Mentoring at Bates College is crucial for fulfilling the goals outlined in the above faculty handbook preamble. By investing in robust mentoring programs, Bates ensures educators are well-equipped to contribute meaningfully to the college’s mission. This support is essential for empowering faculty to achieve their fullest potential, thus directly impacting the quality of education and the broader academic community at Bates.

At Bates College, the development and support of faculty through mentoring are tailored to recognize that the needs and challenges faculty face evolve throughout their careers. From early career stages, where guidance might focus on navigating the complexities of teaching, academia, securing funding, and establishing a research agenda, to mid-career and senior levels, where the focus may shift toward teaching refinement, leadership, sustained research productivity, and broader community engagement. Bates College is committed to providing a dynamic mentoring environment that adapts to these changing needs, ensuring faculty receive the support necessary to thrive throughout their academic journey. This adaptive approach enhances individual career growth and fosters a vibrant academic community that upholds the college’s standards of excellence and innovation.

We may be most familiar with singular mentoring relationships between individuals in which “senior” colleagues pass along important information or wisdom to “junior” colleagues. Sometimes called one-on-one mentoring, this is the most traditional style of mentoring, but research indicates that it is limiting, in part, because faculty have a wide variety of needs, none of which can be embodied by one, single person – or even two (DeCastro et al., 2013a; Pololi & Knight, 2005; De Janasz & Sullivan, 2004; Van Emmerik, 2004; Ibarra, 1993).

Thus, we take a network approach at Bates, helping one another create mentor communities to ensure broad support. We all need Professional Development to learn how to manage time, resolve conflicts, administer projects, organize our office/lab/studio space, teach efficiently and well, and make strategic decisions about governance and engagement. We also need Accountability to avoid getting caught up in the daily chaos. We all seek an intellectual and/or social community at Bates where we feel a true sense of Belonging. The NDFDD articulates well the breadth of needs we all have as faculty. 

What is a network approach?

Rather than looking to one individual to meet our needs as faculty members, the network approach is geared towards creating a body of trusted colleagues/professionals we can go to for advice, guidance, and feedback. The NCFDD provides this graphic of Network Mentoring to consider.

Moving from one-on-one mentorship to a network approach is a change for the Bates community and necessitates some shifts, including, but not limited to, the addition of group mentoring – when one or several mentors work with a group of mentees; peer mentoring – when individuals from the same role, unit, or shared identity/experiences offer support for each other as a group or in a one-on-one relationship; distance mentoring – using online resources as a means of mentorship support; and, reverse mentoring – when early career colleagues mentor those farther along in their careers to teach new skills, pedagogical approaches, technologies, and/or exchange ideas.

Finally, it’s important to remember that mentoring between individuals can become a career-long exchange, but it doesn’t have to be. Sometimes all we need is one brief conversation to point us in the right direction, often called speed mentoring.

Mentoring at Bates is designed to provide each type of support, but before we delve into them, let’s talk briefly about effective mentorship, focusing on two key roles: Mentor and Mentee. Keep in mind that mentoring is not coaching and not counseling: Mentoring is focused on sharing experiences, providing guidance, and offering insights based on professional journeys, whereas Coaching is focused on skill building and achieving specific outcomes through the use of evidence-based techniques and strategies. Counseling relationships are typically therapeutic, with a trained professional helping individuals explore and address emotional and psychological topics.

At Bates, mentors provide professional guidance, coaching is available through our institutional membership to the NCFDD, and counseling support is available through benefits, including the Employee Assistance Program.

As you can see, mentoring is a dynamic process. Even if you came to this narrative envisioning a model where a “senior” faculty member mentors a “junior” faculty member over a long period, you should know there are many more options and opportunities. Mentoring can be formal or informal, short or long-term. Ideally, we all play a role in supporting one another. As Chairs, we may play an additional role in helping our colleagues understand departmental culture, practices, and norms. As committee members, we may provide feedback to individuals, offices, or units that can serve as mentorship. For instance, accepting or declining a course or grant proposal with productive, actionable feedback can be a form of mentorship. Likewise, sharing knowledge about using digital tools and online resources in our courses can also be a form of mentorship. Given that we can all play a role, let’s take a moment to consider what good mentorship is from an evidence-based perspective.

