Benefits of mentoring for new faculty are very clear. Boice (2000) presented research indicating that faculty who do not receive mentoring are more likely to leave campus early or be terminated, compared to faculty who received mentoring. Earlier studies indicated that new faculty who were mentored attained above average student evaluations by their second semester at higher rates than those who were not mentored. Data also shows that mentoring leads to better understanding of campus politics, greater research productivity, better teaching and leadership performance, and improved career success.
The following links open various documents Protege and Mentors use to prepare for a mentoring relationship. Should you be interested in finding a mentor, or being a mentor, you are strongly encourage to take some time to read and work through the exercises contained in these documents to gain a common understanding of mentoring.
The last link takes you to the Mentoring Handbook the Provost's Office at SUNY Albany developed. It contains valuable information and suggestions on building a mentoring program in departments and colleges. Individual faculty should read this handbook before embarking on building their personal mentoring program or motivating their unit to do so.
While mentoring is currently handled mostly within colleges and departments, CETaL has in some past years led a formal collaborative faculty mentoring program(CFMP; see above link for more detail) to assist new faculty in their professional development through the guidance and support of experienced UTEP faculty members who serve as role models, advisors, and advocates. Its foci were acculturation to UTEP, balancing (of work/family and of teaching/research/service), and access/connections.