The careers of faculty members pass through transitional stages, during which they may receive mentoring; develop competence; fulfill their institutionally specific responsibilities in teaching, research, and service; achieve career aspirations; and, hopefully, maintain enthusiasm for and commitment to their professional endeavors. The importance…

Faculty members at a research extensive university who had been recognized as outstanding teachers stated that they enjoyed teaching and expressed a strong preference for actively engaging students in the learning process and placing a high degree of importance on receiving student feedback. They stressed the importance of setting clear…

Operational characteristics for successful mentoring programs of new university faculty include clarity of purpose of the program, methods for matching mentors and proteges, mentor training, mentor-protege relationship building, and program effectiveness assessment. Strengths of formal, informal, peer, group or consortia, intra-departmental,…

Mentors and other colleagues can help guide faculty through various career stages as they develop and demonstrate their competence in teaching, research, and service; earn tenure and promotion; balance personal and professional responsibilities; meet post-tenure review expectations; and enjoy career-long productivity and satisfaction. Nurturing…