young faculty might be to provide excellent guidance by senior mentors. Even through relatively simple mechanisms, such as luncheons and workshops with senior faculty, junior faculty can obtain needed guidance on career goals, ethical behavior, housing and financial issues, collaborative relationships, grant-proposal writing, resource people, teaching policies, department politics, personal issues, and criteria for appointments, promotions, tenure, and salary.

Some institutions (for example, Stanford) have initiated mentoring programs that match each new faculty member with a senior mentor. The mentors are encouraged to offer advice, guidance, and, when necessary, intervention with administration or other faculty on behalf of their junior partners. Mentoring pairs might meet at least several times a year to discuss such topics as career options, space allocation, funding, and research. Sometimes a written mentoring agreement is useful in formalizing the expectations of both parties.

Both senior faculty and the department chair can play important roles in setting the tone and agenda for mentoring junior faculty. Be aware that junior faculty members might not have had useful mentoring themselves and so might need extra guidance in helping their own students. In particular, the chair and other leaders should

  • Make clear the expectations and criteria for promotion. Be sure that the new faculty members understand timetables and deadlines, what is required for tenure, and exactly how new faculty are evaluated.

  • Facilitate the acquisition of resources to meet those expectations. Introduce new faculty to the rest of the faculty and to key staff people. Facilitate research by securing a



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