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TimestampI am reporting from: Campus(s) Reporting (in Rosemont, some tables may have two schools working together)Which of the following approaches did your Group Discuss?What would the ideal culture of mentorship look like, broadly? Where are your institutions now?Using your selected approach, what steps can you take to move from where you are now to the ideal?Using your selected approach, how can you measure the transitions as you move from where to you are now to the ideal? How will you determine which efforts are effective and where changes still need to be made?
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2/24/2020 11:40:59Rosemont (in-person)Michigan State, Indiana, Nebraska, WisconsinSupporting MenteesCommon mentoring definition; Broad training; Investment from both mentor and mentee; early establishment of common expectation; willingness to make ongoing cultural adjustments for the benefit of the mentee; care in mentoring relationships; using models that apply to everyone; reduce bias that leads to differential mentoringOur ideas were contrary to what exists now at our institutionsDidn't get to thisDidn't get to this
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2/24/2020 11:36:27Rosemont (in-person)Michigan State, Maryland, Wisconsin, Nebraska, Rutgers, MichiganBuilding Organizational CapacityMove beyond the reliance on dyads for mentorship. Value mentorship at an institutional level in tenure/promotion and/or monetary value. Build capacity for near peer, look ahead and peer mentoring to build that community.Not close to this.Build “mentoring circuits” of groups of like minded mentors/mentees (peer mentoring groups). Create expectations around mentorship. IDP to document the mentorship community that you are building.Training satisfaction. Retention in programs. Time to degree. Numbers of mentors or mentees tracked. Conflicts in the goals of these measures (e.g. a good mentor may say that school is not appropriate for someone which may effect metrics of “success” of a training program but may be good mentorship).
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2/24/2020 11:42:43Rosemont (in-person)Minnesota, Rutgers, Maryland, IndianaSupporting Mentees- Mentees being empowered to navigate mentoring processes/structures, while not being burdened by having to push mentors to develop their ability and skill set related to mentoring (academic and psychosocial aspects).
- Mentees are empowered to enter into mentoring relationships with the knowledge of what they need from the the relationship.
- Mentees can engage in various mentee structures (mentoring council, two, multiple mentors, peer cohort model, etc.)		Building capacity for mentors to support mentees. Measurement would be tracking culture, if culture were defined through the stages of readiness.
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2/24/2020 11:40:03Indiana, Minnesota, Penn State, PurdueImproving Mentorship through Recruiting, Hiring, and On-boardingValue time of those committed to mentorship (including diversity and inclusion - URM, women). This acknowledges the importance of everyone. Network of mentoring, structures that support mentoring. Culture of mentorship means everyone from leadership (top organizational level) on down believes that mentorship is important, it it requires training/education, resources, commitment, and assessment. Mentoring should be bidirectional, organic (and not forced). Different levels and types of mentorship (roles and functions). Everyone that needs a mentor gets/has a mentor. NCFDD - mentoring mapDecentralized and siloed. Issues with institutional memory. When people leave, programs don't necessarily continue. Lack or loss of resources also lead to losing programs. No centralized databases that shows all programs on campusbeing deliberate about the wording in job postings. Some positions may need to be explicit in wording and experience in mentoring. Having mechanism during evaluations to ask about mentoring needs. institutionalizing mentoring to strengthen the culture. Giving it weight in evaluation (but need metrics, understanding of what is quality or not quality in mentoring)???. Metrics in evaluations/assessment. Surveys about mentoring satisfaction
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2/24/2020 11:36:48Rosemont (in-person)Building Organizational CapacityPositive and supportive environment; academic success; career development as high-level goals. Specific bullet points under each for faculty, grad students, and grad programs.

Need some professional mentors to handle psychosocial side, can't count on faculty to do this.		Purdue is doing a "year of mentoring," supported by dean of Grad School. Many workshops, etc. aimed at many audiences.

Illinois has Sloan-funded Center for Mentoring, campus match; focus mostly on URM in STEM. Funding will end; how to sustain? How to extend beyond STEM? Have monthly Grad Mentor newsletter. Mentoring staff within grad school.

Penn State physics assigns incoming students assigned research mentor, academic mentor, and general mentor

Faculty resistance to breaking dyadic model.		Peer pressure; use deans and provost; naming and shaming.

