Promotion & Tenure Support
Office of Academic Affairs Events
January 21, 2016, 1:30-3:00 p.m. - New Faculty Institute for New Faculty Fall 2015 and Spring 2016. Part of a three day event for new faculty with topics including HIPs, governance, technology, and promotion and tenure processes, Oakland Dining Room.
February 5, 2016, 2:00 – 3:30 p.m. – Faculty Workshop: What You Need to Know When Applying for Full Professor, Oakland Dining Room.
February 19, 2016, 2:00 -3:30 p.m. – Faculty Workshop: Promotion and Tenure for Mid-Career Faculty, Oakland Dining Room.
February 24, 2016, 12:30-2:00 p.m. – Faculty Workshop: General Information Session on Reappointment and Tenure Processes for Assistant Professors, Oakland Dining Room.
March 4, 2016, 2-3:30 p.m. – Faculty Workshop: Opportunities for Service to the College and Opportunities and Programs at QCC and CUNY for Professional Development, Oakland Dining Room.
March 8, 2016, 1:00-3:00 p.m. – Faculty Workshop: Practice Session on Presenting Before Faculty Personnel and Budget Committee for Full Professors, President’s Conference Room.
Faculty Mentoring Program
Success in mentoring depends on what mentors do, not who mentors are
At Queensborough Community College, we recognize the importance of developing strong mentoring relationships with our new faculty colleagues. We have both a professional obligation to help these individuals make a strong start to their careers at QCC as well as a deep self-interest in helping them succeed so they can become productive members of our academic community.
Research has shown that mentoring can improve teaching and learning in the classroom, enhance scholarship and creative classroom activity, increase self-confidence and satisfaction in one’s career, and foster collegiality and collaboration. QCC’s Faculty Mentoring Program matches a new faculty member with an experienced faculty member (selected by the department chairperson) for at least one academic year. The pair meets on a regular basis to address such matters as college policies and procedures, core values and goals of the college, ideas about teaching and learning, instructional methods and resources available to faculty, services available at the college that new faculty can utilize to enhance student learning, and how to successfully manage one’s career within a large institution.
The format for the program is flexible. However, it is important that the mentor and mentee establish three to four specific goals that can be measured at the end of the academic year. Based on the interests of the mentee, goals can be such things as identifying possible grants, teaching a Web enhanced or hybrid course, engaging with the Academies and HIPs, learning more about college policies and practices, or exploring pedagogical methodologies to enhance teaching. At the end of the academic year, the mentor and mentee will complete an evaluation form that will be submitted to the Dean of Faculty. The information will be confidential and only used to assess the program and its value to our new faculty colleagues.
Goals of the Mentoring Program
The Faculty Mentoring Program helps new faculty to:
- Learn about QCC.
- 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 QCC.
The Faculty Mentoring Program encourages 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 to the college by promoting collegiality through mentoring.
- Contribute to teaching, research and scholarly activities.
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.
- Maintaining confidentiality of the information shared by their new faculty colleague.
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.
Benefits to the Mentor
It is expected that the faculty mentor will:
- Gain satisfaction in assisting in the development of another faculty peer.
- Help establish a social and professional network for the new faculty member.
- Be available to guide the new faculty member through early attempts of teaching, scholarship and service.
- Meet regularly with the new faculty member to discuss topics of concern and address questions the new faculty member may have.
- Engage in stimulating discussions on pedagogical and philosophical issues that will improve the teaching/learning process.
Benefits to the Mentee
As a result of the mentoring relationship, it is expected that new faculty member will:
- Gain a more complete understanding of the mission, goals, and objectives of Queensborough Community College.
- Feel a greater sense of belonging to the college community and gain insights into the culture of the institution.
- Receive individual support and encouragement in developing more effective teaching methods, using contemporary instructional technologies, and balancing life, work, and family responsibilities.
- Provide a more rewarding learning experience for students.
- Know how to access the resources of department, campus, and college to support classroom instruction.
- Receive support and guidance in understanding the curriculum of the college, particularly as it relates to the Academies and High Impact Practices.
- Become aware of the many opportunities for collaboration with colleagues and students on research projects.
Suggested Mentoring Activities
Mentors and new faculty are encouraged to meet face-to-face frequently during the first academic year and keep in touch frequently through phone or email. Suggested mentoring activities are:
- Discuss short term and long term career goals and professional interests.
- Share information on academic and student support services on campus.
- Discuss effective instructional techniques, course development and curricular issues.
- Explore research and sponsored funding opportunities, and writing publications.
- Discuss academic policies and guidelines and college governance structure.
- Attend campus events such as theater productions, cultural programs, and sports.
- Share information on instructional resources and Web sites useful to new faculty.
- Discuss student issues such as handling academic dishonesty.
- Discuss preparing for promotion and tenure and career advancement.
- Explore professional development opportunities available to new faculty.
- Share experiences on managing time, handling stress, and balancing workload effectively.
- Address special needs, concerns, or questions and help troubleshoot difficult situations.