Maps.”

“The ADVANCE Faculty Triad Mentoring Program will match two female assistant professors with a tenured faculty mentor in the School of Natural Sciences and Engineering. These mentoring triads will provide peer mentoring and mentoring from a senior faculty member.” The goals, benefits and timeline are listed in this document.

What is speed mentoring? Yes, you're right, it resembles speed dating. Faculty are arrayed in a room; depending on the venue chosen, students, postdocs, or junior faculty go from faculty to faculty and offer some short document such as a CV or one-page specific aims page as a focus for discussion." The page includes event descriptions and assessment.

The ADVANCE Program recognizes the importance of having women scientists and engineers in positions of leadership in university administration and seeks to encourage interested women faculty to consider participating in this program.

Successful mentoring relationships are built around the needs and career goals of the mentee. Each mentoring relationship is unique and must be negotiated on an individual basis to match the needs of the mentee and the resources the mentor brings to the relationship. Mentors can help new faculty in the following areas...

Providing mentoring support of new faculty is one undertaking of the ADVANCE Program. Over the duration of the grant, ADVANCE has hosted training workshops and has produced many support materials. In 2006, the Provost of the University endorsed the creation of a campus-wide Faculty Mentoring...

This webpage is a list of roles played by either the mentor or the mentee.

Hosted at Stanford University, “This two day workshop provided a forum on the needs, goals, methods, and best practices for mentoring engineering students interested in an academic career and young faculty beginning such a career.” Workshop structure, goals, and committee can be found on this webpage.

Successful faculty members manage their relationships with their mentors and are proactive about both the relationship and their career. Here are some things to think about as you work with your mentor(s)...

This document is an annotated bibliography on mentoring. The most recent listing is from 2007.

WHEREAS a number of concerns about mentoring of faculty emerged from the survey on The College Climate and Faculty Career Satisfaction that was administered to all faculty members in the College by the Committee on the Status of Faculty Women (CSFW) in 2006, the CSFW has developed a proposal for mentoring of faculty.

An informational brochure about the ISU ADVANCE Scholar Program and application process.

A generational “changing of the guard” is underway in the American professoriate (Rice et al. 2000). The magnitude and challenge of this change starts with the significant technological and fiscal/financial differences between life in the academy in the 1970’s and that in the 21st century. The challenge continues on to include large differences in the ways retiring, senior faculty have experienced their careers and the quality-of-life expectations combined with employment conditions of the next generation o

In 2007, the Provost's Office, AdvanceVT, and the Organization of Women Faculty hosted a peer mentoring workshop designed for assistant professors and intended to develop a peer support network at Virginia Tech.

This webpage is a list of events to support mentoring. An example in a speed mentoring workshop.

Systematically monitor hiring and promotion decisions to eliminate unintentional bias and create opportunities for all faculty. Include salary and workload equity in your thinking about such decisions...

This document is a series of listed good practices in areas such as recruitment, retention, mentoring, and others.

This form is to be filled out to provide information about a visit and relationship of a mentor to a mentee.

This document is a list of tips on managing bias and relevant literature.

This webpage is a series of links to the mentor program, the roles, the processes, and the forms.

This handout covers some guidelines for mentors. The areas of the handout are titled: Benefits, Qualities of a good mentor, Long term goals, Obligations and responsibilities, Goals, and Guidelines.

The primary resource of successful mentors is their knowledge of the norms, values and procedures of their institutions. This knowledge is essential to new faculty, but there are also personal characteristics which contribute to effective mentoring. These include the ability to...

This annotated bibliography covers many aspects of mentoring: Benefits of effective mentoring; Collective mentoring, mentoring mosaics, and multiple mentoring; effective mentoring; ineffective mentoring; measuring mentoring effectiveness; unconscious bias and barriers to mentoring; and, willingness to mentor. The most recent publication in this list is from 2007.

In the sponsored mentors program, SEEDS sponsors a mentoring event with speakers that others have invited to give research seminars, who has an interest and credentials in career development issues.

The sections of this handout are benefits of being a mentee, mentoring resources, mentoring program, get to know your players, issues of interest, and stay on track with your mentor

This document is a list of recommendations about what should be contained within a mentoring program. An example is "Formal program management.

We used two sources of data to inform the evaluation of the Women Faculty Mentoring Program (WFMP). First, we interviewed 26 women faculty in the biological and physical sciences to collect baseline data about their experiences at the UW-Madison. We then used the results from...

This is information taken from the annual survey of faculty involved in the Triad Mentor Program. These are suggestions for improvement.

Mentoring mid-career professionals provides a unique opportunity to offer guidance to someone with substantial career and life history. The concerns of mid-career professionals are different from those who are just starting out in their career. Some of the career concerns of more advanced professionals are noted below.

