IUPUI MENTORING ACADEMY

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Pro

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AGENDA

• Welcome and Overview • Update on Mentoring Academy

Activities • Top 5 Proposal Presentations • Roundtable Discussions • Report-out and wrap-up • Evaluation and Adjournment

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Mentoring Academy Update

Melissa Lavitt, PhD Senior Associate Vice Chancellor

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Mentoring Academy Update • First round of proposal review and funding

• 16 proposals submitted • 7 proposals funded • Top 5 to be presented

• Next funding round • EVC Paydar has provided additional funds • Submission of revised proposals or proposals

from schools not previously submitted • Deadline Friday, August 7th

• Website development – IU School of Informatics and Computing

• Material development and sharing

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Proposal Presentations

• Purdue School of Science • IU School of Nursing • IU School of Social Work • IUPUC • IU McKinney School of Law

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School of Science

Developing a Climate for Continuous Development across Faculty Ranks: An

Initial Focus on Associate Professors

Proposal submitted by: Jane R Williams Gautam Vemuri

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Developing a Climate for Continuous Development across Faculty Ranks: An Initial Focus on Associate Professors Conducted a Need Analysis Surveyed current Associate Professors (62%) Met with Deans and Chairs Reviewed current activities to support Associate

Professors

These findings were used to guide the proposal

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Goal #1Improve the Culture around Development Increase the percentage of Associate Professors

who have an active plan for promotion to full professor.

Increase Associate Professors’ confidence in being

promoted within the next 5 years. Increase faculty perceptions of the School’s

commitment toward their development.

Data will come from survey sent to Associate Professors in May 2016.

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Goal #2 - Improve the resources and support provided to Associate Professors Increase the amount of feedback given annually to

Associate Professors regarding their activities and plans for promotion.

A national expert in faculty development will provide a colloquium to faculty and interact with Chairs regarding best practices related to faculty development

Develop an electronic repository containing successful dossiers

A town-hall type meeting will be held with interested faculty and a panel of experienced members of School and University P&T Committees

The Dean will meet with 15 (approximately 33%) of the Associate Professors to discuss their needs for continuous career development.

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Goal #3 – Mentoring Program

Establish at least 7 mentor-mentee pairings for the initial program year. 9 Full Professors have volunteered Sent initial query out to Associate Professors Matching Process will occur in May Check-in Meetings (4) throughout the year $500 FD for Mentors, $1500 FD for Mentees Final Outcome is a 3 year developmental Plan

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The Indiana University School of

Nursing Clinical Faculty Mentoring Initiative

Deborah L Cullen Ed.D.

Susan M. McLennon, PhD, RN Carol Shieh, DNSc, RNC-OB

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IUSON Mentoring Grant for Doctorally Prepared Clinical Assistant Professors • IUSON supported 17 MSN faculty toward doctoral

completion with reduced workloads and tuition assistance

• However, doctorally-prepared clinical assistant professors as well as new clinical faculty hires have put forth limited effort toward scholarship (5% of publications since July 2012) or 12 out of 233 publications

• Compared to tenure-track faculty, the significant differences for clinical faculty include no paired mentor, little incentive to apply for promotion, and limited understanding of the promotion process

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Needs Assessment and Goal Formulation

• Needs identified: need for scholarship collaborators (82%), the lack of mentoring (82%), and an overextended work life (91%) as barriers for achieving promotion. The desire for scholarship mentoring (64%) and promotion process complexity and unclear expectations (73%) Ninety percent of respondents from the needs assessment stated they “desire promotion to the next rank” quite a bit or a tremendous amount.

• Mentoring Goals: Promote to clinical associate, Improve scholarly productivity, Reduce limitations and obstacles to advancement, Eliminate system barriers, Integrate the Clinical Faculty Mentoring Initiative with department/school/campus structures allowing for sustainability.

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Best Practices Guide IUSON

Eby et al. have definitively determined protégé perceptions of instrumental (career) support, psychosocial support, and relationship quality via an interdisciplinary meta-analysis. Best Practices in Academic Mentoring Model to guide assessment of mentoring. The model focuses on processes (development of teaching, research, and service skills) facilitating the growth of future leaders in nursing and nursing education. Boyer’s scholarship model is widely used by nurse educators and it includes four types of scholarship: those of discovery, teaching, application (practice), and integration

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IUSON Clinical Faculty Mentoring Initiative: Expectations

• Promotion: from clinical assistant to clinical associate rank

• Scholarly productivity • Reduce limitations and obstacles to

advancement in rank • Eliminate system barriers to promotion • System integration: with

department/school/campus structures and strategic plans

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How does it work?

• Mentor-mentee pairs • Two cohorts will be selected

annually (2015, 2016) each with 8 mentor-mentee pairs

• Each cohort will last 2 years so 3-year plan for 16 clinical faculty

• Focused on clinical faculty development for promotion

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Evaluation

• Assessment of scholarly outcomes - ex. frequency counts papers, present. etc.

