Information for Academic Units

This page provides guidance for units within CANR on how to assess, establish and implement mentoring programs in alignment with CANR mentoring expectations and best practices. Unit-level implementation is central to the success of mentoring across the college. While formal mentoring committees serve as the foundation of faculty mentoring, units should also foster environments that support broader mentoring networks, professional development and faculty success across career stages. Guidance specific to mentors and mentees is available through the Information for Mentors and Information for Mentees pages.

Establishing a new mentoring program
Revising your mentoring program
Unit example
Recognition
Training for mentors

Establishing a new mentoring program

Consistent with CANR mentoring expectations, each academic unit is responsible for establishing a mentoring program for tenure-system faculty through promotion to full professor and fixed-term faculty and academic specialists until they attain the highest rank in their positions.

Programs must be documented in unit bylaws and include:

  • A process for selecting mentors
  • A mechanism for changing mentor assignments as faculty needs, goals and career stages evolve
  • A description of expected mentoring activities
  • Clarity on mentor and mentee roles
  • Confidentiality expectations
  • Guidelines for reporting and recognizing mentoring as part of faculty service

There are four phases to developing a mentoring program.

  1. Assessing your faculty mentoring program

Units should conduct a systematic needs/resources assessment as opposed to making decisions based on limited perspectives and assumptions; and align their programs with MSU and CANR guidelines. Units should consider both formal mentoring structures and the availability of broader professional development and networking opportunities that support faculty success.

Units should refer to the phase 1 mentoring plan development checklist when designing their programs.

  1. Designing your faculty mentoring program

Units should determine program goals, measurable outcomes for each goal, desired program elements to meet goals, and resources.

CANR encourages units to use the phase 2 mentoring as a framework for implementing and evaluating their mentoring programs.

Program design should recognize that effective mentoring may include mentoring committees, informal mentoring relationships, professional networks and participation in faculty development opportunities.

  1. Program implementation

CANR encourages units to use the phase 3 mentoring checklist as a framework for implementing and evaluating their mentoring programs.

Units are encouraged to connect faculty with additional mentoring resources, leadership development opportunities, learning communities and other professional development programs that complement formal mentoring relationships and support the development of broader mentoring networks.

Key areas for Implementation Success

Successful implementation requires ongoing attention and accountability. Unit leaders should consider:

  • Initiating mentoring committee discussions with newly hired faculty.
  • Establishing a mentoring committee within the first nine months of hire and/or before the faculty member's first annual review, which comes first.
  • Incorporating a check-in during the annual evaluation process to assess the effectiveness and fit of the mentoring committee and identify any challenges.
  • Encouraging ongoing attention to mentoring practices and awareness of emerging best practices.

Mentoring Coordination

To support implementation and continuity, units are encouraged to designate a faculty mentoring coordinator to facilitate communication about mentoring resources, support mentoring activities, and serve as a liaison with college mentoring initiatives. This role should normally be held by a faculty member rather than the unit chair or director.

  1. Program Evaluation

Units are expected to periodically assess the effectiveness of their mentoring programs, on a cycle not to exceed five years. This includes reviewing mentoring committee practices, gathering feedback from faculty and updating policies as needed.

Revising your mentoring program

Units may need to revise their mentoring programs to reflect changes in faculty needs, unit dynamics or leadership. CANR encourages units to adopt an equity-minded approach to faculty workloads and mentoring responsibilities. 

As part of the revision process, units are encouraged to review implementation and evaluation practices and identify opportunities for continuous improvement of their mentoring programs.

Revisions should consider:

  • Transparency and clarity in mentoring roles
  • Separation of mentoring and evaluation functions
  • Addressing mentoring excellence, at minimum, in annual reviews
  • Flexibility in committee composition to meet evolving faculty needs across career stages

Guidance is available through the following report on equity-minded faculty workloads.

Additional guidance is available in the CANR Mentoring Needs and Themes Report, which provides implementation considerations and lessons learned for units assessing, revising, or strengthening mentoring programs.

Unit example 

The Department of Plant, Soil and Microbial Sciences provides a model for mentoring committee structure and practices. Their bylaws for academic governance outline the purpose, composition and responsibilities of mentoring committees, including annual meetings, reporting and support for promotion.

Recognition

Incentives help recognize achievement and boost morale. At minimum, mentoring excellence must be included in annual faculty reviews. Faculty can receive formal or informal recognition at any time.

Units are encouraged to recognize mentoring excellence through internal and external awards. Award committees can elevate all faculty by nominating them for fellowships and honors, contributing to a culture of support and visibility.

Resources for recognition programs are available here.

Training for mentors

Units should provide access to mentoring workshops and resources for faculty. These trainings help mentors stay informed about best practices and support the continuous improvement of mentoring programs. Academic units may also encourage faculty to review the Information for Mentors and Information for Mentees pages, and share practical resources, such as discussion guides, conversation prompts, feedback tools and best-practice guidance, to support effective mentoring relationships.

Recommended resources: