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Change: The Magazine of Higher Learning


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From Mentor to Mentoring Networks: Mentoring in the


New Academy
a a
Mary Deane Sorcinelli & Jung Yun
a
The University of Massachusetts Amherst
Published online: 07 Aug 2010.

To cite this article: Mary Deane Sorcinelli & Jung Yun (2007) From Mentor to Mentoring Networks: Mentoring in the New
Academy, Change: The Magazine of Higher Learning, 39:6, 58-61, DOI: 10.3200/CHNG.39.6.58-C4

To link to this article: http://dx.doi.org/10.3200/CHNG.39.6.58-C4

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Resource Review

I
n the literature of faculty devel-
opment, mentoring is usually From Mentor
to Mentoring
mentioned as a vital contribu-
tion to a successful academic
career, particularly for women

Networks:
and faculty of color. Mentoring
has traditionally been defined as a top-
down, one-to-one relationship in which

Mentoring in the
an experienced faculty member guides
and supports the career development of
a new or early-career faculty member,

New Academy
and research on faculty development and
mentoring programs largely has been de-
signed to fit this traditional definition.
But recently, a model has been
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emerging that encourages a broader, B y M a ry D e a n e S o r c i n e l l i a n d Ju n g Yu n


more flexible network of support, in
which no single person is expected to
possess the expertise required to help cepts, and thinking on mentoring in high- sional Network” (2004), the authors take
someone navigate the shoals of a faculty er education, particularly the mentoring a more in-depth look at the concept of
career. In this model, early-career fac- of new and underrepresented faculty. The “multiple mentoring.” Arguing that the
ulty build robust networks by engaging resources are organized into four areas: traditional hierarchical model of a single,
multiple “mentoring partners” in non- • New conceptualizations of mentoring; seasoned mentor is no longer realistic in
hierarchical, collaborative, cross-cultural • Recent studies on mentoring; an increasingly complex and changing
partnerships to address specific areas • Faculty-development programs and academic environment, their review of
of faculty activity, such as research, practices that promote mentoring; “competency-based” literature and learn-
teaching, working towards tenure, and • Gender, race, and other diversity issues ing-centered approaches to an academic
striking a balance between work and life. related to mentoring. career concludes with the development of
These reciprocal partnerships benefit a “multi-mentor network” model.
not only the person traditionally known New Models of Mentoring
as the “protégé” but also the person tra- Key literature on emerging models of Resource Box I
ditionally known as the “mentor,” since mentoring is included in Resource Box 1.
all members of an academic community Four recent works provide an overview Models
have something to teach and learn from of seminal models and offer new frame- de Janasz, S. C., & Sullivan,
each other. works for mentoring. A 2003 article, S. E. (2004). Multiple mentoring in
This review highlights recent faculty- “Academic Mentoring: Enhancing the academe: Developing the profes-
development resources, all published Use of Scarce Resources” by Pamela sional network. Journal of Voca-
since 2000, that offer fresh models, con- Mathews, serves as a comprehensive tional Behavior, 64(2), 263-283.
introduction to the core concepts of men- Girves, J. E., Zepeda, Y., &
Mary Deane Sorcinelli, associate provost tors and mentoring. Mathews details the Gwathmey, J. K. (2005). Mentoring
for faculty development at the University of key issues that should be considered and in a post-affirmative action world.
Massachusetts Amherst, directs the Office addressed (i.e., definition and goals of Journal of Social Issues, 61(3), 449-
of Faculty Development and sits on the mentoring; roles and responsibilities of 479.
deans’council of the Five Colleges mentors and protégés; and potential ben- Johnson, W. B. (2007). On being
(Amherst, Hampshire, Mount Holyoke, and efits of mentoring for the protégé, mentor, a mentor: A guide for higher educa-
Smith Colleges and the University of Mas- and organization) when mentoring in an tion faculty. Mahwah, NJ: Lawrence
sachusetts Amherst). Jung Yun is the director academic environment. Her framework Erlbaum Associates.
of new faculty initiatives in the Office of suggests that given the varied components Mathews, P. (2003). Academic
Faculty Development. They are principal in- of academic work, mentoring is best monitoring: Enhancing the use of
vestigators for “The Mellon Mutual Mentoring undertaken by a number of faculty mem- scarce resources. Educational Man-
Initiative” at the University of Massachusetts bers, rather than by one individual. agement and Administration, 31(3),
Amherst, which promotes projects, resources, In Susan de Janasz and Sherry 313-334.
and professional networks to support new and Sullivan’s article “Multiple Mentoring
underrepresented faculty at the Five Colleges. in Academe: Developing the Profes-
58 Change ● November/December 2007
Jean Girves, Yolanda Lepeda, and cess” (2004). She found that “mentoring that the most important feature of men-
Judith Gwathmey examine mentoring constellations” were positively associat- toring may be accessibility, which may
from a multicultural framework in ed with both career and job satisfaction be enhanced by encouraging mentoring
“Mentoring in a Post-Affirmative Action and that individuals with more mentor- from multiple faculty members. Also see
World” (2005). They too juxtapose the ing constellations seem to gather greater Ingrid Provident’s findings on the value
“grooming model” of traditional mentor- career benefits than those with just one of faculty mentoring teams in “Outcomes
ing with a “networking model” that they mentor. Van Emmerik concludes that of Selected Cases from the American Oc-
see as more inclusive of women and mi- having multiple mentoring contacts is cupational Therapy Foundation’s Curricu-
norities. They also suggest how mentoring not a substitute for a single mentor but lum Mentoring Project” (2006).
models and programs can combine the should be in addition to that core rela- Studies of formal mentoring programs
grooming and networking models and tionship. generally conclude by recommending
take advantage of the strengths of each. Similarly, in a study of assistant, as- an expansion of networking opportuni-
Brad Johnson’s On Being a Mentor sociate, and full professors, “Profession- ties. These include “Perceptions of New
(2007) offers a review and discussion of als’ Uses of Different Mentor Sources at Social Work Faculty About Mentoring
various mentoring models. In the first Various Career Stages: Implications for Experiences” by Pamela Wilson, Angela
section of his book, he presents research- Career Success” (2000), Joy Van Eck Pereira, and Deborah Valentine (2002);
based findings on why mentoring matters Peluchette and Sandy Jeanquart found “An Examination of Academic Mentor-
and explores frameworks for both tradi- that assistant professors with multiple ing Behaviors and New Faculty Mem-
tional mentoring and alternative versions mentors had significantly higher levels bers’ Satisfaction With Socialization and
such as peer mentoring, team mentoring, of objective and subjective career suc- Tenure and Promotion Processes” by
Downloaded by [Boston University] at 09:59 05 October 2014

