Whether for a newly minted PhD or a subject-matter expert plucked
from outside academia, starting a college teaching career can be daunting. A
new faculty member needs a guide, a role model, and a trusted friend to jump-start
their success in the classroom. A mentor can fulfill these roles by sharing
expertise and camaraderie, but where should a mentor begin if assigned to a new
hire or a newbie seeks them out for assistance? When a faculty mentoring
program exists, a veteran instructor will be paired with a “mentee,” and
institutional guidelines will facilitate the work. Without an established
program, new hires may seek help informally. In either case, the following five
strategies can facilitate mentoring.
1.
Make introductions and provide resources
Welcoming the new hire is a starting point. Provide introductions
to colleagues, administrative assistants, and human resources personnel. Let the
new hire know where to go for specifics—keys, computer support, supplies, and a
good lunch.
Share information about the institution’s resources for
professional development. Introduce the new colleague to your favorite
professional articles and conferences. Share newsletters and blogs about teaching.
Recommend a timely book about college teaching (and yes, they do exist!).
In the introductory phase of mentoring, relationship development
is important. Building trust is integral part of the process. A mentor
shouldn’t have an evaluative role, as that may narrow the parameters of
discussions. Who would want to go an evaluator and report a disastrous
afternoon class session? Going to a trusted mentor to have that conversation
could be very helpful.
2. Discuss good teaching
Many new hires have never had formal training in how to teach.
Initiate discussions about how to start the first class, how to write a lesson
plan, what constitutes a usable syllabus, and how to engage students in active
learning. Offer your recent syllabi as templates and discuss the department’s
goals and objectives for each course. Understanding assessment and grading
issues is critical for any new instructor.
Offer a simple lesson-planning model, such as the following:
- Introduction, a focus for the class, specific objectives, and quick
review (“By the end of class, the student will be able to . . .”)
- Teacher presentation of new material (e.g., lectures, visuals, key
points of readings)
- Student engagement. Effective teachers intersperse steps two and
three. Lectures and presentations include active participation, where students
write, ask and answer questions, and talk with each other.
- Conclusion and assessment of the lesson. The instructor may review
or have students express what they learned and what confused them.
With regard to grading, many new hires need examples of grading
scales that fit campus and departmental guidelines. (For instance, does the
campus grade-reporting system include plusses and minuses?) The best way to
fend off student complaints about grading is to be proactive. Encourage new
professors to provide clear criteria for each assignment and to use rubrics
when possible. Explain that students really do need to know where they stand regarding
their progress toward their final grades.
3. Be observed and observe
Invite the new faculty member to observe one of your classes,
perhaps the first class, so they can observe introductory activities (or the
first lab or first whole-class discussion). Then, as the semester progresses,
offer to observe their classroom. When you do, don’t merely observe; meet the instructor
for pre- and post-observation conferences as well. In
the first meeting, ask them what will be taught and what specifically they want
you to observe during the visit. Is it wait time with questioning? Is it time
management with a discussion? Should you observe for clarity of speech, visuals,
and content?
During the observation, take detailed notes, such as marking how many questions were asked of students, without judging what they witness during the visit. Finally, after the class ends, sit down with the instructor to discuss the session. Asking a few key questions spurs self-reflection on the part of the instructor. Ask, “How do you think this class went?” and, “Was today’s class fairly typical, and if so, how?” By listening to the instructor’s comments, you can use your observation notes to direct the conversation to the instructor’s original concerns, offering insights for improved teaching. Of course, observing a colleague and being observed requires significant trust. While visiting others’ classrooms is a rarity on some campuses, it can be a useful strategy to support effective teaching.
4.
Explain the evaluation process
Who among us hasn’t worried about our course evaluations and the
overall decision process for our reemployment? Before the semester begins, all
who teach should be aware of the content of final course evaluations and how students
complete them. The mentor can suggest that the new instructor get informal
feedback from students throughout the semester. An example is to have students
write answers to key questions after the first few weeks of class or after the
first exam. Sample questions include “Which class activities have helped you to
learn the material?” and “Have the discussions been helpful for clarifying your
knowledge?”
While most institutions provide orientations regarding earning
promotion and tenure, a mentor can also provide insight about the process. Advising
the new hire to keep good records of their campus committees and volunteer work
is recommended. Some faculties have unwritten rules about the processes of rehiring
and achieving tenure. A mentor can provide transparency.
5.
Time and stress management
Everyone needs more time and less stress. A mentor can suggest
going for a walk or out for coffee to discuss teaching in a low-stress
environment. Mentors should be cautious to not overwhelm a new hire with their
own success stories. New hires are juggling first-time teaching with
publication deadlines and service to the campus. Mentors who listen more than
they share may find that to be a helpful strategy. Asking questions and
promoting self-reflection on the part of mentees can be effective.
Final
thoughts
Do you remember your first college teaching year? What were your
burning questions? As you reflect, what do wish someone had told you before you made a misstep? What
resources and professional development have you found since that fateful first
year? What has kept you centered and motivated? Answer these questions, and you
will have a foundation for your work as a mentor.
Mary
C. Clement, EdD, is a professor of teacher education at Berry College. She is
the author of First Time in the College Classroom (Rowman & Littlefield, 2010).
