Faculty Mentoring Faculty
“Thinking About Teaching Together”
The members of our mentoring group listed below have demonstrated interest and ability in teaching and are skilled in helping you think about, plan, conduct and self-assess your own teaching. Our goal is to help you be the kind of instructor you wish to be; we do not promote any single model of teaching. The relationship is collegial and assistive; you control the direction and amount of effort invested in your teaching.
As a group we also have a great deal of knowledge about the university’s structure and resources available to faculty. We meet regularly to discuss current issues, plan events and identify new mentors. We sometimes also refer interested faculty to past members of our core group who still offer expertise in mentoring to interested faculty.
To establish contact with a mentor from our group, please complete our "Request for Mentoring & Observation" form and return to Joel Dubois, Faculty Associate at email@example.com. You can expect to receive a response within a week. If you need more immediate assistance, please call our Administrative Coordinator Laura Romo at 278-5945.
"Having my first name as EunMi, which means “the beauty of sharing” in Korean, mentoring relationships come naturally to me. Through the Faculty Mentoring Faculty program, I would like to share my time and expertise within two dimensions. First, I will work with newer faculty regarding their interests in scholarship activities. Second, I will facilitate in planning their career paths. If I practice the meaning of my first name right, then they will become more familiar with our university culture, increase their potential, use our campus resources effectively, and succeed as professors. Sharing is the key to our success as a team."
Humanities & Religious Studies
CTL Faculty Associate
"I have experienced open, ongoing conversations with my mentors as an invaluable source of nourishment in finding a place for myself as a teacher and scholar. What I most enjoy about mentoring is listening deeply to another faculty members' stories, asking good questions, sometimes also observing her or him in the classroom, and then reflecting back what I see and hear. I find that through this simple act of listening, new insights and solutions emerge on their own from within the one being listened to. I bring to mentoring extensive experience with discussion teaching, team-based learning and experiential learning, and am also familiar with the wide range of interpersonal dynamics encountered in university life."
Kimberly A. Gordon Biddle,
"I like to listen to your concerns and then reflect them back to be sure I understand them. Then I can provide support or suggestions or strategies, whatever you need. Being a good teacher is not a place where you finally or suddenly arrive. Being a good teacher means constantly growing, learning, changing, and adapting."
Department of Psychology
"As part of a peer community, I feel we are all passionate about reaching our students and helping them transition successfully through university. Along the way, we also learn how to be more effective educators by collaborating with colleagues, sharing tools, techniques and strategies that help engage students in learning. By mentoring each other, we can build the community and make both ourselves and our students lifelong learners."
"As a new faculty mentor, I look forward to getting to interact with faculty who desire to grow as educators, helping them in anyway I can, while at the same time, having the opportunity to learn from them and their experiences. I see mentoring as a collaborative experience and hope to develop my pedagogy alongside any faculty with whom I get the opportunity to work."
"For me, mentoring relationships are reciprocal in nature. It has often been the case that I have begun the relationship as the mentor and at some point both of us become mentors and mentees simultaneously. These relationships have been highly satisfying by enriching many aspects of our professional lives. The life of a professor can be alienating and lonely, so engaging in conversations about academic life with one another serves to enhance our otherwise isolated existence."
Kinesiology and Health
"Faculty mentoring is important because it is a chance to share my love of teaching with my peers. Mentoring is about helping others discover their potential. Strategies in teaching that I share with colleagues include creating an intimate environment for learning by emphasizing teaching students not just subject matter. Incorporating active learning in classes helps to engage students in class. Discovery of the soul and heart of teaching helps the teacher have a purposeful career and makes effective teaching come to life."