Provosts' offices for teaching and learning should expand to mentoring

Revise tenure and promotion guidelines; provide support to develop skills that match these guidelines.
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2/24/2020 11:37:04Satellite (virtual)Ohio StateIncentivizing Behavior through Rewards and AccountabilityIdeally, mentorship would be built into everything we do on campus. We would want mentorship to be an expectation, but also rewarded and incentivized. We would also want mentorship to be a multi-directional relationship: that mentees are also actively advocating for high-quality mentorship.We currently have isolated offices and units that pursue and offer mentoring initiatives, but no centralized efforts/systematic approach. Currently low level of awareness of who is doing what on campus, what resources are available on campus. Expand training to graduate students; work to train more NRMN mentoring trainers; incorporate mentorship into the currently existing University Institute for Teaching and Learning; give financial incentives for winners of faculty mentoring awards; give financial incentives for the trainers (who currently do this mentoring "for free")Graduate student and mentee feedback; outcome data from pre- and post-mentorship interventions;
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2/24/2020 11:37:52Satellite (virtual)Michigan StateIncentivizing Behavior through Rewards and AccountabilitySetting goals early not to be “creating a future faculty” but to be “creating happy, productive people”There’s no official mandate/incentive to reward great mentorshipRecognition at the individual level and graduate program/department level
Tools provided from the graduate school
Onboarding for new students needs to include mentoring practices, and involve the mentors		Assessments (anonymous and identifiable) that continually take the pulse of
-Student progress in professional goals
-Student satisfaction/happiness
-Quality of communication between mentors and mentees
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2/24/2020 11:37:44Rosemont (in-person)Maryland, Nebraska, Michigan State, NorthwesternIncentivizing Behavior through Rewards and AccountabilityPeople would be thriving and productive. The program(s) would be robust to ensure that each student has mentorship and no one is isolated. Programs would be thoughtfully developed to ensure that our most marginalized students are in mind during program development. Equal development on skills development and student well-being. An ideal culture would include shared responsibility for mentoring among UG, grad, postdocs and faculty/staff. There would be a role both for individuals but also academic units/institutions to ensure evenness in programs/what is being offered to students. Recognition that mentoring is a developed skill and people or practices would not be labelled as good or bad, but as an area of growth. There would be assessment programs to identify effective mentors and programs. Mentorship would be shared among all faculty/staff, not just heavily loaded onto those individuals that are skilled at mentoring.We have a long way to go. Need to figure out roles for departments, faculty, staff, students.Need to change culture to increase the importance of mentoring, funding is needed – stipends, etc for faculty engaged in mentoring, University-wide Mentoring awards for faculty, graduate students and programs. Program awards can be nominated by students and former students.

For problematic mentors, can people be removed from graduate faculty? Some levers around graduate faculty are needed. Can cooperate with Office of Research to provide training or to help ‘police’ poor mentors

Accountability can include faculty accountability for student success, staying on time to graduation, etc.
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2/24/2020 11:39:07Satellite (virtual)University of Maryland, College Park, MDBuilding Organizational Capacitygreater use of Intergovernmental Personnel Agreements to detail faculty, post-docs to federal and /or state agencies... to facilitate cross fertilization with industry doing good work that is almost totally invisible to the broader campus communityWe need a media communications campaign totally focused building a culture of mentoring.the current incentives is tenure track faculty....; as such scholars who go to industry or the government or non-profit sector... are seen as failure... or not counted or values
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2/24/2020 11:37:01Rosemont (in-person)Maryland, Northwestern, Wisconsin, Illinois, RutgersImproving Mentorship through Recruiting, Hiring, and On-boardingThere is no ideal culture; it depends on the field and the individuals. In the ideal culture, everyone gets the mentoring that is appropriate to their background and needs. No toxic or bad mentors. But there will be problems that cannot be overcome; how do you tell the difference between that and deficient mentoring? For example, there may be external constraints that cannot be overcome (e.g., from funding agency). In ideal world, everyone would have multiple mentors. But if there are multiple mentors, how do you assure accountability--if everyone mentors, then you run the risk of no one taking responsibility for mentoring. Requires a high-level institutional commitment; leaders at all levels make mentoring a priority. A second-year orientation for new faculty on mentoring
When recruiting students, include evidence of mentoring excellence in fellowship selections
Mentoring plan for all admitted students, include cultural and identity; avoid boilerplate language
Mentoring training for students and faculty
Explicitly include mentoring in evaluation of faculty candidates (e.g., in feedback forms)
Make expectations for mentoring clear for new faculty
Include statement on mentoring in requests for hiring approval--what support, expectations for mentoring of graduate students
Include a statement of evidence of effective mentoring in every program's requirements for tenure and promotion		Annual student evaluation
Exist interviews
gradSERU survey
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2/24/2020 11:41:25Satellite (virtual)Penn State University ParkBuilding Organizational CapacityIt would be institutionalizedWho heads these endeavors?
Recruit individuals who have a dedication to mentorship.
Start with institutionalizing mentorship training rather than ad hoc trainers. But at what level? Dean’s office of every College, Engagement Coordinators of the Colleges (some Colleges do not have these), others?
Peer mentoring, particularly faculty to faculty but also grad student to grad student.
Should faculty/students getting an internal award attend a mentoring workshop?
Top down or bottom up? What needs to be from the top vs what faculty need from peers/mentees
Resources for mentors		Bringing together stakeholders from the Colleges/campuses so we don’t have to start from scratch, some Colleges already have mentorship programs, can we collaborate?Mentoring recognition- award, P&T, in a newsletter, saying “nice job”, other low stakes ways to recognize, involve College-level communications staff in highlighting mentors
Increase means of communication
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2/24/2020 11:45:26Satellite (virtual)Penn State University ParkIncentivizing Behavior through Rewards and AccountabilityMake mentoring more visible at College levels. Having success with Climate and Diversity awards - more awards at all levels: faculty, post-doc, grad, undergrad, staff? Salary raises? Accountability - how do we hold faculty accountable? There is no good answer especially after tenure is obtained. Better expectations for FARs and dossiers for documenting mentoring.Discussing faculty - grad student mentoring but could go across all levels of mentoring