and e-mentoring. cess than did those with a single or no Paul Schrodt, Carol Cawyer, and Renee
mentor. In a 2007 study of department Sanders (2003); and “Mentoring Faculty
Studies of Mentoring chairs and new faculty, “Factors Influ- for Success: Recommendations Based on
As noted in the resources on men- encing the Willingness to Mentor First Evaluations of a Program” by Mara
toring models, there is considerable Year Faculty in Physical Education Wasburn and Joseph LaLopa (2003).
evidence of the benefits of traditionally Departments,” Glenna Bower found
defined mentoring in an academic career. that department chairs need to initiate Programs and Practices
For example, faculty members with a mentoring relationships with first-year Resource Box III contains resources
mentor report more career success and faculty members and encourage them to on specific programs and practices fo-
socio-emotional support than faculty develop interdisciplinary connections cused on designing and implementing
members without one. But several re- within and outside the department. effective mentoring networks.
cent studies report that having a network Several resources provide evidence of Four resources describe varied ap-
of mentoring relationships may enhance the value of formal mentoring programs proaches that might be taken to foster
career success and personal well-being that conceptualize mentoring as a constel- multiple mentoring relationships. In
even more. (See Resource Box II.) lation of relationships. One is Carol “Strengthening Collegiality to Enhance
I. J. Hetty van Emmerik reports the Cawyer, Sheri Simonds, and Shannon Teaching, Research, and Scholarly
results of her research on new, mid-ca- Davis’s examination of a formal mentor- Practice: An Untapped Resource for
reer, and senior faculty in “The More ing program in “Mentoring to Facilitate Faculty Development” (2001), Gerlese
You Can Get the Better: Mentor Con- Socialization: The Case of the New Facul- Akerlind and Kathleen Quinlan describe
stellations and Intrinsic Career Suc- ty Member” (2002). The authors conclude and assess a series of workshops and