The Mentoring Program for Women in Science is a formal mentoring network for women with the ultimate goal of helping women faculty succeed and meet their career goals.

A conversation with Steve Kresovich, Vice Provost for Life Sciences and Department of Plant Breeding and Plant Biology

“Northeastern University is committed to the professional growth and advancement of its faculty. The demands on tenure track faculty in research, teaching, and service are significant. The faculty mentoring program consists of a combination of university wide, college, and department specific activities designed to guide faculty through the tenure track process.” Information on their program, tenure timeline, mentor roles, senior faculty advisors, recently tenured, faculty highlights, ONTrack, and a list of

External Career Mentoring Teams (ECMT) are a component of the Northeastern ADVANCE program to strengthen women's national and international networks. The goal of the ECMT's is to identify mentors from outside Northeastern to help women break into professional networks outside the institution.

The ISU ADVANCE Scholar program is intended to enhance the recruitment, retention, and advancement of women faculty of color in STEM disciplines. The objective is to facilitate mentoring relationships between ISU STEM women faculty of color and eminent scholars in their fields. The target audiences are tenure-eligible faculty members as well as mid-career (tenured) faculty members who are nearing critical transition points in their careers.

This webpage is a list of readings on the topic of mentoring.

MORE’s mission is to support and enhance graduate student mentoring at the University of Michigan with the goal of improving retention, productivity and overall success. We aim to equip faculty with effective tools and practices for mentoring graduate students through specialized workshops, information, and consultation. We are concerned with the graduate school experience for all students.

Supported by GT NSF ADVANCE funding, CoE ADVANCE Professor Jane Ammons developed a career coaching practice that allows a faculty member to receive advice regarding her vita and career building from different mentors during one session.

UNCC Charlotte Mentor Request Form

"ADVANCE is working to increase CPP STEM women’s capacity to influence decisions and policy at the university and national levels. Activities will include mentoring between junior and senior STEM faculty and developing paths to leadership at CPP and external organizations."

The Mid-career Peer Mentoring Program is designed for tenured women. It is intended to encourage tenured women to seek external funding, collaborate, and create networks, as ways to reduce the isolation that women often experience. This program also provides opportunities for interactions...

Directions: Use this worksheet to help you develop an understanding of what you expect to gain from your mentoring relationship. Check all that apply. Add your own items whenever you do not find them listed...

This document is more detailed description of the activities described in the agenda.

What are the characteristics of liberal arts colleges that influence faculty roles and responsibilities? What faculty recruitment and career development practices and policies currently exist at the department and institutional level? How can a horizontal mentoring strategy provide senior women STEM faculty at liberal arts colleges with the faculty development resources that they need? How has this NSF-ADVANCE-PAID project begun to impact departmental and institutional policy development?

The faculty development component helps faculty define a holistic and integrated academic career. The program includes a Faculty Mentoring Program for Women (FMPW) for all tenure-track women and IMPACT Seminars for women and men, all ranks, designed to increase faculty effectiveness by developing new ways of integrating teaching, research, and service and fostering leadership development.

Since 2003, the UTEP ADVANCE team has conducted 32 on-campus presentations, including Town Hall Meetings, talks to campus groups and graduate classes, and meetings with the Institutional Action Board and upper administration.

This document is a one page map and listing of partners in the Alliance Mentoring Program.

UNCC ADVANCE Mentoring FAQs

Initiate regular meetings and get to know your mentoring partner, his/her circumstances, concerns, etc. Make contact with your mentoring partner as soon as possible. Also, you may want to consider that it may be difficult for a new faculty member to approach you with problems or questions, so suggesting topics for discussion or asking questions may be helpful...

A campus-wide survey in 1989 demonstrated that women faculty were leaving UW-Madison voluntarily before the time of promotion. Consequently, a Women Faculty Mentoring Program (WFMP) was begun with staff and faculty salary support by the Provost. Senior women faculty from an outside department, but within the same division, volunteer to serve as mentors for junior women. The WFMP...

The ADVANCE Faculty Mentoring Program provides professional support for tenure-track faculty, as they advance towards promotion and tenure. The initiatives provide support for new faculty and also for mid-career faculty in a group setting and for a few colleges in a pilot effort matching mentors and mid-career mentees one-to-one.

This document is an agenda with activities such as group discussion, different types of mentors and mentoring, and best practices.

As we focus on preparing our students for the 21st Century Workplace, it is critical for faculty to focus on their own professional and personal development. The professional health and vitality of faculty has a direct impact on student learning and development. At some liberal arts colleges, small department sizes can have a negative impact on the ability of faculty to stay current and to meet the diverse expectations of their roles in the college.

How is the department organized? How are decisions made? Are there interpersonal or departmental dynamics that would be helpful to know about?...

