This program through which experienced faculty at JIC knowledgeable about the campus and academic life are matched with new faculty to orient them to JIC, inform them about campus support services, and assist them in the early stages of their academic careers at JIC. 

Goals of the Mentoring Program

Help new faculty members to:

  • Learn about JIC, the surrounding community, and support resources for faculty.
  • Adjust to the new environment and become active members of the college quickly.
  • Address questions, concerns, and special needs in a confidential manner.
  • Gain insight about teaching and career development from a seasoned veteran.
  • Network with other faculty and develop a personal support system within JIC.

Encourage experienced faculty to:

  • Share their knowledge and experience with new faculty and gain professional satisfaction.
  • Assist new faculty to adjust quickly to the campus and address their unique needs, concerns, or questions, if any.
  • Help shape the careers of new colleagues and enjoy opportunities for self-renewal.
  • Provide a valuable service by promoting collegiality through mentoring.
  • Contribute to teaching and scholarly activities and service mission of JIC.


Suggested Mentoring Activities

Mentors and new faculty are encouraged to meet face-to-face frequently during the first semester and keep in touch frequently through phone or email. Suggested mentoring activities are:

  • Discuss short term and long term career goals and professional interests.
  • Attend the programs offered by the Faculty Development.
  • Share information on academic and student support services on campus.
  • Discuss effective instructional techniques, course development and curricular issues.
  • Discuss academic policies and guidelines and college governance structure.
  • Share information on instructional resources.
  • Discuss student issues such as advising, motivating, and handling academic dishonesty.
  • Share experiences on managing time, handling stress, and balancing workload effectively.
  • Discuss preparing for tenure and promotion and career advancement.
  • Explore professional development opportunities available to new faculty.
  • Address special needs, concerns, or questions and help in troubleshooting difficult situations.

Duration of the Mentoring Process

No set duration is required for the mentoring relationship between a mentor and a new faculty. It is recommended that mentors and new faculty interact frequently during the first semester. At the end of the semester they can decide if it is necessary to continue the mentoring relationship at the same pace, or on an as needed basis, or conclude it if individual goals have been met.

At any point during the mentoring process, if a mentor or new faculty feels that the relationship is not productive, the Unit should be informed so that a different mentor or new faculty can be assigned. The Unit cannot monitor the mentoring relationship closely or guarantee the outcomes of individual mentor-new faculty relationships.

Mentors and new faculty will be requested to provide feedback on the progress of their relationships at the end of the first semester so that the Unit can evaluate the program and use the feedback to improve the program in the future.

Roles and Responsibilities of Mentors

Mentors can take on various roles, such as coach, friend, champion, advocate, career guide, role model, instructional resource, or confidant depending on the needs of their new faculty and the nature of their mentoring relationship.

Mentors are responsible for:

  • Taking the initiative for contacting their mentees and staying in touch with them.
  • Devoting time to the relationship and be available when requested.
  • Assisting new faculty with their various questions, needs, or concerns.
  • Sharing their knowledge and experience to benefit their new faculty and following up on their progress at JIC.
  • Maintaining confidentiality of the information shared by their new faculty colleagues.

Roles and Responsibilities of New Faculty

New Faculty can take on various roles such as friend, protégé, new colleague, or junior faculty depending on their needs, academic experience and the nature of their mentoring relationship.

Mentees are responsible for:       

  • Devoting the time to the mentoring relationship and interacting with the mentor often.
  • Making use of the opportunities provided by the mentor.
  • Keeping the mentor informed of academic progress, difficulties, and concerns.
  • Exchanging ideas and experiences with the mentor.
  • Seeking help and support when needed.

Both the mentors and new faculty colleagues have the responsibility for gaining each other's trust and confidence, interacting in a collegial manner so as to value each other's time, and professional and personal commitments, and engaging in activities that support the mission of JIC.