Being an effective mentor:

Mentoring is critical to fostering professional development and success for mentees and mentors. Remember, it’s about being one of an individual’s network nodes rather than a single, all-knowing point person. Here are some pieces of advice for mentors in this context:

• Build a Positive and Supportive Relationship:
  Establish a trusting and open relationship. Create an environment where they feel comfortable discussing their goals, concerns, and challenges. Be transparent and honest about how you see your role and what they can expect concerning confidentiality. Keeping and following through on commitments promptly can also go a long way.
• Understand Individual Goals:
  Take the time to understand your colleague’s individual career goals, both short-term and long-term. This can occur in conversation – “tell me about your goals for the upcoming semester/year” or be obtained through more formal mechanisms (e.g., Individual Development Plans). Ensure you understand their goals and tailor your guidance to help them achieve their aspirations. If you don’t know how to help them achieve a specific goal, introduce them to someone with skills in the area to expand their networks. You don’t have to know it all. The NCFDD provides several goal-identifying resources that will likely be familiar to your colleagues, including:
  • Every Semester Needs a Plan
  • How to Align Your Time with Your Priorities
  • Mastering Academic Time Management
  • Faculty members can use several additional free online tools to create Independent Development Plans. Before using any tool, faculty members should ensure that any tool aligns with their specific needs and goals before using it. Additionally, checking for the most recent updates and user reviews can help determine the tool’s relevance and effectiveness.
    • myIDP (Individual Development Plan):
      Website: myIDP
      Description: Developed by Science Careers, myIDP is a free, web-based career-planning tool designed for scientists, including faculty members. It helps users assess their skills, interests, and values and provides personalized career recommendations and development goals.
    • ImaginePhD:
      Website: ImaginePhD
      Description: ImaginePhD is a free online career exploration and planning tool designed explicitly for Ph.D. students and postdoctoral scholars in the humanities and social sciences. It includes modules on self-assessment, goal setting, and resources for various career paths, including academia.

Remember, our colleagues’ goals may not be our own. Our unique value systems and experiences guide us, and there is no one way to be a good teacher/scholar. As the landscape of Higher Education shifts and changes, we all must recognize and support different ways of being, knowing, and doing. Rather than rely on gut reactions or personal beliefs, focus on the evidence supporting the benefits of a particular scholarly or pedagogical approach (is it evidence-based?), help cultivate the necessary systems of information to support implementation and the development of assessment plans that will allow for the evaluation of outcomes. Focus on supporting agency over paternalism, or the use of authority to restrict the freedom of choice of a person or persons, even when you believe it may be in their best interest.

Remembering that our colleagues’ goals may not be our own can be particularly important when mentoring people who may differ from us in age, gender or gender identity, gender expression, race, religion, and/or personal experience. These resources may be of value when considering relationship-building with colleagues whose backgrounds and experiences differ from yours.

• Can I Mentor African-American Faculty? (NCFDD Resource)
• Ibarra H, Carter NM, Silva C. Why men still get more promotions than women. Harvard Bus Rev September 2010;88: 80-85.
• Thorne, K. M., Jones, M. K., Davis, T. M., & Settles, I. H. (2021). The significance of race in cross-racial mentoring of faculty of color. Translational Issues in Psychological Science, 7(4), 462–472. https://doi.org/10.1037/tps0000286

• Provide Constructive Feedback:
  Offer specific, constructive, and actionable feedback. Focus on strengths and areas for improvement and advise how they might achieve their goals, paying particular attention to internal and external resources they may not be aware of.
• Encourage Autonomy and Initiative:
  Empower your colleague to take ownership of their professional development. Encourage them to identify opportunities, set goals, and take initiative in their academic pursuits.
• Share Personal Experiences:
  Share your own experiences and challenges in academia. Personal anecdotes can be valuable in illustrating how you navigated similar situations and learned from them. 
• Facilitate Networking Opportunities (also called sponsorship):
  Introduce your colleague to relevant networks, conferences, and colleagues. Networking is crucial in academia; helping them establish connections can broaden their professional horizons.
• Promote Work-Life Balance:
  Acknowledge the challenges of maintaining a work-life balance in academia. Discuss strategies for managing time effectively and maintaining overall well-being.
• Stay Informed about Career Development Resources:
  Stay updated on available resources, workshops, and professional development opportunities within the institution. Guide your colleague towards these resources to enhance their skills. 
• Promote Diversity and Inclusion:
  Encourage an inclusive and diverse academic environment. Discuss the importance of equity and inclusion and guide fostering a supportive atmosphere for all students and faculty.
• Adapt to Different Styles:
  Recognize that each colleague may have a different style and preferred communication methods. Adapt your mentoring approach to accommodate these individual differences.
• Be Patient and Understanding:
  Understand that academic careers can be demanding, and your colleagues may face various challenges. Be patient, empathetic, and supportive during both successes and setbacks.
• Continuously Reflect and Adjust:
  Reflect regularly on the mentoring relationship. Ask for feedback from your colleagues and be willing to adjust your approach based on their needs and evolving circumstances.