In 2006, the Provost of the University endorsed the creation of a campus-wide Faculty Mentoring Program. Recognizing that many departments/colleges had excellent mentoring programs well underway, the need existed to have formal expectation and a set of resources in place to ensure that all new faculty were provided good mentoring.

The ADVANCE Program recognizes that there are a variety of ways for faculty members to acquire guidance throughout their academic careers. Ideally, tenure-track faculty members cultivate a number of advisors or mentors, each of whom may help with different issues at different times.

The University of Wisconsin-Madison has set up a mentoring program for pre-tenure women. This program also provides a mentoring luncheon, an annual reception, and a conversation series. Information and the application is provided on this website.

Consider the following top ten list of things new faculty members would like to hear from their chairs, their senior colleagues, their mentors as they try to teach well, produce fruitful research, earn tenure, pay attention to a partner and children, lead an examined life, and make plans for the future (Sorcinelli, 2004).

This document is a list of recommendations for how to handle a mentoring relationship. The stages include preparing, negotiating, enabling, and closing.

The Policy Analysis and Management Department in the College of Human Ecology has the following formal policies and procedures for mentoring, including appointment of Mentors and their responsibilities.

Article on mentoring new faculty

The goal is not assimilation into existing structures, but change in structures that keep women/underrepresented faculty marginalized.

This document is a list of evidence based tips for proving the best mentoring experience.

This contains a wide range of resources available on the topics of faculty mentoring and the development and advancement of scholars. This resource guide is meant to provide you with foundational information on the benefits of and strategies for effective faculty mentoring and development of scholars.

ADVANCE has developed a comprehensive Faculty Mentoring Program, launched in 2007. Although excellent mentoring programs currently exist in many places at URI, we would like to offer assistance to colleges who would like to increase their mentoring efforts...

A formal mentor shall be selected from among tenured faculty within the hiring department during the first year after hire to inform, advise, and assist each new tenure-track faculty member...

A Writing Group is composed of junior and senior science faculty (at least one of each being female) who gather to provide one another with the opportunity for mentor-style relationships.

NSF PI Meeting poster, Year 1. This poster provides information on the initiatives on data, on recruitment, and mentoring.

This document is a calendar of scheduled mentoring activities.

What difficulties do women have in moving from associate to full professor in STEM departments? A study designed to answer this question and develop targeted strategies to increase promotion rates for women in STEM fields is described in this presentation. The presentation was given at the 2008 ADVANCE PI Meeting in a roundtable on applications for ADVANCE data.

This webpage is a list of do's and don'ts for bring a mentor.

This presentation covers the mentoring initiative started by New Mexico State University’s ADVANCE program. The purpose, measures, and results are included. This presentation was given at the 2006 PI Meeting.

The WFF has conducted initial research regarding junior faculty mentoring programs and policies at Yale and several of its peer institutions...

Found on this webpage is a list of books on mentoring tips organized by Iowa State University’s ADVANCE Program. The literature is organized into books and journals and then into the areas of Minority Faculty Mentoring; Mentoring Female Faculty; Mentoring Junior/New Faculty; STEM Mentoring; Mentoring Models/Theory; Perceptions/Reactions to Mentoring; and, Training Mentors.

The Mentoring Survey was distributed to 100 junior faculty mentees that were matched with at least one mentor at the University of Rhode Island. The purpose of the survey was to assess the efficacy of the faculty mentoring program at URI. The survey was web-based with data collected from Survey Monkey.

STUDENTS, TRAINEES, RESEARCH FELLOWS, AND JUNIOR faculty all benefit from the direction provided by academic mentors and research supervisors...

ADVANCE Faculty Mentoring Tutorial -- References and Resources

On Friday, October 17, 2008, ADVANCE sponsored a Faculty Mentor Lunch Workshop at the UClub. Faye Boudreaux-Bartels Professor and Chair, Electrical, Computer, and Biomedical Engineering and Barb Silver, Director of the ADVANCE Program, facilitated the workshop. About 20 of us enjoyed lunch...

This document is a step by step guide to fives stages to coaching. At the end there is a reading list.

Information about the CWRU ADVANCE’s program for mentoring can be found on this webpage. Specifically, two interviews from participants are here.

This form can be used to help assess where a mentor's strengths are located.

The ADVANCE Faculty Mentoring Program is a peer mentoring program for faculty in the social sciences and in Science, Technology, Engineering and Mathematics (STEM) departments targeted by ADVANCE. The program promotes professional development by connecting faculty with others who can advise, coach and guide them, as well as help them understand the context in which they operate.

The Faculty Mentoring Program for Women (FMPW) was created after critical assessment of the experiences of other institutions of higher education within a framework of professional development to provide field-specific and institution-specific career guidance to junior female faculty.

