Deans and chairs will determine the criteria for selecting mentors and how mentors are paired with mentees. The IFE will offer training for mentors and provide support and guidance throughout the academic year for mentors and mentees. All colleges are responsible for adhering to the following framework:

1. Mentor Training Workshop: Mentors will attend a mentor training workshop at the
   beginning of the fall semester. At this IFE-facilitated workshop, participants will
   learn about principles and best practices for effective mentoring. Mentors will also
   begin to develop a detailed plan for working with their mentees. The mentors will
   be provided with resources, suggested meeting agendas and activities, and other
   mentoring tools and strategies.
   
   At the conclusion of the workshop, the mentor will sign the Mentor
   Agreement. (The IFE will collect signed Mentee Agreement from the mentees).
2. Regular Mentor/Mentee Meetings: After the workshop, the mentor and mentee
   will schedule three monthly meetings for the fall semester. The first session will
   be an opportunity for the mentee to ask questions and discuss at least one
   specific goal related to teaching, service, and/or scholarship that they would like
   to accomplish by the end of their first year at UWG. Mentees can also outline
   longer-term goals. The two subsequent fall meetings will revolve around tracking
   the mentee’s goals and refining the plan.
   
   The mentor will be responsible for documenting the meetings by reporting the
   date that the meeting occurred to the IFE.
   
   Note: The IFE will not be privy to any of the content of the meetings unless the
   mentor and mentee agree to seek the IFE’s support. Any consultations with the
   IFE will remain strictly confidential.
3. Teaching Observation: Once during the fall semester, the mentor will observe a
   class taught by the mentee and write a brief observation narrative. If the mentee
   teaches online only, the mentor will consult with the mentee to observe a specific
   component of the mentee's course, such as a specific module of content with
   corresponding activities. The mentor will document the observation by reporting
   to the New Faculty & Mentor spreadsheet.
   
   Note: The IFE will not be privy to the observation narrative unless the mentor and
   mentee agree to seek the IFE’s support. Any consultations with the IFE will
   remain strictly confidential.
4. Reflection: At the end of the fall semester, both the mentor and mentee will
   complete a reflection piece that reviews how the semester has progressed and
   identify opportunities to pursue for the upcoming semester.
5. Lessons Learned Luncheon: The IFE and Provost will sponsor an
   end-of-the-semester luncheon where mentors and mentees can gather in a
   relaxed setting and share their experiences from the past semester.
6. Regular Mentor/Mentee Meetings: In the spring, the mentor and mentee will
   schedule three monthly meetings for the spring semester so that they can
   continue to track the mentee's goal/s.
   
   Note: The IFE will not be privy to any of the content of the meetings unless the
   mentor and mentee agree to seek the IFE’s support. Any consultations with the
   IFE will remain strictly confidential.
7. Teaching Observation: Once during the spring semester, the mentee's class will
   be observed by a colleague other than the mentor. The mentee will have the
   option to choose a colleague, who could be another mentor from the college or
   department or another experienced colleague. If the mentee teaches online only,
   the mentee will identify a specific component of the course to be reviewed, such
   as a specific module of content with corresponding activities. The mentor will
   document the observation by reporting to the IFE.
   
   Note: The IFE will not be privy to the observation narrative unless the mentor and
   mentee agree to seek the IFE’s support. Any consultations with the IFE will
   remain strictly confidential.
8. Reflection: At the end of the spring semester, both the mentor and mentee will
   complete a second reflection piece that articulates the impact that the mentoring
   relationship has had on both parties and assesses whether the desired outcomes
   were achieved.
9. Lessons Learned Luncheon: The IFE and Provost will sponsor an
   end-of-the-semester luncheon where mentors and mentees can gather in a
   relaxed setting and share their experiences from the past year.

Outcomes for Mentees

• Enhanced institutional and departmental knowledge
• Enhanced access to skill-building resources
• Clear sense of professional goals and timelines
• Increased confidence and sense of belonging
• Enhanced productivity for professional outcomes (teaching, scholarship, grants, publications, and education)
• Organizational and external recognition

Outcomes for Mentors

• Increased job satisfaction
• Strengthening of the program, department, and/or college
• Investment in mentee’s career as part of a legacy
• Increased collaboration (within the department, institution, and external organizations)
• Exposure to new ideas and opportunities for continuous growth
• Organizational and external recognition
• Increased retention and stability within the department

Outcomes for UWG

• Teaching, learning, and student success
• Increased faculty promotions
• Increased scholarly activity (research, grants, publications, conference presentations, etc.)
• Increased faculty retention
• Increased hires
• Decreased faculty attrition