Why are tenured faculty referred to as conveners?

The use of “convener” facilitates our goal of supporting a college-wide cultural shift regarding early career faculty development from a disempowering, paternalistic approach to one that honors and recognizes the skills and talents of early career faculty.

The convener interest form asks tenured faculty to indicate the reason(s) we are interested in serving as a convener. How can I write a strong response?

When expressing your interest, we recommend you focus on your existing abilities to mentor early career faculty, as well as your preparedness to build capacity in that area. You might also write about your previous mentoring experiences, being mindful that serving as a MAP convener will likely be a unique experience for all participants.

Who selects conveners and assigns them to their early career faculty cohorts?

Conveners are selected and assigned by the Coordinator of Early Career Faculty Development Programs and Senior Associate Dean for Equity, Inclusion, and Faculty Development in ways considerate of but not primarily dependent on department, program, and divisional affiliations. This facilitates interdisciplinary and collective support for early career faculty, as well as adequate collaboration with departments and programs, divisional committees, the Crown Faculty Center, and other relevant on-campus constituencies committed to professional development.

Is there an orientation for conveners?

Two half-day convener development sessions will be conducted by the Early Career Faculty Development Programs Coordinator in mid-August followed by a check-in meeting during Block 4 and a reflection meeting in Block 7.

What if I am unable to attend convener development?

As MAP is committed to building the capacity of tenured faculty for robust, interdisciplinary, and collaborative mentoring, as well as accountability, these development sessions are critical. Hence, you may not serve as a convener if you are unable to attend convener development sessions. 

If I have been selected as a convener, do I have to attend development sessions annually thereafter?

No, you only must attend convener development prior to beginning your first year as a convener. However, you will be required to attend a check-in meeting in Block 4 and reflection meeting in Block 7 annually during your entire term.

May I attend convener development sessions if I have not yet been selected to be a convener?

Yes, but you must still attend all required development sessions prior to beginning your first year as a convener, as well as all check-in and reflection meetings annually during your entire term.

What if I am unable to attend the check-in meetings and|or the reflection meeting?

As MAP is committed to building the capacity of tenured faculty for robust, interdisciplinary, and collaborative mentoring, as well as accountability, these meetings are critical and mandatory. 

What is the relationship between department chairs or program directors and conveners?

While conveners provide professional development support to early career faculty, MAP is relatively independent from the tenure and promotion process. Hence, chairs and directors will continue fulfilling their obligations to early career faculty in collaboration with other faculty in their departments and programs and other relevant on-campus constituencies, as they did prior to the implementation of MAP.

Can conveners write third-year and|or tenure review letters for early career faculty in their cohorts?

Conveners should not submit letters for early career faculty in their cohort at third-year or tenure review, because this role is designed to be supportive and trusted not evaluative.

Are conveners compensated?

Conveners are paid an annual stipend for the duration of their participation in the program. One half of the stipend is paid in mid-December, and the other half is paid at the end of May. 

Are all early career faculty required to participate?

All tenure-track faculty hired during or after the 2021-2022 AY are required to participate in the program until they earn tenure. All full-time visiting faculty may participate in the program, and can do so for up to two years, but are not required to do so. 

Why are early career faculty grouped into cohorts?

MAP relies on research conducted by Columbia University, which claims, “Effective faculty mentoring should involve both formal and informal relationships with a broad array of professional colleagues” that provides “multidimensional perspectives on developing contemporary academic careers” and that “may reduce the power dynamics often present within the junior-senior pairing.” Also, these kinds of networks support faculty with marginalized social identities “who are less likely to find spontaneous dyadic mentoring relationships that address the full range of their career concerns.”

How are early career faculty cohorts determined?

Cohorts are created by the Coordinator of Early Career Faculty Development Programs in ways considerate of but not primarily dependent on review years or department, program, and divisional affiliations. This facilitates interdisciplinary and collective support for early career faculty, as well as adequate collaboration with departments and programs, divisional committees, the Crown Faculty Center, and other relevant on-campus constituencies committed to professional development.

Is there an orientation for early career faculty?

The Coordinator of Early Career Faculty Development Programs provides an orientation to the program during New Faculty Orientation followed by a check-in meeting during Block 4 and a reflection meeting in Block 7.

When will I know the early career faculty in my cohort?

Your cohort will be announced during convener development in mid-August. We ask that you contact them shortly after to introduce yourself and begin planning and goal-setting for the year.

How often am I expected to meet with my early career faculty cohort?

For more information about the mentoring schedule, please see the "Documents" section of the website. 

Am I required to conduct individual meetings with early career faculty in my cohort?

Since MAP recognizes there may be times when this is appropriate, your cohort's convener may host individual meetings whenever it’s appropriate and to the extent it does not compromise the program’s commitment to collectivity and its mindfulness of convener labor.

What is the “Grab Bag” and what’s in it?

The "Mentoring Sessions Topics Grab Bag” was created to provide conveners and early career faculty flexibility in determining and structuring mentoring sessions on various topics, such as College and Faculty Governance, Teaching, and Research and Scholarship. Additionally, the “Grab Bag” provides conveners with prompts designed to facilitate meaningful discussion and ideas for how conveners and early career faculty can prepare for the discussions. A PDF version (with an interactive table of contents and links) can be accessed in the "Documents" section of the website. 

How should I structure mentoring meetings?

For more information about the mentoring schedule, please see the "Documents" section of the website. 

Should I arrange to observe courses taught by early career faculty in my group?

Since MAP recognizes there may be times when this is appropriate, you may arrange classroom observations whenever you and early career faculty in your group determine that’s appropriate and to the extent it does not compromise the program’s commitment to collectivity and its mindfulness of convener labor.

Should I arrange to review the research and scholarship of early career faculty in my group?

Since MAP recognizes there may be times when this is appropriate, you may arrange to review research and scholarship whenever you and early career faculty in your group determine that’s appropriate and to the extent it does not compromise the program’s commitment to collectivity and its mindfulness of convener labor.

Is MAP mentoring attentive to service obligations?

Yes, “Service” is one of the “Grab Bag” topics conveners and early career faculty may choose to discuss.

If an early career faculty member has a conflict with a colleague in their department or program, including the chair or director, should I intervene?

It is not necessary for you to intervene in these or other kinds of conflicts. However, if you would appreciate assistance supporting the faculty member during such challenges, please contact the Senior Associate Dean for Equity, Inclusion, and Faculty Development and Dean of Faculty, who can help strategize and facilitate prudent and meaningful conversations with all relevant and necessary parties.

Who should I talk to if I’m having problems with an early career faculty member in my cohort?

Direct these concerns to the Early Career Faculty Development Programs Coordinator, who will help facilitate prudent and meaningful conversations with all relevant and necessary parties.

Who should I talk to if I’m having problems with MAP?

Direct these concerns to the Senior Associate Dean for Equity, Inclusion, and Faculty Development, who will help facilitate prudent and meaningful conversations with all relevant and necessary parties.

Will conveners have an opportunity to provide feedback on their experiences in MAP?

Yes, in addition to the check-in meeting during Block 4 and reflection meeting in Block 7, conveners will be invited to submit surveys communicating their experiences in the program that will be reviewed by the Early Career Faculty Development Programs Coordinator and Senior Associate Dean for Equity, Inclusion, and Faculty Development. That data will be assessed by MAP leadership and the Dean of Faculty in consideration of future program developments.