ADVANCE Faculty Mentoring Tutorial -- Best Practices

Found on this webpage is information about faculty mentoring at the University of Wisconsin-Oshkosh. The categories of links are connection to strategic plan, mentoring objectives, mentoring beliefs and roles, phases of mentoring relationship, the mentoring process, supportive materials for success, and links to additional resources.

A description of the Eminent Scholar Program, Faculty Horizons Workshop, Faculty Liaisons, Faculty Sponsorship Committee, WISE Group, Faculty ADVANCEment Workshop Series, Faculty Development Mentoring Initiatives, Distinguished Speaker Series, Presidential Leadership Fellowship turned Leadership Cohort, and the National Leadership Conference by the University of Maryland-Baltimore County’s ADVANCE program are described in this document. It was presented at the 2008 PI Meeting in a roundtable on Mentoring an

This program supports the formation of same-gender mentoring groups; all incoming female faculty are invited to participate in a single cohort through their third year review. Formal mentoring in cohorts and additional related activities are intended to ensure women faculty have opportunities...

This presentation from the 2009 PI Meeting answers the questions: what are the characteristics of liberal arts colleges that influence faculty roles and responsibilities? What faculty recruitment and career development practices and policies currently exist at the department and institutional level? How can a horizontal mentoring strategy provide senior women STEM faculty at liberal arts colleges with the faculty development resources that they need? How has this NSF-ADVANCE-PAID project begun to impact dep

Covered in this presentation is features of mentoring committees, and a case study's findings.

On Friday, December 2, 2005, the ADVANCE Program sponsored a pilot Mentor Training workshop for faculty. The target audience was science, technology, engineering, and mathematics (STEM) junior faculty, their mentors, and chairs in all STEM departments...

This webpage has some quotations about what it means to mentor.

Mentoring is a long term relationship that is mutually beneficial to both parties, providing a supportive, safe and enabling environment in which to develop to one's fullest potential. The goal of ADVANCE's mentoring program at CPP is to enhance the professional development of women faculty in STEM fields and to assist junior faculty in becoming familiar with university/college culture. Below are further descriptions of program components.

“Listed below are some useful online resources related to excellence, equity, and diversity in the science, technology, engineering and mathematics fields.” They were compiled by the University of Arizona’s ADVANCE Program and are organized into the areas of topic, climate, diversity, evaluation, hiring, mentoring, unconscious bias, women in STEMs and academia, women in community, and ADVANCE resources.

Many ADVANCE programs have implemented some type of mentoring program. This presentation provides an overview of some of them and their conditions. It was given at the 2008 ADVANCE PI Meeting Concurrent Session 2 on the Deveil is in the Details: What We Have Learned About Mini-Grants, Mentoring, and Distinguished Lectures.

This webpage is a list of policies by colleges (ex: College of Arts and Sciences) on mentoring.

This short presentation introduces mentoring and why it is valuable. There are slides on the role of the mentor, mentee, and institution.

Example activities to do with a mentor/mentee are listed on this webpage: conversations, food and beverage, personal, community, recreational, and others.

Increases commitment, productivity and satisfaction of new faculty; Minimizes attrition; Encourages cooperation and cohesiveness for those involved in the program...

SEEDS and Women in Academic Medicine (WIAM) of the Miller School of Medicine hosted a successful event “CV Review and Academic Enhancement” at the home of Dr. Anne Burdick, Professor of Dermatology and Associate Dean for TeleHealth and Clinical Outreach, on November 4, 2009.

The documents of this paper are what mentoring provides, different conceptions of mentoring, circle of advisor model, mentoring challenges, and activities.

A conversation with Steve Kresovich, Vice Provost for Life Sciences and Department of Plant Breeding and Plant Biology

Hunter College’s ADVANCE Program provided small grants to help support and set up mentor pairs. Provided in this presentation is background information, measures of change, testimonials, observations, and challenges.

This brochure covers the mentoring program offered through the Mizzou ADVANCE Program: "The Mentoring Program is a key initiative of Mizzou ADVANCE, a program funded by the National Science Foundation with matching University funds.

The Mizzou ADVANCE mentoring program matches STEM faculty with more senior faculty and administrators for career guidance and professional development. The aim is to help both mentors and mentees by fostering one-to-one connections, improving social networks, encouraging research collaboration, and sharing "best practices" across departments.

The sections of this poster are goals of the project, activities, initial findings, and examples of new honors.

This presentation covers the topics: Building the case for mentoring, What is mentoring and what are mentoring models, Personal Experience, and Making peer-mentoring work for you.

This document is a list of tips on how to institute a mentoring program from the programmatic perspective, the perspective of the protégé, and the perspective of the mentor.