As you embark on your journey as a mentor, remember that your guidance can shape the future of those you mentor. Approach each interaction with empathy, patience, and a genuine desire to foster growth. Celebrate the successes, navigate the challenges, and be a steadfast source of support. Your role as a mentor extends far beyond academia; it is a testament to the profound impact you can have on the lives and careers of others. Embrace this opportunity with humility and gratitude, knowing that the seeds you sow today will blossom into the leaders and innovators of tomorrow. Your dedication to mentorship enriches the lives of those you mentor and contributes to the collective advancement of knowledge and humanity. As you guide, inspire, and empower – may you find fulfillment in the transformative journey of mentorship.

The mentoring relationship is a partnership; proactive engagement from mentors and mentees contributes to a successful and enriching experience. Here are some pieces of advice for mentees regardless of rank in the professorate:

• Set Clear Goals:
  Establish both short-term and long-term goals for your academic and professional development. Work with your coach (NCFDD) and/or mentor to identify goals and create a plan to achieve these objectives.
• Clarify Expectations:
  Communicate your needs and expectations for the mentoring relationship. Discuss your goals, aspirations, and specific areas where you seek guidance.
  
  Make sure you understand what your mentor will expect from you, along with their perspective on mentorship, confidentiality, etc.
• Initiate Communication:
  Proactively reach out to your mentor. Don’t hesitate to initiate discussions about your progress, challenges, or any questions you may have. 
• Be Open to Feedback:
  Embrace constructive feedback as a valuable tool for growth. Use feedback as an opportunity to refine your skills and improve your work.
• Take the initiative:
  Demonstrate initiative in your academic pursuits. Identify opportunities for research, collaborations, and professional development, and discuss these with your mentor.
• Build a Network:
  Actively engage in networking opportunities within your academic community. Attend conferences, workshops, and events to connect with colleagues and potential collaborators.
  
  Center your needs as an academic. This mentoring map allows you to map your current mentoring network, identify your unmet needs, and plan how to expand your existing network to meet your current needs. Don’t get overwhelmed; the goal isn’t to fill all mentor roles. Focus on your goals and know your guidance needs, foci, and network will evolve. 
• Seek Guidance on Work-Life Balance:
  Discuss strategies with your mentor for maintaining a healthy work-life balance. Balancing academic responsibilities with personal well-being is crucial for long-term success.
• Embrace Challenges:
  Don’t shy away from challenges; view them as opportunities for growth. Discuss challenges with your mentor, and work together to develop strategies for overcoming them.
• Emphasize Resilience:
  Cultivate resilience in the face of setbacks or challenges. Understand that setbacks are a natural part of an academic career and use them as opportunities to learn and improve.
• Express Gratitude:
  Express gratitude for your mentor’s guidance and support. A positive and appreciative attitude strengthens the mentoring relationship and fosters a supportive academic community.

Bates College offers a structured mentoring program to provide faculty with quality guidance in building long and productive careers, regardless of rank. Sponsored by the Dean of Faculty’s Office, the program is designed to: support belongingness and connection through programs like Bates Out and About/In and Within; provide professional development and skill-building opportunities through the NCFDD (e.g., practical goal setting and time management); provide opportunities for substantive feedback, role modeling, sponsorship, and intellectual community through mentoring/mentorship. 

Leveraging our NCFDD membership, we provide quality coaching to, through, and beyond tenure and promotion; click here to create an NCFDD login.

“The NCFDD Core Curriculum is a series of webinars based on empirical research and focused on the skills  necessary to “Thrive in the Academy,” defined as having extraordinary writing/research productivity and a full, healthy work-life balance.”

Suggested webinars: 

• Every Semester/Summer Needs a Plan 
• Mastering Academic Time Management
• How to Manage Stress, Rejection & the Haters in Your Midst 
• Overcoming Academic Perfectionism 
• Imposter Syndrome: How to Recognize It, Overcome It, and Realize Your Academic Goals
• Networking for Introverts (and Extroverts, Too!): How to make the most of your next conference
• 14 Day Writing Challenge

In addition, all faculty are eligible to receive scholarship support, regardless of rank or contract type. Please find more information about the support offered through the Dean of Faculty’s office here.