Need to define expectations for faculty as mentors (ECOS has one but not well used/reviewed) so College/Departments can develop rewards and accountability. Need a baseline for good mentoring - what does good mentoring look like? What are the measurements of success?

Accountability - how do we hold faculty accountable? There is no good answer especially after tenure is obtained. Better expectations for FARs and dossiers for documenting mentoring.

ECOS has an annual graduate student feedback on mentoring. Students can submit confidential comments about mentoring. What does higher administration do with comments to try to hold faculty accountable? Is a conversation with the Dean enough? No annual raises? Removal of ability to take new graduate students? These comments are confidential so hard to do anything with them without students’ permission. How do you get feedback on mentoring without putting those with “less power” in jeopardy (perceived or real)?


Need to define expectations for faculty as mentors (ECOS has one but not well used/reviewed) so College/Departments can develop rewards and accountability. Need a baseline for good mentoring - what does good mentoring look like? What are the measurements of success?
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2/24/2020 11:48:39Satellite (virtual)Penn State University ParkImproving Mentorship through Recruiting, Hiring, and On-boardingRelationship evolves -- advising and supervising early on. In time it becomes mentoring when people become experts in the specialty, later in the some cases it should come to be sponsorship, helping the mentee advance to their next opportunity.

evolving on thisThroughout the year, keep mentoring in new faculty member’s brains, by providing ongoing workshops.

Hold postdoctoral supervisors accountable for enabling post docs to participate in the workshops offered through the office of postdoctoral scholars.

In terms of a curriculum and practice we should consider:
Distinguishing between a Supervisor and a Mentor.
Perhaps mentor should not have an evaluative component to guard.
Mentee should have freedom to speak up without fear of retaliation.
Help supervisors to learn about and examine their own conflict of interest.
Help supervisors to learn about and examine the power differential between themselves and the people whom they supervise.

During the Interview stage:
Ask candidates to talk about their views on teaching and mentoring in the skype interviews.
Use situations/scenarios to have candidates walk you through how they would handle them.
Ask faculty candidates about mentoring plans for bringing in students, postdocs, and supervising undergraduates.

Support the mentors with development on how to set boundaries and refer students to professional staff when needed.

Use special programs to require credentials (Honors Faculty, REU’s Sloan Mentors, Postdoc

When bringing in new Graduate students
Have a conversation about who would be a great person to mentor a student as they go through the process		Remind people of Administrative Guidelines of AC23 -- Peer evaluation of faculty includes evaluation of mentoring.
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2/24/2020 11:51:40Satellite (virtual)Penn StateSupporting MenteesSupporting Mentees

Defining a mentee is important: Everyone at all levels can be a mentee
A central repository for mentoring materials and resources is necessary
Problem: Penn state is large and emails are not effective (people don't read them)
There is an existing curriculum (Howard Hughes Medical Institute: Entering Mentoring) that people are unaware of
Cannot force an advisor to be a mentor in all circumstances- not organic
Or is part of being an advisor mentoring
How do we centralize mentoring and reward it for advisors who have never done it before
Mentoring can cover many aspects (educational, personal, academic)
May be different mentors for different experiences
Not training about how to communicate or expectations with mentors
Could we have research mentors along with personal/professional mentors
Faculty can not avoid interacting with students and they should be trained for those relationships
Post-tenure reviews should include mentoring
SRTEs for advising
Lots of programs are only marketed to undergrads