The sections of this handout are qualities of a great mentoring program, benefits of the institution, mentoring program, qualities of a good mentor, goals for the mentor, and other guidelines.

This document provides a description and best practices of mentoring mosaics along with some citations. The sections of this document are: What is a mentoring mosaic? Mosaic of mentors, Benefits of mosaic mentoring, Cyber or e-mentoring.

Endorse mentoring as a valuable service contribution to the University and support recognition of those who engage in it.

This document is an agenda with activities like NSF site visit, developing your circle of advisors, and sponsorship program component evaluation.

The ADVANCE Program at Brown is offering Peer Mentoring Groups for faculty in the STEM fields (Science, Technology, Engineering, and Math) starting in Fall Semester, 2008. One of the comments that we have consistently heard from faculty at Brown is that you would like to have more opportunities to talk with each other to discuss challenges, successes, issues, etc.

Evidence supports that career mentoring is a key component to junior faculty's success and overall retention rates. Although mentoring is important for all faculty, mentoring for women and historically underrepresented faculty, especially in areas where they have been underutilized, is particularly critical in order to increase connectedness to professional and social resources, reduce feelings of isolation...

This document is a list of benefits for proteges and mentors.

Establish a mentoring program in the department. Develop guidelines for selecting mentors and for the mentor’s role...

This webpage is a list of resources for mentoring - such as the "Visiting Scholar/Mentor Award Guidelines" and "Mentee Information Form.

To foster an awareness of unconscious bias and equity across the university through peer guidance; to mitigate and/or eliminate this unconscious bias through heightened awareness among the faculty; and to create formal roles for faculty members familiar with the data and research on gender equity that is relevant to their fields.

This document is a series of scenarios to help discussion over various mentoring dilemmas.

Faculty mentors play a crucial role in the success of graduate students; at the Graduate School we hear this message frequently from students. While styles of advising and mentoring vary across the disciplines, the fundamentals apply throughout graduate education. Our goal in creating this guide is to provide a resource for faculty members who seek to improve their effectiveness as mentors; we hope it is useful to those who are new to the role as well as for those who have enjoyed success but are looking to

Mentoring has been described as an interpersonal relationship between individuals who are at different stages in their professional development (Toal-Sullivan, 2002). Mentors may serve as role models, and act as advisors, guides or advocates in a variety of contexts (Jipson and Paley, 2000).The expectations of those involved in the mentoring relationship will determine the purposes that are served.

The literature on mentoring in universities reports that mentored faculty experience higher levels of job satisfaction, better student evaluations, greater academic productivity, and a stronger likelihood of remaining at a particular university than non-mentored faculty (Cartwright, 2007). Mentoring, however, is not a panacea for all problems in a department, university or institution. A field-based research project funded by the Women’s Education Act under the purview of the U.S. Department of Education ha

During the October 17, 2008 Faculty Mentor Lunch Workshop, a panel of 4 senior faculty with much mentoring experience provided insights and advice about mentoring. Our panel included 1 dean, 1 chair, and 2 senior faculty from 4 different colleges: CELS, Nursing, HSS, and Business Administration...

This document is a list of recommendations on the process of mentoring. It has sections on resources, best practices from their program 'mentoring mosaics', and recommendations targeted for and from mentors, mentees, the institution, and program.

The purpose of this report is comparison of the gender and race differences in experiences of faculty mentoring - both mentoring from faculty colleagues received by more junior faculty members (assistant and associate professors) and mentoring provided by senior faculty (full professors)."

The following are issues typical, though not all inclusive, of the type that may be of consideration to a new faculty member.

This documents is provided during mentor training. It covers the job description, how to initiative a mentoring relationship, ways to overcome potential obstacles, questions to discuss within mentoring relationships and at departmental level, and some recommendations.

In cases of changing commitments, incompatibility or where the relationship is not mutually fulfilling, the new faculty member or mentor should seek advice from the Department Chair, Associate Dean or Dean. It is important to realize that changes can and should be made without prejudice or fault.

The Mid-Career Mentoring Program at the University of North Carolina at Charlotte

The Women Faculty Mentoring Program was proposed by the Status of Women Committee and is funded by the office of the Provost. Participation in the mentoring program is voluntary. Mentoring pairs consist of individuals from the same college but different departments.

A mentoring program for women who have tenure is examined in this presentation to the 2008 ADVANCE PI meeting roundtable on Mentoring and Networking. The program, organization, matching, training, difficulties, sustainability, and evaluation are discussed.

The mentoring relationship offers an opportunity for the mentor and mentee to demonstrate their skills and abilities and to learn from each other. However, contemporary gender politics tend to put a new spin on traditional mentoring (Indiana University, 1995). In this era when mentoring must do more than merely replicate the "old boy's network," several important questions arise that necessarily complicate the issue

Career advising is integral to creating an inclusive and transparent faculty culture at UC Irvine. For new and continuing faculty, career advising is a consensual partnership; one that is confidential and serves as a constructive resource for career advancement.

