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 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.

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 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.

How are conveners assigned?

Conveners are assigned by the Coordinator of Early Career Faculty Development Programs 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.

When will I know my cohort's convener?

Conveners will be announced during New Faculty Orientation. Conveners will contact the early career faculty in their cohort shortly after that to introduce themselves and begin planning and goal-setting for the year.

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.

Who should I talk to if I’m having problems with my cohort's convener?

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.

How much mentoring will I receive from my cohort's convener?

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

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. 

Can I request individual meetings with my group’s convener?

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.

Can I ask my group’s convener to observe my courses?

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

Can I ask my group’s convener to review my research and scholarship?

Since MAP recognizes there may be times when this is appropriate, you may arrange a review research and scholarship whenever you and your cohort's convener 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.

Will early career faculty 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, early career faculty 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 and Vice President in consideration of future program developments.

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.