A Handbook for Effective Formal Mentoring Programs in Academia
David D. Law, Ph.D. & Nora Domínguez, Ph.D.
This handbook makes a unique and needed contribution to the mentoring field as it focuses solely on mentoring in academia. This handbook is a collaborative institutional effort between Utah State University’s (USU) Empowering Teaching Open Access Book Series and the Mentoring Institute at the University of New Mexico (UNM). This book will be written for both practitioners and researchers. Part one of this book positions the reader to understand the origins and evolution of the mentoring arena in academia. Part two focuses on designing, implementing, and evaluating effective college/university mentoring programs. Lastly, part three provides a synthesis of evidence-based mentoring programs for undergraduate and graduate students, faculty, and staff.
Guidelines for Contributors
Call for Proposals
Table of Contents (Chapter Briefings)
Introduction: Why mentoring in academia?
Part I. Mentoring Arena
Chapter 1. Mentoring Origins and Evolution
Chapter 2. Articulating a Theoretical Framework of Mentoring
Chapter 3. Mentoring Relationships Typology: Traditional mentoring (1-1, hierarchical), Group Mentoring Approaches, Peer Mentoring, Reverse Mentoring, Developmental Networks
Chapter 4. Formal Mentoring Programs: Characteristics, Benefits, and Outcomes
Part II. Designing, Implementing, and Evaluating Effective Mentoring Programs
Chapter 5. The Needs Assessment and Data Analytics: Understanding your Constituencies
Chapter 6. The Mentoring Context: Securing Institutional Support and Organizational Alignment
Chapter 7. The Crucial Role and Responsibilities of the Mentoring Program Coordinator
Chapter 8. Outlining the Goals, Objectives, and Outcomes of the Mentoring Program
Chapter 9. Defining Recruitment, Selection, and Matching Strategies
Chapter 10. Preparing the Effective Mentor
Chapter 11. Preparing the Effective Mentee
Chapter 12. Diversity, Equity, and Inclusion in Academic Formal Mentoring Programs
Chapter 13. Monitoring and Supporting the Mentoring Program and Mentoring Relationship through Formative and Summative Evaluation
Chapter 14. The Mentoring Program as a Research Project
Chapter 15. Funding the Mentoring Program
Part III. Formal Mentoring Programs in Academia: Meta-Synthesis of Evidence-based Effective Practice
Chapter 16. Mentoring Programs in Undergraduate Education
Chapter 17. Mentoring Programs in Graduate Education
Chapter 18. Mentoring Programs for Faculty
Chapter 19. Mentoring Programs for Staff of Educational Institutions
Chapter 20. Networked Mentoring Programs
This handbook is a collaborative institutional effort between the Empower Teaching Open Access Book Series at Utah State University, and the Mentoring Institute at the University of New Mexico.
David Law, Ph.D.
Utah State University
Bio: David Law is a professor in Human Development and Family Studies at Utah State University (USU). He serves as Associate Director of the USU-Uintah Basin campus. Law earned his bachelor’s degree in psychology from USU, his master’s degree in Marriage and Family Therapy (MFT) from University of Wisconsin-Stout, and his Ph.D. in MFT from Brigham Young University. He is published in the fields of marriage and family therapy, family life education, the scholarship of teaching and learning, and mentoring in academia. Law has served as guest-editor of the online journal Family Science Review. He has received awards for his work in mentoring undergraduate students, most recently being recognized as the 2021 Emma Eccles Jones Collage of Education and Human Services Undergraduate Faculty Mentor of the Year. For the past five years Law has overseen the design, implementation, and evaluation of faculty-to-student mentoring programs for the Uintah Basin Campus and the USU Statewide Campus System.
Nora Domínguez, Ph.D.
University of New Mexico
Bio: Nora Domínguez is director of the Mentoring Institute at the University of New Mexico (UNM), a professional consultant for the Office of Diversity at UNM Health Science Center and the School of Medicine (SOM-UNM), Assistant Professor at the Organization, Information and Learning Sciences Department (OILS-UNM), and president emeritus of the International Mentoring Association (IMA). Domínguez earned her bachelor’s degree in accounting from the National Autonomous University of Mexico (UNAM), her M.B.A. from the Autonomous Technological Institute of Mexico (ITAM), and her Ph.D. in Organizational Learning and Instructional Technologies from the University of New Mexico (UNM). Nora has more than 25 years of experience developing and implementing financial and organizational learning strategies, holding educational and management positions in banking and higher education institutions, and providing consulting and program evaluation services both in the United States and Mexico. She has served at the American Educational Research Association (AERA) as the chair of the Mentoring and Mentorship Practices Special Interest Group for three years. Domínguez is also a member of the Editorial Board of the International Journal for Mentoring and Coaching (Emerald, UK)); co-author of the book Mentoring: Perspectivas Teóricas y Prácticas (2010), co-editor and chapter contributor of the SAGE Handbook of Mentoring (2017), chapter contributor of the Wiley International Handbook of Mentoring (2020), author of several articles published in peer-reviewed journals, and chief editor of the online journal The Chronicle of Mentoring and Coaching.