Information for Academic Units

This page provides guidance for departments and schools within CANR on how to assess, establish and implement mentoring programs. Unit-level implementation is central to the success of mentoring across the college.

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

Establishing a new mentoring program

Each academic unit is responsible for creating a formal mentoring program for tenure-stream faculty. Mentoring should continue through promotion to full professor and be available to fixed-term faculty and academic specialists who have not yet earned continuing status.

Programs must be documented in unit bylaws and include:

A process for selecting mentors
A mechanism for changing mentor assignments
A description of expected mentoring activities
Clarity on mentor and mentee roles
Confidentiality expectations
Guidelines for reporting and evaluating mentoring as part of faculty service

There are four phases to developing a mentoring program.

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

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 implementation

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

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.

Revisions should consider:

Transparency and clarity in mentoring roles
Separation of mentoring and evaluation functions
Recognition of mentoring in annual reviews
Flexibility in committee composition

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

Department 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.

Recommended resources: