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Mentoring for Early Career Faculty Members

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Mentoring relationships are more effective and satisfying, and best built when those seeking to learn from more experienced members of their professions take initiative and actively engage in developing these relationships.

Early career faculty members are advised to tap into and develop a useful group of mentors to guide them in their academic professional development, tapping individuals both within and outside of their current departments, schools, and institutions. Mentors individually and/or collectively provide critical guidance, material and emotional support, connections, collaborations, as well as serve as thought partners, friendly and important critics, and champions. 

Stanford Resources

For the most current Stanford University policies concerning "Junior Faculty Counseling and Mentoring," please consult Chapter 2, Section 8 of the Faculty Handbook, and scroll down to section 2.8.1.

Faculty Mentee Guide  This self-paced guide includes information, tools, and resources for early career faculty who are seeking mentoring. It is intended to supplement existing school and department procedures and programs. While the focus of this guide is on receiving mentoring as an early career faculty member, many of the principles of mentoring can apply to your mentoring and advising of trainees.

Faculty Mentoring beyond Stanford

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