Resource Box II
Studies plications for career success. Journal of van Emmerik, I. J. H. (2004). The
Bower, G. G. (2007). Factors in- Social Psychology, 140(5), 549-564. more you can get the better: Mentor-
fluencing the willingness to mentor Provident, I. M. (2006). Outcomes ing constellations and intrinsic career
1st-year faculty in physical education of selected cases from the American success. Career Development Interna-
departments. Mentoring and Tutoring: Occupational Therapy Foundation’s tional, 9(6/7), 578.
Partnership in Learning, 15(1), 73-85. curriculum mentoring project. Ameri- Wasburn, M. H., & LaLopa, J. M.
Cawyer, C. S., Simonds, C., & can Journal of Occupational Therapy, (2003). Mentoring faculty for suc-
Davis, S. (2002). Mentoring to facili- 60(5), 563-576. cess: Recommendations based on
tate socialization: The case of the new Schrodt, P., Cawyer, C. S., & evaluations of a program. Planning and
faculty member. International Journal Sanders, R. (2003). An examination Changing, 34(3/4), 250.
of Qualitative Studies in Education, of academic mentoring behaviors and Wilson, P. P., Pereira, A., & Valentine,
15(2), 225-242. new faculty members’ satisfaction with D. (2002). Perceptions of new social
Peluchette, J. V. E., & Jeanquart, S. socialization and tenure and promotion work faculty about mentoring experi-
(2000). Professionals’ use of different processes. Communication Education, ences. Journal of Social Work Education,
mentor sources at various stages: Im- 52(1), 17-29. 38(2), 317. 

Change ● November/December 2007 59


forums that assist early-career faculty in Supporting New Faculty” (2001) by viving to Tenure” (2006), James Lang
building collegial networks in research and Judith Smith, Joy Whitman, Peggy Grant, describes the range of time- and career-
teaching. Holly Angelique, Ken Kyle, and Annette Stanutz, Jay Russett, and Karon management skills that new faculty need
Ed Taylor have developed a program, the Rankin, as well as “Peer Networking for to learn from the start of their careers,
New Scholars Network, that creates peer Tenure-Track Faculty” (2003) by Cynthia including how to foster collegial relation-
communities to advance scholarship and Jacelon, Donna Zucker, Jeanne-Marie ships. Martha Stortz (2005) considers
teaching while also providing advice on Staccarini, and Elizabeth Henneman. faculty-role changes during the mid-ca-
tenure, balancing roles, and managing time Both articles present methods for sup- reer phase of life, focusing specifically on
(see their 2002 “Mentors and Muses: New porting new faculty as scholars, through the responsibility of mid-career faculty to
Strategies for Academic Success”). In ongoing peer-mentoring groups that set mentor the next generation of academics.
“Developing New Faculty: An Evolving research goals, discuss scholarship, and In “Being a Good Mentor and Colleague”
Program” (2001), Gloria Pierce describes share successes and challenges in writ- (2006), Linda Worley, Jonathan Borus,
the evolution of a year-long program for ing and publishing. In “Transforming a and Donald Hilty suggest the types of
the development of new faculty, the cor- Teaching Culture Through Peer Men- mentors and mentoring relationships
nerstone of which is faculty mentoring toring: Connecticut College’s Johnson that early-career faculty should seek, as
across career stages. And in “Mentoring Teaching Seminar for Incoming Faculty” well as offering practical tips on finding
Early Career Faculty in Geography: Issues (2006), Michael Reder and Eugene mentors and questions to discuss with
and Strategies” (2005), Susan Hardwick Gallagher describe a year-long seminar them. “Mentoring From Your Department
provides pragmatic suggestions for es- for all incoming tenure-track faculty that Chair: Building a Valuable Relationship”
tablishing mentoring relationships (e.g., is facilitated by second- and third-year (2006) by Linda Noble encourages early-
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mentoring panels and workshops at con- faculty and “brokered” by a senior faculty career faculty to use not only colleagues
ferences of professional associations). fellow and the director of the teaching but also chairs and deans as mentors.
Three resources feature peer-mentor- and learning center. She highlights situations in which chairs
ing programs focused specifically on re- Several resources provide guidance can be particularly helpful mentors and
search or teaching. For building networks on how recently tenured, mid-career, and encourages new faculty to use a range of
to support scholarly activities, see “Peer senior faculty—as well as academic lead- mentoring resources.
Networking as a Dynamic Approach to ers— can support new faculty. In “Sur- And finally, four online resources