Robust support for teaching and learning is available via multiple offices on campus. Below is a brief description of some opportunities offered. These offerings are dynamic, and it would be impossible to capture every opportunity. As this list illuminates, mentoring doesn’t only occur between faculty members. Staff also play a key role in the faculty mentoring process and vice versa. Keep an eye out for these types of invaluable opportunities. 

Center for Inclusive Teaching and Learning (CITL) 

The Center for Inclusive Teaching and Learning offers multiple opportunities for educators to develop and hone their craft throughout their careers.

Up-to-date information about CITL offerings can be found on this page.

Sponsored Programs and Research Compliance (SPaRC) information sessions and workshops

Whether you’re just starting to consider external funding or you have a fully developed proposal, SPaRC can help you achieve your goals.

Harward Center

The Harward Center offers multiple opportunities for faculty to develop and hone their craft as community-engaged scholars. More information is available on this page.

Accountability buddies can also serve as peer mentors. An accountability buddy is someone you trust to help you follow through with a commitment or goal. This person holds you accountable for the actions and behaviors that can influence your progress toward reaching a goal. All faculty must regularly communicate with people who can provide substantive comments on proposals, manuscript drafts, and new ideas. Accountability buddies can be an essential vehicle for this work. Accountability buddies can be identified through the NCFDD, by responding to faculty writing group invitations and/or by reaching out to Associate Dean of Faculty, Krista Aronson (karonson@bates.edu).

All faculty can and should seek out opportunities for one-on-one mentoring. This can occur between faculty, department chairs, or colleagues at Bates or beyond.

Faculty Success Program (FSP): 

All tenure-track faculty can participate in the NCFDD Faculty Success Program at no cost to their unit or start-up funds within the first two years of their time at Bates. This 10-week online program helps tenure-track faculty develop the skills necessary to increase research and writing productivity while maintaining a healthy work-life balance. Each FSP participant is assigned to a small group led by an NCFDD-certified coach. Every week, participants meet for their small-group coaching call with their coach. During this call, participants will share their goals for the week and review the previous week’s goals. By the end of the program, participants will have developed the skills and habits they need to move forward with increased research and writing productivity and a better work-life balance.” (NCFDD Website). The Office of the Dean of Faculty pays for participation costs. Please contact Krista Aronson (karonson@bates.edu) to register for an upcoming semester. 

What do faculty have to say about the FSP?

BETTER WORK-LIFE BALANCE
Faculty at Bates College reported better work-life balance after completing the  Faculty Success Program. 82% of participants responded positively when  asked, “How would you describe your work-life balance NOW compared to  when you started the Faculty Success Program?” 

IMPROVED WRITING PRODUCTIVITY
When participants at Bates College were asked, “How would you describe  your writing and research productivity NOW in comparison to when you  started the Faculty Success Program?”, 91% of respondents reported an increase. 

Pre-tenure Faculty Cohorts: Structured by year to tenure (e.g., first year, second year, etc., towards tenure), all faculty are invited to join a cohort by its leader. Participation is optional but highly encouraged. Cohort leaders are faculty members with significant experience at Bates. By listening to and learning about colleague goals, successes, and pain points, leaders assist in myriad ways, including introducing faculty to resources and colleagues on and off campus who have demonstrated strengths in an area of focus or need, thereby expanding mentoring networks. Rather than move with colleagues as they advance towards tenure, cohort leaders specialize in their target year, allowing them to best understand everyday needs and develop resources for support. Here are some examples of foci for different cohorts:

Year 1 – In addition to informal social opportunities and one professional development per semester as determined by a needs/interest assessment, colleagues in the first-year faculty cohort are typically focused on teaching and spend time engaged with the Center for Inclusive Teaching and Learning (CITL).

Year 2 – Besides social opportunities, this cohort typically meets monthly to share scholarship to deepen community and connection, combatting academic perfectionism, increasing accountability, and beginning to consider the contours and features of a professional dossier. Faculty during this year are also given 2nd year review support by the department and the Dean of Faculty’s office, The DOF, in collaboration with CITL, also offers a non-evaluative dossier workshop each year during August. Drawing on extensive research by Peter Seldin, whose book, co-authored with J. Elizabeth Miller, The Academic Portfolio: A Practical Guide to Documenting Teaching, Research, and Service, is the framework for the workshop, participants engage in the process of writing, reflection, and identification of evidence, resulting in a complete dossier draft that presents a comprehensive picture of their work as a teacher, researcher, and actively contributing member of the professional communities of which they are a part.