This document is divided into sections on the formalization process and the evaluation process.

Effective mentoring can be learned, but not taught. Good mentors discover their own objectives, methods, and style by mentoring. And mentoring. And mentoring some more. Most faculty learn to mentor by experimenting and analyzing success and failure, and many say that the process of developing an effective method of mentoring takes years. No two students are the same or develop along the same trajectory, so mentoring must be continually customized, adjusted, and redirected to meet each student’s needs.

Triad Mentoring Advice for the mentoring relationship. Used in mentor/protégé orientation.

The ADVANCEing Faculty Mentoring Program has, as its objective, to: 1. provide support for faculty related to career activities; 2. communicate institutional expectations in research, teaching and service; and 3. assist faculty in becoming better socialized in the broader college and university culture.

Gail Cassell, Ph.D., a researcher at pharmaceutical company Eli Lilly and a board member of the university's Charlotte Research Institute, in November 2009 talked to over 100 students, faculty and staff about the critical role of mentoring to help women achieve success in scientific careers.

This document is a list of about twenty references on the topic of mentoring.

This document is a list of recommendations on how to have a successful mentor and mentee relationship.

In this document the University of Texas-El Paso’s ADVANCE program describes their mentor program’s structure, benefits, and the challenges and responses they’ve had. This document was written for the 2005 PI meeting in Panel 1.

This form is to be filled out to provide information about a visit and relationship of a mentor to a mentee.

In accordance with the Georgia Tech proposal, termed professorships have encouraged the development of networks of women faculty in NSF colleges. Women faculty in these colleges meet as groups frequently and are individually mentored by the ADVANCE professors

Leadership development and mentoring have been shown in numerous studies to be among the most successful ways to engage and help faculty members learn and grow. UNC Charlotte ADVANCE has intentionally focused attention on this type of career growth and leadership development offerings.

This topics covered in this handout on the Mizzou Mentoring Program are an overview of the program, the time commitment, resources, and key dates.

Project PACE initiated an “Outstanding Mentoring Award ," which was adopted by the Office of the Provost. The purpose of this award is to honor an outstanding faculty member who has served as a mentor to junior faculty members.

The sections of this brochure are Growing an Academic Careers by Fostering a Supportive Climate, Special Events, and Participating Departments.

A list of tips on mentoring organized by tips for department chairs and tips for faculty and other mentors are listed on this webpage (ex: Understand the difference between mentoring and supervising).

Information about the Career Discussion Series offered by the University of Arizona’s ADVANCE Program is provided on this webpage: “We will provide all junior female faculty members in STEM departments with a mentoring committee. Mentoring committees will ideally include both men and women, crossing disciplinary lines as needed, and one of the specific tasks of the committee will be to introduce the junior faculty to possible collaborators in teaching and research.”

The sections of this presentation are the top ten things that new faculty need to know, mentoring works, benefits for mentors, benefits for institution, guidelines for mentors, guidelines for administrators, qualities of a great mentoring program, and responsibilities of OWISE office.

UNC Charlotte ADVANCE established Leadership UNC Charlotte in recognition of the critical and central role that climate and experience at the departmental level play in the success of faculty. Leadership UNC Charlotte serves as a forum to bring together rising and experienced leaders in a collaborative atmosphere to enhance the leadership and management skills of administrators at the university.

This presentation covers the results of efforts made by CWRU's ADVANCE program to implement executive coaching. Coaches were assigned to selected department chairs, administrators, and female faculty, and surveys were used to evaluate the experiences of participants. The results show that everyone felt better prepared for their career after coaching, but that men had a higher baseline than women. This presentation was given at the 2006 PI Meeting.

The pre-tenure mentoring program is open to all junior faculty in STEM disciplines in ENG, CAS, and SAR. The program seeks to provide guidance to junior faculty in the STEM disciplines regarding tenure and career issues. This program includes two parts.

PPT from the 2004 ADVANCE PI meeting on UW ADVANCE CIC and mentoring for women.

The aim of the program is to provide career development through mentoring relationships with off-campus science leaders who will provide advice and facilitate the formation of collaborative research efforts.

This webpage is a list of readings on the topic of mentoring and career advising. The most recent item in this list is from 2002.

List of resources on Mentoring.

The Faculty Mentoring Program now includes over 100 women. Participants attend monthly luncheons with their mentors to talk about issues that concern them.

Lessons learned from trying to run a mentoring program are listed in this document. Specific tips on developing the program, coaches, and other issues are provided. This document was presented at the 2008 ADVANCE PI meeting by the University of Colorado-Boulder and the University of Michigan in a roundtable session on Mentoring and Networking.