Resource Box III


Program And Practices your department chair: Building a a scholar’s calling: Insights from mid-
valuable relationship. In W. Buskit & field. Teaching Theology and Religion,
■ Akerlind, G. S., & Quinlan, K. M. S. F. Davis (Eds.), Handbook of the 8(1), 24.
(2001). Strengthening collegiality to teaching of psychology (pp. 328-332). ■ Worley, L. L. M., Borus, J. F., &
enhance teaching, research, and schol- Malden, MA: Blackwell Publishing. Hilty, D. M. (2006). Being a good men-
arly practice: An untapped resource for ■ Northern Arizona University (2007). tor and colleague. In L. W. Roberts &
faculty development. To Improve the Colleague-to-Colleague Mentorship D. M. Hilty (Eds.), Handbook of Career
Academy: Resources for Faculty, Instruc- Program 2007-08. Retrieved July 7, Development in Academic Psychiatry
tional and Organizational Develop- 2007 from http://www2.nau.edu/facdev/ and Behavioral Sciences. (pp. 293-298).
ment, 19, 306-321. programs/mentor/Protege.htm Washington, D.C.: American Psychiatric
■ Angelique, H., Kyle, K., & Taylor, ■ Pierce, G. (2001). Developing new Publishing, Inc.
E. (2002). Mentors and muses: New faculty: An evolving program. To ■ University of Massachusetts
strategies for academic success. In- Improve the Academy: Resources for Amherst (2007). Mellon Mutual Men-
novative Higher Education, 26(3), 95. Faculty, Instructional and Organiza- toring Initiative Program Overview
■ Hardwick, Susan W. (2005). Mentor- tional Development, 19, 253-267. and Proposal Guide. Retrieved July
ing early-career faculty in Geography: ■ Reder, M., & Gallagher, E. V. (2006). 17, 2007 from http://www.umass.edu/
Issues and Strategies. The Professional Transforming a teaching culture through ofd/pguide.html
Geographer, 57,(1), 21-27. peer mentoring: Connecticut College’s ■ University of South Florida (2005).
■ Jacelon, C.S., Zucker, D. M., Johnson teaching seminar for incoming Office of Faculty Development—
Staccarini, J., Henneman, E.A. (2003). faculty. To Improve the Academy: Re- Mentoring. Retrieved July 7, 2007,
Peer mentoring for tenure-track faculty. sources for Faculty, Instructional and Or- from http://web1.cas.usf.edu/MAIN/
Journal of Professional Nursing 19, (6), ganizational Development, 25, 327-344. contentDisplay.cfm?contentID=172&
335-338. ■ Smith, J. O., Whitman, J. S., Grant, P. Family=Y
■ Lang, J. M. (2006). Surviving to A., Stanutz, A., Russett, J. A., & Rankin, ■ University of Wisconsin-Oshkosh
tenure. To Improve the Academy: Re- K. (2001). Peer networking as a dynamic (2003). Faculty Mentoring Resources.
sources for Faculty, Instructional and approach to supporting new faculty. In- Retrieved July 7, 2007, from
Organizational Development, 25, 39-51. novative Higher Education, 25(3), 197. http://www.uwosh.edu/mentoring/
■ Noble, L. (2006). Mentoring from ■ Stortz, M. E. (2005). The seasons of faculty/ 

60 Change ● November/December 2007


Resource Box IV as people with whom they could ad-
dress issues that are particularly salient
Diversity Markham, S. E. (2000). Diversity is- for women, due to a lack of experience
Dixon-Reeves, R. (2003). Mentor- sues in mentoring academic faculty. and/or understanding among male men-
ing as a precursor to incorporation: Journal of Career Development, tors. In “Diversity Issues in Academic
An assessment of the mentoring ex- 26(4), 251. Mentoring” (2000), Janice Witt Smith,
perience of recently minted Ph.D.s. Stanley, C., & Lincoln, Y. S. Wanda Smith, and Steven Markham
Journal of Black Studies—Special (2005). Cross-race faculty mentoring. point to additional research that indi-
Issue. Race in the Academy: Moving Change, 37(2), 44. cates that same-race and same-gender
Beyond Diversity and Toward the Waitzkin, H., Yager, J., & Parker, mentorships provide more psycho-so-
Incorporation of Faculty of Color in T. (2006). Mentoring partnerships for cial support than cross-race and cross-
Predominately White Colleges and minority faculty and graduate students gender relationships. In the authors’
Universities, 34(1), 12-27. in mental health services research. study of the mentoring experiences of
Gibson, S. K. (2006). Mentoring of Academic Psychiatry, 30(3), 205-217. 765 faculty, they also found that women
women faculty: The role of organiza- Wasburn, M. H. (2007). Mentor- reported being in more mentoring re-
tional politics and culture. Innovative ing women faculty: An instrumental lationships than men, while minorities
Higher Education, 3(1), 63-79. case study of strategic collaboration. were not as successful at finding men-
Harley, D. A. (2005). In a different Mentoring and Tutoring: Partnership tors, particularly if they wanted a same-
voice: An African-American woman’s in Learning, 15(1), 57-72. race pairing.
experiences in the rehabilitation and University of Wisconsin–Madison Three articles and one Web site of-
Downloaded by [Boston University] at 09:59 05 October 2014

