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The current literature on faculty mentoring is replete with evidence that shows that mentoring can help faculty members to develop additional skills that they can use to enhance their academic and other professional careers. Properly designed and structured, a faculty mentoring program can increase faculty satisfaction and retention levels. More importantly, it can effectively enhance a faculty member's ability to teach, do research, and engage in public service activities. Therefore, in a university setting mentoring is a process through which tenure track faculty members receive support and guidance for successful career development and enhancement from experienced and knowledgeable senior faculty.

At Fayetteville State University (FSU), the new Faculty Mentoring Program (FMP) is a voluntary, university-wide, cross-disciplinary program that is designed to facilitate the professional development of tenure track faculty members. Through FMP, senior faculty members will share their knowledge and skills with tenure track faculty. This will be accomplished through a mentor/mentee relationship in which the mentor helps the mentee to adjust to life at FSU, by providing valuable information about campus support services. In addition, the mentor will assist the mentee to develop professional plans at the early stages of his/her academic career at FSU. Thus, the primary purpose of FMP is to provide tenure track faculty at FSU with the optimum opportunity for career and professional success.

FSU’s new FMP is not designed as a substitute for any existing mentoring program at the department or college level. Rather, it is designed to promote cross-disciplinary mentoring that goes beyond discipline-specific mentoring at the department level.

Mentoring Model


FSU’s Mentoring Model
(Adapted from the mentoring literature that highlight best practices in faculty mentoring)
Why Mentoring Matters

Mentoring has been shown to:

  • Promote career development and satisfaction
  • Improve success of women and underrepresented minorities
  • Promote effective teaching
  • Enhance scholarly productivity of faculty (mentoring is linked to success in funding and publications)
  • Increase interest in academic careers
  • Predict tenure and promotion in academia
  • Improve self efficacy in teaching, research and professional development
  • Promote institutional collegiality
  • Minimizes work-family conflict

(Source: Adapted from UCSF Faculty Mentoring Facilitator Toolkit, 2010)

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