Be available. Be plugged in. Be an advocate...

This presentation covers a background on the ADVANCE Program at Brown University, Resources for writing grants, and some data on the current research funding climate.

This presentation covers mentoring, the kinds of relationships and mentors, and ten best mentoring practices.

One-to-one, Multiple mentors, Group or peer mentoring, “Expert “ mentoring

This document covers 'what constitutes ineffective mentoring', 'causes of ineffective mentoring', and 'potential effects of ineffective mentoring' with citations.

Covered in this document are three steps to have an effective meeting: introductions, establishing guidelines, and decide what to do at the next meeting.

This presentation covers aspects of mentoring such as: How to fine good mentors, What does a good mentor do, and Moving on: junior faculty.

Prioritize your needs, Get to know the players, Stay on track

The executive coaching program for women faculty and chairs of the departments and deans of the four participating schools is one of the most exciting and innovative elements of the ACES project. An executive coach is someone who has general academic/organizational experience and who provides performance-related and career-related advice.

This handout on faculty mentoring covers tips, issues, and how to find and approach potential mentors.

The results identify the importance of a mentor for assistant and associate professors, especially for white women and men of color.

This webpage is a list of recommendations for the mentor and mentee relationship.

How do you engage female faculty that are overworked, underpaid, and feeling isolated within their department? Such are the challenges faced by the ADVANCE grant at this four-year institution. With a five-year Institutional Transformation award from the National Science Foundation (NSF), the ADVANCE project is attempting to change the culture of the campus in order to increase the number of women faculty in STEM and to help further the careers of those already on campus.

Mentoring programs will be offered to faculty at the assistant and the associate levels. Mentoring will be expanded beyond one individual to a team of mentors, who will participate in a rigorous training program and will be involved with their mentees throughout the academic year in monthly lunches and workshops, on topics such as vita building and promotion strategies. In addition, mentors will gather once per semester to discuss mentoring issues and challenges.

Our goal? Assist incumbent women faculty in STEM as they develop their professional networks of collaborators, mentors, and campus supporters. The primary goal is to increase career resilience by establishing a supportive web of professional and social relations which incumbent women faculty can tap into when challenges and dilemmas arise in their career paths. Specific programs will include group workshops and one-on-one coaching opportunities that increase appreciation for and use of networks.

The WVU ADVANCE Sponsorship Program is an external mentoring program supported by the NSF ADVANCE program for women in NSF funded disciplines in CEMR and ECAS. The WVU ADVANCE project aims to catalyze institutional climate change, promote diversity and inclusivity, support women in science and engineering, and promote the success of all faculty.

We are providing this document to all faculty and academic administrators, since at any time each person might act as a mentor (formally or informally) or a mentee, or be responsible for fostering a climate conducive to mentoring. As a consequence, it is useful for all of us to think through these roles, and how they might interact.

Lehigh ADVANCE is privileged to count Jo Handelsman, Yale University, as an Advisor to our program. Dr. Handelsman is among 11 individuals and four organizations President Barack Obama named as recipients of the prestigious Presidential Awards for Excellence in Science, Mathematics and Engineering Mentoring (PAESMEM).

Starting Fall 2011, all pre-tenure faculty new in AY 2010-11 and AY 2011-12 are invited to participate in the new initiative Interdisciplinary Networking Committees. Participants include faculty from all colleges, those working interdisciplinarily, and those focused in one discipline. This voluntary program is co-organized by Lehigh ADVANCE and the Deputy Provost for Faculty Affairs.

The main objectives of the ADVANCE Scholar Program are to provide mentors for underrepresented women STEM faculty (e.g. women of color, GLBT) and to establish a national conference specifically for women who are marginalized along multiple dimensions.

The ADVANCE Center for Women Faculty is organizing mentoring groups centered on personal and professional interests. This activity functions as a complement to existing one-on-one mentoring (Women’s Faculty Network, the Mexican American Latino Faculty Association and the Black Faculty Alliance) and facilitates the development of social connections among women faculty.

A Circle of Advocates – Rallying Around the Mentor-Protégé Relationship

Quantity, Quality, and Satisfaction with Mentoring: What Matters Most?

This study identified some personal and situational characteristics of faculty members associated with the perceived need for mentoring and determined that less experienced employees, women and ethnic minorities reported significantly stronger needs for all mentoring functions. Employees who experienced incivility or discrimination reported a significantly higher need for psychosocial mentoring

In this study, we identified some personal and situational characteristics of faculty members associated with the perceived need for mentoring and determined that less experienced employees, women and ethnic minorities reported significantly stronger needs for all mentoring functions. In addition, employees who experienced incivility or discrimination reported a significantly stronger need for psychosocial mentoring.

