12. Partners (Individuals)

FLC Facilitator

This component has proved helpful in early-career FLCs, where the role of partner is played by an experienced faculty mentor. For recommendations for establishing a successful mentoring program for such FLCs, see Cox (1997). Helpful memos and support material are on the FLC website. The memo welcoming new mentors is linked here.

In Miami’s FLC Preparing Future Faculty, the partners for TAs have been faculty mentors on Miami’s regional campuses.

In other types of FLCs, partners can be engaged by pairing members in the community. This has been the case in Miami’s Senior Faculty Learning Community for Teaching Excellence, where participants pair as in the New Jersey Partners in Learning (Katz & Henry, 1993). Other partners might include a colleague in administration, in K-12, in business, or at another institution.

FAQs About Early-Career Faculty Mentors

  1. What are the qualities of a good mentor?
  2. How do you select a mentor?

Who is available and matches your needs?

Faculty/Staff Teaching Resource List

One or two mentors?

If only one, inside or outside your department?

How do you ask?

Gender considerations?

  1. What are possible Mentor-Protégé Activities?

How often, when, where to meet?

What topics for discussion?

What about classroom, videotape exchanges?

Do protégés need to nudge?

  1. How do you keep on schedule?

Create a meeting calendar at the start of the term

Time slippin’, slippin’ away...

This project has been supported in part by grants from the US Department of Education Fund for the Improvement of Post-Secondary Education (FIPSE) and the Ohio Board of Regents.