• Measures - Mentorship Quality Scale (relationship), Mentoring Learning Scale (satisfaction) (Allen & Eby, 2003)

• System changes – ex. barriers • Culture changes – ex. processes

integrated

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IUPUI Mentoring Academy

Mid-career mentoring and capacity building strategies: A path to

professional development and career advancement

Jeffry Thigpen, Ph.D. Carmen Luca Sugawara, Ph.D.

Indiana University School of Social Work

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Target Group • Associate Professor rank faculty

Rationale • Existing mentoring program for IUSSW Assistant

Professors

• Professional development needs of IUSSW Associate Professors unknown and not formally addressed

• Potential to increase racial diversity at full rank within IUSSW

• Lack of institutional support noted for mid-career faculty yet mid-career faculty are central to institutional leadership (Buch et al., 2011)

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Results of focus group data (n=7)

• Research and scholarship are important

• No school-level infrastructure to support research

• Most significant professional development needs

o “Time” to engage in research o Mentoring o Other professional development services

coordinated through a central office within the school

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Results of survey data (n=14)

• Professional development needs (rank-ordered)

o “Time” to engage in research o Consultation and training on research related

activities o Mentoring o Identification of potential research collaborators

• School-level structural barriers (to career advancement)

o Workload o Absence of research infrastructure o Little financial incentive

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Office of Professional

Development and

Research

CAPACITY BUILDING

MENTORING PROGRAM

Goal 2: Strengthen the IUSSW’s capacity to support faculty’s research and professional development initiatives.

Goal 1: Increase associate professor’s pursuit of advancement to full-rank.

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Monitoring and Evaluation

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LOGIC MODEL - Illustrative

Monitoring and Evaluation SAMPLE

IUPUI MENTORING ACADEMY

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Career Self-Efficacy Mentoring for Pre-Promotion, Under-Represented Faculty at IUPUC

School representatives: • Darrin Carr, Clinical Assistant Professor of Mental Health

Counseling and Psychology • Cheryl Crisp, Assistant Professor of Nursing • Joan Poulsen, Associate Professor of Psychology; Director,

Psychology Program • Anibal Torres, Assistant Professor of Mental Health Counseling

and Psychology • George Towers, Professor of Geography; Head, Div. of Liberal

Arts; Interim Head, Div. of Science • Aimee Zoeller, Lecturer in Sociology; Coordinator, Sociology

Program; Coordinator, Women’s Studies

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Mentees and mentors

Mentees are pre-promotion, under-represented faculty Pre-promotion faculty are tenure track assistant

professors, clinical assistant professors and lecturers.

Under-represented faculty are women, minorities, first-generation college graduates, and faculty from working class backgrounds.

Mentors are IUPUC faculty members. Secondary mentors may be colleagues at IUPUC, IUPUI, or other institutions.

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IUPUC has large proportions of untenured and female faculty

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Columbus Indianapolis Columbus Indianapolis

23% 39%

77% 61%

44% 59%

56% 41%

Tenured Untenured Men Women

Objective: Career Self-Efficacy Situational Social supports Strategies Self

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Can I navigate this environment?

I have a problem and don’t know

who to go to.

I feel overwhelmed. How do I deal

with that?

Can I do this job?

Expectations: Timeline

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June-Aug.:

Mentor self-

study

Aug.: Mentor training

Sept.: Retreat,

formative assess-ment

Oct. & Nov.: Status

updates

Dec.: Mid-year formative

assess-ment

Feb. & April: Status

updates

May: Summa-

tive assess- ment

Building “MUSCLE”

Mentoring Untenured Scholars for Clinical and Legal Excellence

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The Case for Mentoring

• Objective indicia of success • Subjective indicia of success • Informal and formal mentoring • 23% of law faculty formally • 75% of law faculty informally • Informal more effective (81% v.

56%) • Achieving diversity goals

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Mentoring for Research

• Focus on pre-tenure faculty • Greatest needs in research • Go up for tenure on research • Internal motivation for excellence • Need for guidance in research • Informal/formal mentoring

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MUSCLE in Action

• Informal and formal mentoring • Inside law school and beyond • Workshop on mentoring • Panel of mentors • Mentor “MVP” awards • Travel support • Assessment methods

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Mentors Beyond the Building

• Diversity of interests in department • Collaborations across schools • Early-career travel funding • Inadequate funding at present • $1500/person/year incremental • Use to invest in mentoring • Access outside funding

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Opportunity and Impact

• Enhance scholarship • Success in promotion & tenure • Satisfaction and retention • Full-rank female faculty: 30-40% • Full-rank minority faculty: 12.5-15% • Early investment, long dividends

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Roundtable Discussions

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• How did the proposal presentations inform your revision process?

• How should the Mentoring Academy continue to support the work of the schools/school representatives?

• Periodic programs • Mentee-mentor training • Assessment planning

Roundtable Discussions

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• How would you like to engage or utilize members of the Senior Academy?

• What resources would you like to have available on the Mentoring Academy website?

Adjournment

• Thank you for your participation.

• We look forward to August proposal submissions.

• Have a great afternoon.

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