Name: Nguyen Khanh Chi

Student ID: 1915520005

Institutional Approaches to Mentoring Faculty Colleagues was published in Inside Higher

Education on March 18, 2021. Bios indicates that Joya Misra is a professor of sociology and
public policy at the University of Massachusetts Amherst, where she is a member of the advance
team and director of the Institute for Social Science Research. Doctorate student in Sociology
and research assistant for the university's advanced program, Ember Skye Kanelee is a sociology
doctoral candidate. Mickey, who resided in the United States, was a postdoctoral research
associate at the university's ADVANCE program. A mentorship program for employees should
be developed by college authorities, according to the authors of the study. Developing
mentoring techniques that suit the requirements of their faculty, institution, and department
may help leaders promote inclusiveness, resilience, and success among their members.

According to the study's authors, college officials should create a mentorship program for
workers. Leaders may encourage inclusivity, resilience, and success among their members by
developing mentoring strategies that meet the needs of their faculty, institution, and
department.

Firstly, the authors claim that mentorship programs are highly essential for faculty, but that
they are difficult to create in today's environment because of a lack of funding. Access to
another institution is not guaranteed because of the college or university's structure. Un
mentorat plan can also help certain trainers, notably women and members of underrepresented
groups, avoid setbacks and wrong routes, such as commitments. Service badly designed. Also,
the author points out that there are disparities in relationships between previous and present
faculty members that cause problems. While working and socializing together, faculty members
might perceive their colleagues as distinct versions of themselves. Over time, they formed
casual relationships. Today, because of the more varied teaching staff, as well as the disruption
created by Covid 19 and anti-black racism, connecting faculty is experiencing some problems in
developing advising methods.

Secondly, a group of academics wrote an essay to urge department heads to develop specific
mentorship schemes. It is said that developing a mentorship strategy that is one-size-fits-all is
impossible. Instead, universities and colleges should develop some basic best practices for
supporting and assisting teacher achievement. Some of the initiatives mentioned by the group
of writers include department and institutional officials assisting professors in creating a
mentorship network. Creating paid mentoring opportunities and dividing out mentoring duties
so that no one individual is overwhelmed are also important. Mentoring opportunities should be
remunerated, and mentoring responsibilities should be spread out so that no one individual is
overwhelmed. To guarantee that faculty members are supported in their work instead of
delegating it to individual faculty members, leaders must ensure that faculty members are
supported in their work. Leaders were also presented to 11 techniques that they may adjust
according to their particular resources, institutional circumstances, and disciplinary standards.
For Covid-19, the author gives examples of online mentoring and recognizes excellent
mentoring through the Mentoring Award.

To sum up everything that has been stated so far, for faculty members at every college or
institution, a mentorship program plays a vital part in their professional development.
Inclusion, resiliency, and achievement among their peers are boosted as a result. Aside from
that, campus administrators should establish personalized and particular mentorship plans for
their faculty members, based on, for example, the techniques the authors have described.