DHM

Faculty Development

First-Year Faculty Mentoring Summary Expectations and Pods

Mentoring is vitally important for faculty at all levels, and particularly for junior faculty. All first-year faculty are expected to meet with their senior mentor three times per year to discuss issues such as career guidance, setting appropriate professional and personal goals, advancement and promotion, and to help facilitate scholarly activities. This year we have also included a junior mentor for peer support and "nuts and bolts" guidance. A synopsis of the expectations of mentors and mentees is listed below.

Expectations of First-year Mentees

(download checklist here)

  • Arrange to meet with mentor three times per year.
  • At a meeting in the 2nd half of the year, first-year faculty member should prepare an updated CV and Individual Development Plan (IDP) to be reviewed by senior mentor (download IDP here)
  • Arrange to observe your junior (or senior) mentor's teaching rounds or attending workrounds before your first teaching month.
  • Arrange to have your junior (or senior) mentor observe and give feedback on one of your teaching rounds or attending workrounds during your first teaching month.

Expectations of Junior Mentors

  • Meet with or check-in with first-year faculty member at least three times per year, particularly in the first half of the year, to help with "nuts and bolts" of transitioning to faculty life, including logistics, clinical service and teaching issues, general "how to thrive" tips.
  • Have your mentee observe one of your teaching rounds or workrounds so that he/she can learn one style of rounding or teaching.
  • Observe and give feedback on one teaching rounds or attending-resident workrounds (whichever preferred by the new faculty member).

Expectations of Senior Mentors

(download checklist here)

  • First-year mentors are expected to meet with mentees three times per year. These meetings will generally be initiated by the mentee, but the mentor is also responsible for ensuring that a meeting takes place on schedule.
  • Availability for urgent situations that come up.
  • Mentors are expected to review all relevant material (e.g. CV, merit package, IDP, etc).
  • Mentors should help mentees set appropriate professional goals and to advise them of what the specific expectations are for promotion in their particular academic series.
  • Mentors should encourage and help facilitate scholarly activities for their mentees. These may include connecting mentees with faculty members with similar interests, introduction to relevant committees, introduction to key local figures in their mentees' areas of interest, and advice on putting together abstracts and/or workshops at meetings such as SHM and SGIM.
  • Mentors should help faculty identify projects and career mentors for their second-year and beyond.

Resources for Faculty Development