As we get into the rhythms of the semester, hallway conversations begin to lengthen; we cover material above and beyond the obligatory “hello” and ask questions like “how’s your semester going?” These exchanges, especially between experienced and new faculty can be the seeds of success—both for new faculty in their teaching and for the students in their classrooms. They are also the seeds of successful faculty mentorship programs at institutions across the country.

Faculty peer mentorships can vary considerably in their scope, but typically mentor and mentee agree on an exchange wherein both parties get something from the relationship. They may attend each-other’s classes, exchange syllabi, assignments and exams, and look at professional development plans or teaching philosophies for example.

The impact of effective faculty peer mentorship can be quite positive. A recent study at the University of Guelph in Ontario, Canada found that faculty believed their mentorship experience contributed to their success, job satisfaction, and attainment of tenure. However, the mentor/mentee relationship should not be approached lightly. In The Mentor’s Guide, Lois Zachary suggests that both parties start by developing an agreement or contract. Here, the goals of the mentorship as well as success criteria are identified. Key to the long-term success of the relationship is establishing clear responsibilities and accountability early.

We will further explore the topic of faculty peer mentorship, including peer review and teaching circles, in the weeks to come.

MacPherson Gilian H. (2005). New Faculty Mentoring: Research Findings Summary. Retrieved September 29, 2006 , from The University of Guelph Web site: http://www.uoguelph.ca

Zachary, Lois J. (2000). The Mentor’s Guide: Facilitating Effective Learning Relationships. San Francisco : Jossey-Bass.