This workshop is available to all tenure track faculty in August before their third-year review.

Year 3 — In addition to social opportunities, the cohort leader assists with finalizing reappointment materials (3rd-year dossier) and 4th-year leave planning.

Year 4 – Typically a quiet year while faculty are on leave, cohorts do not gather unless requested by the group (contact karonson@bates.edu). 

Year 5 – This year focuses on assisting with developing tenure materials, including identifying external evaluators.

Cohorts are designed to respond to faculty needs and create group, one-on-one, and peer mentoring spaces. Cohort invitations go out at the beginning of each semester, typically followed by a needs/interest assessment to guide programming for the year. The group sets meeting frequency and topics, with the goal of at least one group meeting per semester. 

Cohort mentoring, book clubs, communities of practice, and general programming can provide opportunities for Peer Mentoring. Peers can come from any rank, but near peers can play a unique role in the mentoring process. They are likely grappling with similar issues, so they are well-positioned to identify and/or articulate essential questions, share insights, and offer emotional support. New faculty, mainly, are amid a significant identity and role transition, whether new to the profession or Bates. Support in dealing with the common stress and pressures of transitioning to life at Bates is essential and can be fulfilled via several mechanisms, including peer mentoring.

External or distance mentoring: Given current technologies, mentoring relationships can occur in person or online between colleagues at one institution or across institutions using online software or via email. Each colleague can select an external mentor to build into their mentoring network. If interested, please contact Associate Dean Krista Aronson for more information and a guiding document to aid your planning and outreach.

Recognizing the unique needs of faculty with shorter-term contracts at Bates, sometimes called contingent faculty on campus, programming specific to this group is made available each year. Guided by the needs of this group, all programming is designed to support contingent faculty:

1. Discover personal and professional goals for the designated time at Bates College and forge plans to secure longer-term employment beyond Bates.

2. Determine action steps to achieve these goals

3. Find and utilize resources that will help with achieving goals

4. Feel empowered and inspired to enjoy the designated time at Bates College while also planning for longer-term career transition

Several programmatic elements exist to support the attainment of these goals, including fall workshops designed to help colleagues prepare for the job market.

During their academic journeys, mid-career faculty members navigate a dynamic landscape where professional growth intertwines with personal aspirations. With years of experience under their belts, they stand where the vigor of early career ambition meets the seasoned wisdom gained through scholarly exploration and teaching endeavors. These scholars balance the pursuit of scholarly excellence with the demands of institutional engagement and mentorship, keenly aware of their role in shaping the next generation of academics. As they delve deeper into their research and/or reshape their area of emphasis, mid-career faculty members seek to discover their niche within their discipline while embracing interdisciplinary collaboration and innovation. With teaching as both a passion and a responsibility, they continuously refine their pedagogical approaches to engage and inspire their students. Amidst the busyness of academic life, they carve out moments for introspection, contemplating their career trajectories and aspirations for the future. Mid-career faculty members are poised for growth and evolution in this phase of their journey, harnessing their expertise and experience to make meaningful contributions to their field and society.

Development of a mentoring program for mid-career faculty is underway. If you want to assist, please contact Associate Dean Krista Aronson (karonson@bates.edu). 

In the meantime, please feel free to check out the resources offered by the NCFDD for mid-career faculty.

Later career faculty find themselves at a juncture marked by reflection and anticipation. With decades of scholarly exploration behind them, they contemplate the tapestry of their professional legacy, pondering the indelible marks left upon their field and the countless lives touched through mentorship and teaching. They prioritize supporting the next generation as they grapple with the contemporary landscape of higher education. Yet, amidst the flux of research and pedagogy, they also seek equilibrium, striving to carve out a semblance of balance between the demands of higher education and the pursuit of personal fulfillment. With retirement on the horizon, they meticulously chart their course, preparing for the transition that heralds closure and new beginnings. 

Late career mentoring at Bates is currently under development. Please contact Associate Dean Krista Aronson (karonson@bates.edu) if you would like to assist.

Retired Bates faculty, whether they call themselves Emeriti, Emeritae, or Emeritx, are teachers, scholars, and activists committed to sustaining community, retaining ties with the college, and exploring new opportunities for creativity and connection. Emertix faculty have offered platforms for social and intellectual support, arts initiatives, and community-engaged activity. A vital feature of this group has been the development of clusters centered on shared interests or projects. There are currently no active clusters, but please contact Associate Dean Krista Aronson if you are interested in proposing a group or activities. Curious about Retirement? Here is some information compiled by retired Bates faculty.