Information for Mentees

This page provides guidance for new and prospective faculty in CANR as they begin their academic careers. It outlines expectations for mentoring, best practices for engaging with mentors and the broader university community and available resources.

 

It is important to note that the faculty members are expected to understand and follow the latest guidelines for reappointment, promotion and tenure (RPT), and to work with departmental staff to ensure compliance. Mentoring committees serve as resources and support groups to the faculty members.


Assembling the Committee
  • How: New faculty are expected to work with the unit leader to establish a mentoring committee.
  • When:
    • Within the first couple weeks of hire, new faculty should start working with the unit leader to establish the mentoring committee.
    • Mentoring committee should be established and complete first meeting
      • within the first nine months of hire or
      • before their first annual review, whichever comes first.
  • Who: The committee should consist of
    • two to four mentors of higher rank representing
      • relevant areas such as research, teaching, outreach/extension, service and
      • institutional knowledge of CANR’s reappointment, promotion and tenure (RPT) processes and
      • selection in consultation with faculty member, considering their goals, mentoring needs, preferences and perspectives.

Best Practices
  • Mentees are responsible for initiating mentoring meetings.
  • Meetings can be held as frequently as needed by mentees and agreed upon by mentors; however, at minimum, an annual meeting should take place each spring semester, prior to the unit’s annual review cycle.
  • Prior to meetings, mentees should prepare a clear agenda and identify specific questions or topics for discussion.
  • During meetings, mentees should communicate openly, keep an open mind and take advice seriously.
  • Following the meeting, a concise report should be prepared jointly by the mentee and mentor(s) summarizing progress, challenges and feedback received.
  • Mentees should recognize that the feedback received is advisory and not prescriptive.
  • Mentees may revise their mentoring committee as their needs evolve. 
  • In addition to formal mentoring, faculty are encouraged to seek informal mentors to gain diverse perspectives.
  • If concerns arise about the mentoring environment, mentees should communicate with their committee chair and/or unit leader.
Expanding Your Mentoring Network

Your CANR mentoring committee provides a structured foundation for mentoring and professional development. As your career evolves, you may also benefit from building relationships with additional mentors, sponsors, collaborators, and peers who can provide support in specific areas of your professional growth.

The NCFDD Mentoring Map is a tool designed to help faculty identify and strengthen these broader mentoring relationships. It can be used alongside your mentoring committee to assess your current support network, identify gaps, and develop a more holistic approach to mentoring.

In addition to mentors and sponsor, peer networks can play an important role in professional development by providing opportunities for shared learning, accountability, and support. CANR faculty are encouraged to explore opportunities to engage with peer cohorts and communities of practice.

Recommended Links:

Additional Resources

For additional guidance, MSU offers a resource on best practices for mentors and mentees in academic settings, including tools designed to support effective mentoring relationships and professional development.

Resources such as the MSU Mentoring Toolkit and the NCFDD Mentoring Map can complement the guidance provided by your mentoring committee and help you build a broader network of support throughout your career.

Visit the Additional Resources page to explore mentoring guides, templates, and other resources available through CANR and Michigan State University.