higher education realm. Rehabilita- (2006). Women Faculty Mentoring fer practice-based resources based on
tion Education—Special Issue: The Program at the University of Wiscon- broader definitions of mentoring and/or
Role of Women in Rehabilitation sin-Madison. Retrieved on July 7, the network-based model of mentoring.
Counselor Education, 15(1), 37-45. 2007, from http://www.provost.wisc. These include Christine Stanley and
Smith, J. W., Smith, W. J., & edu/women/mentor.html  Yvonna Lincoln’s “Cross-Race Faculty
Mentoring” (2005), in which the authors
describe their experiences as an African-
from Northern Arizona University, the expanded definition, 97 percent of her American female protégé and Caucasian
University of Massachusetts Amherst, study participants reported having a female mentor, as well as offering 10
the University of Southern Florida, and mentor, compared to no more than 12 lessons learned on effective cross-race
the University of Wisconsin at Oshkosh percent in previous studies of African- mentoring. In “Mentoring Partnerships
describe a variety of network-based men- American faculty that applied the tradi- for Minority Faculty and Graduate
toring programs for new and underrepre- tional hierarchal definition. Students in Mental Health Services
sented faculty. Deborah Harley offers some practi- Research” (2006), Howard Waitzkin,
cal advice on negotiating these various Joel Yager, Tassy Parker, and Bonnie
Diversity definitions in “In a Different Voice: An Duran describe two minority-mentoring
The fourth and final Resource Box African-American Woman’s Experi- programs designed to build research pro-
addresses key issues and questions about ences in the Rehabilitation and Higher ductivity by creating a variety of mentor-
mentoring as it relates to diversity—in par- Education Realm” (2005). Harley urges ing experiences for their participants,
ticular, the mentoring of faculty of color faculty of color to obtain as much men- including tutorial sessions, one-on-one
and women. The literature indicates that toring as possible but to acknowledge mentoring, informal get-togethers, and
researchers and practitioners are still strug- that protégés and mentors sometimes protégé-support groups. This approach is
gling to determine which mentoring mod- have differing, if not conflicting, per- similar to one instituted at the University
els and practices best support these groups. spectives about what mentoring really of Wisconsin-Madison, where partici-
This is evidenced by the range of resources is. While Harley suggests that mentors pants in a formal mentoring program for
cited that challenge traditional ideas about do not need to be the same race or gen- female faculty engage in a conversation
what mentoring is, who has access to its der as the protégé or even be from the series, peer-mentoring groups, a mentor-
benefits, and whether or not the race and/or same program, department, or college, ing luncheon, and an annual reception.
gender of the participants affects the value she notes that protégés would be best And finally, Mara Wasburn offers a
and efficacy of the mentoring relationship. served by determining how their defini- comprehensive review of faculty-men-
In “Mentoring as a Precursor to tions of mentoring align with those of toring models and programs in “Mentor-
Incorporation: An Assessment of the their mentors. ing Women Faculty: An Instrumental
Mentoring Experience of Recently In contrast to Harley, Sharon K. Case Study of Strategic Collaboration”
Minted Ph.D.s” (2003), Regina Dixon- Gibson’s research in “Mentoring of (2007), which also describes an ambi-
Reeves’s study of African-American Women Faculty: The Role of Organi- tious pilot program for female faculty at
junior faculty broadens the definition zational Politics and Culture” (2006) Purdue University based on “strategic
of mentoring to include peer advisors, suggests that gender may in fact matter collaboration”—a hybrid of the tradi-
counselors, role models, sponsors, to a protégé. Some female participants tional grooming and emerging network-
and/or guides. Using this significantly in her study did not see male mentors ing models. C
Change ● November/December 2007 61
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