JSUAdvance proposes a 6-component program

JSUAdvance announces the launch of its mentoring program beginning in December 2011. The program is established to support tenure and promotion of women faculty in the STEM and social/behavioral science fields. JSUAdvance will offer external coaches to women faculty in these fields.

The establishment of visibility opportunities specifically designed for JSU STEM-SBS senior women faculty to expand their horizons, and highlight their work and accomplishments locally, nationally, and abroad is proposed. This component should also be considered as part of a university wide program available to all faculty, which will help the university achieve greater overall visibility.

Activities and workshops at AAFAWCE-Advance

Announcements for AAFAWCE upcoming events and news

The Alliance for the Advancement of Florida’s Academic Women in Chemistry and Engineering (AAFAWCE) has been granted the NSF ADVANCE-PAID award to provide collaborating universities with the mechanisms necessary to support the advancement of women in the professoriate in chemistry and engineering.

This page contains links to online videos of AAFAWCE Presentations.

The policy benchmarking activity was one of the earliest activities in the grant, providing a starting point for identifying areas that should be investigated further in the survey activity.

This PowerPoint presentation presents findings of RIT's self-study across colleges with STEM departments to collect and analyze data on the factors that women seek in an academic position and determine how well RIT provides (or fails to provide) for these through climate study activities, policy benchmarking, and objective data review.

In 2001, the WST Center became a Georgia Tech center, receiving funding from and reporting to the provost. The WST Center currently reports to Georgia Tech’s Vice President for Institute Diversity, the chief academic diversity officer of the Institute.

ESWN is an international peer-mentoring network of women in the Earth Sciences, many of whom are in the early stages of their careers. Our mission is to promote career development, build community, provide opportunities for informal mentoring and support, and facilitate professional collaborations.

The University of Cincinnati is committed to providing an environment that promotes the advancement and well-being of faculty across all departments. The mission of LEAF is to ensure that these opportunities extend to women faculty in the STEM disciplines (Science, Technology, Engineering and Math) by transforming the culture of the University into one that embraces and champions equity for women STEM scientists.

UC Davis ADVANCE is a newly funded Institutional Transformation grant that began in September of 2012. Our program is supported by the National Science Foundation’s ADVANCE Program which aims to increase the participation and advancement of women in academic science and engineering careers. We are excited to launch this website to share information about the program, related research, and our efforts to promote and increase the diversity of science, technology, engineering, and math (STEM) faculty on our ca

This presentation from the 2011 PI Meeting covers ADVANCE Peer Mentoring Summits for Underrepresented Minority Women Engineering Faculty.

This presentation from the 2011 PI Meeting covers: Initiating dialogue in relation to privilege and power at Oklahoma State University (OSU) in developing a mentoring program and involving regional institutions, including HBCUs and tribal colleges.

Description of Louisiana Tech's ADVANCE PAID program, including networking, mentoring, leadership development, and worklife policies.

Description of Michigan State ADVANCE initiatives, including mentoring and policy review and revision.

Presentation from 2013 PI meeting on Advance programs at two private liberal arts colleges.

UNH ADVANCE Institutional Transformation (IT) builds on information gained in a 2009 ADVANCE PAID grant, Enhancing and Advancing the Scholarship of STEM Women Faculty at UNH. The ADVANCE IT grant, UNH Unbiased, will offer programs and activities in support of long-term institutional initiatives.

This presentation from the 2010 PI Meeting covers:issues related to facilitating the advancement of senior women chemistry and physics faculty members at liberal arts institutions to the highest ranks of academic leadership, women in science in US and UK, education, mentoring and career satisfaction-Example from crystallography.

This presentation from the 2013 PI meeting describes internal networks of STEM women at the University of Illinois Chicago and the external network provided by the Advance Implementation Mentors initiative.

This presentation from the 2013 PI meeting describes faculty recruitment and retention initiatives at the University of Delaware.

This presentation from the 2010 PI meeting describes a workshop on mentoring for STEM women in industry, academe, government and non-profits that explored best practices in mentoring for career development.

This presentation from the 2010 PI meeting describes a mutual mentoring network for senior women physics faculty at small liberal arts colleges.

Slides from Donna Dean's presentation at the 2010 PI meeting highlighting important considerations for mentors and proteges.

This presentation from the 2011 PI Meeting covers ADVANCE Peer Mentoring Summits for Underrepresented Minority Women Engineering Faculty. Presentations, Success Stories, Minorities, Mentoring, PI2011, women of color Christine Grant North Carolina State University

This presentation from the 2011 PI Meeting covers: Initiating dialogue in relation to privilege and power at Oklahoma State University (OSU) in developing a mentoring program and involving regional institutions, including HBCUs and tribal colleges.