College of Agriculture & Natural Resources Faculty & Staff

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.

Assembling the Committee
Best Practices

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.

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.
  • Sample checklist for meetings
• 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.

For additional guidance, MSU offers a resource on best practices for mentors and mentees in academic settings that outlines principles for building effective mentoring relationships.