evolvingKEY POINTS:
Incorporate mentoring letters from former students like external reviews: have the mentor identify several students from their trainee list, department head picks a few names and ultimately dean picks 2 names and gets letters; this process should be included in post-tenure review
Must come to consensus between definition of advisor vs mentor; students at our table see a distinction. We must assign a definition and align expectations between faculty and students - mandating some minimum mentor training must come from the top. We appreciate mentoring can’t be a one size fit all, but culturally sensitive mentoring should also be included.
Students should be provided with a clear chain of command to address mentoring issues (for instance, is there a grad PIC? If the student needs additional help, where do they go next?)
Incorporate mentoring letters from former students like external reviews: have the mentor identify several students from their trainee list, department head picks a few names and ultimately dean picks 2 names and gets letters; this process should be included in post-tenure review
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2/24/2020 12:00:56Rosemont (in-person)Northwestern, Purdue, Maryland, MichiganSupporting MenteesShared definition of mentoring; mentor training for all faculty, centralization of resources (i.e. resource map), multiple ways for mentors and mentees to engage in training and on-going conversations about effective mentoringLot of work to go to reach the idealCentral reporting line for incidents; central mentoring groups and committees; knowing who the stakeholders on your campus are who offer mentoring programming or coordinate mentoring initiatives; continuously and intentionally engaging in conversations with these collaborators to ensure best practices are being reinforced; mentoring team vs. dissertation committeeCreating a Campus Mentoring Resources Map; Establishing multiple mentor mentoring models that move away from dyads (mentoring teams, mentoring committees)
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2/24/2020 13:47:26Rosemont (in-person)Improving Mentorship through Recruiting, Hiring, and On-boarding-- Messaging clearly expresses necessary skills, assessment measures, accountability, and how it performs in a system (college, program, etc.), and how excellence in mentoring is embedded.
-- Clear and transparent about expectations. You don’t have to guess what is expected of you in your role.
-- We all have a shared definition and understanding of both mentorship and culture/culture change. When you hire people, there is a clear understanding of what mentorship means to the institution, the college, and the program.
-- The educational component of mentoring is real and central; not just the goal of advancing the institutional research agenda.
-- If we supported mentoring like we do teaching and equity-minded practice, then building the support and capacity for learning across a career would not be as difficult. Mentoring would already have been incorporated all along the professional development of the individual from their grad training on (e.g., critical pedagogy courses, formal curriculum in preparatory programs).
-- Incorporated into all facets of the institution itself, replicated at the highest levels of the institution and values.
Not even close. Very siloed efforts, no incentives, very piecemeal.
-- Best option for change is infusing new talent. Start with junior faculty so this can be the norm as they progress professionally.
-- Maybe make some training mandatory at early stages. But need to balance this not putting the burden of this on new faculty. There still has to be a reward, incentive, release of workload especially for junior faculty.
-- for Preparing the Future Professoriate programs, encourage or make mandatory curriculum related to best practices and needed competencies/skills in mentoring.
-- In very decentralized systems creating a central repository of recruiting, hiring, onboarding best practices so that faculty can see what exists, what recruiting mechanisms exist, funding, etc. What is occurring? What are the practices? How can these be disseminated adapted to different contexts within the institution?
-- Trying to leverage funders grant getting requirements so that we can begin to incorporate best practices into things like hiring practices. Models of people who are doing things differently. Looking at things as an experiment (e.g., removing identifiers on applications, asking for a diversity statement, cluster hires, focusing on criteria that aligned with what they wanted the practices to be). 		We didn't get this far in our discussion.
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2/24/2020 18:37:45Satellite (virtual)University of Wisconsin MadisonIncentivizing Behavior through Rewards and AccountabilityAll faculty know all the students in their department and what they are doing; relationships with students at some level; Faculty have invested interest in your success and knowledge of the process
Diverse (international, racial, gender) for students to see diversity reflect themselves (faculty tends to select members who reflect their background)
Encourages mentees to become mentors themselves (have good experiences and looking for ways to give back)
Not just top down approach but a network, and going beyond our campus
Leadership invested in the training for their groups; access to resources and time to use those resources
Changing mentality on mentorship (recruiting students based on quality of mentorship, not just on stipend amount)
Constructive feedback (esp for mentees to use)
Clear expectations – being able to articulate and share from both sides
Mentors who start the conversation about expectations, have documentation on expectations/mentorship, iterative and flexible with group needs
Transparency and accountability for mentorship expectations
Continual ongoing conversation as opposed to just one off training, emphasis on departmental level
Anonymous feedback over time to improve mentorship (without retribution for those providing negative feedback)
Ideally – no fear to give constructive feedback (no fear or dismissiveness); trust that sharing will be valued
Community sharing of mentorship practices		We have some good resources but not necessarily the culture of practices. Some lack of awareness overall or vague awareness.
Some things are too insular – some departments or colleges implement things but is only specific to one unit, lack of centralized resources for certain things (or centralized resources sometimes less flexible)
Incentivizing mentorship, leadership supporting and promoting use of mentorship resources; positive reinforcement of good mentorshipDid not finish discussion
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