Description and Guidelines
Mentoring Programs have been among the most popular and successful of all LFP initiatives. Mentoring Programs provide funds to nurture faculty at all stages of their careers at Network institutions and strengthen the commitment of faculty to institutional mission. Well-constructed mentoring programs encourage faculty ranging from new hires to junior, mid-career, and veteran faculty to understand and share the ethos of the school, to grow to love the questions that the institution holds dear, and to consider the importance of fundamental matters concerning the relationship between higher learning and the Christian faith. Such programs also seek to renew and deepen the commitment of the whole institution and its leaders to those central intellectual and spiritual matters. Applications are due on September 15 of each year.
To learn more about Mentoring Programs and to submit an application, please click here.
Current Mentoring Programs
At its Fall 2019 meeting, the Lilly National Network Board awarded Mentoring Program grants to Baylor University, Goshen College, Gustavus Adolphus College, Indiana Wesleyan University, Saint Xavier University, St. Mary’s University (San Antonio), University of Dallas, University of Notre Dame, Westmont College, Whitworth University.
Most Recent Mentoring Programs
Goshen College: “Mission in Action”
Directors: Beth Martin Birky, Jody Saylor
Goshen College (GC) developed a one-year “Mission in Action” mentoring program to foster faculty understanding of GC’s mission as a Christian liberal arts institution shaped by Anabaptist Mennonite tradition. GC’s mentoring program paired 11 new faculty with mid-career mentors in order to help new faculty understand GC’s unique culture and core values, build strong connections to campus, consider their professional development at GC, enhance faculty retention, and strengthen their pedagogy, and to engage mid-career faculty mentors in the integration of GC’s mission with their own faith and with inclusive teaching strategies for increased student success. All participants met monthly for group seminars that included reading, structured input, discussion, application, and reflection. In fall 2020, group seminars included presentations on GC’s mission and the college’s Anabaptist context, its global education program, and the GC Core. A faculty panel addressed faith and teaching. In the spring, group workshops gave faculty time to practice valuable pedagogical skills: establishing trust, active listening, goal setting, reflective observation/interaction, productive feedback and revision. At the end of each semester, participants wrote personal statement on the GC mission and core values and their teaching. Although COVID-19 impacted new faculty’s campus experience, participants were empowered to translate GC’s mission into effective, student-centered teaching and learning. By implementing and testing effective teaching strategies, faculty articulated their own mission-centered professional goals. Due to this year’s success, the 2021-2022 “Mission in Action” mentoring program will include new administrative faculty and mentors. We anticipate that the “Mission in Action” mentoring program will increase faculty commitment to teaching and scholarship in the context of Christian higher education.
St. Mary's University Texas: "New Faculty Mentor for Mission Program"
Director: Alicia Tait
The New Faculty Mentor for Mission Program revolved around the Catholic Marianist mission of the institution. Each event centered around the connection between our Marianist Educational Characteristics and the pillars of the Catholic Intellectual Tradition (CIT). The five Engaging the Mission Conversations EMCs) were titled after the five Marianist Educational Characteristics (MECs). Each EMC session included pre-readings and reflective questions. EMC speakers were asked to present, from their own experiences, how they engaged the MEC and CIT pillar. The final retreat connected the vocation of teaching at a Catholic Marinist institution as well as the particulars of HSI and the influence of the Hispanic community on the Church in San Antonio and globally, the latter of which although not entirely unique to St. Mary’s is significant to understanding our student body. This program was developed to support the needs of faculty and introduce them very intentionally to the distinction of working at a Catholic university reflective of the Marianist charism and to build mentorship into a yearlong orientation program for faculty.
Anderson University: “New Faculty Mentoring for Christian Ethos and Mission.”
Director: Joel D. Shrock
Anderson University redesigned its long-standing new faculty orientation program to more directly and proactively work with new faculty and their faculty mentors on inculcating our new members into the distinctive Christian ethos, traditions, and mission of our institution. The program not only helped new faculty understand university operations, but also challenged them to see how Anderson’s Christian commitments pervade our daily activities and goals. The mentoring grant supported the new program design, mentoring training, and activities designed to bond our new faculty to each other and the university. The new program provided space for the development of stronger interpersonal connections and greater support for conversations of how faith informs being a faculty member and Anderson University.
University of Pikeville: "Breaking Down Silos: Building Up Spirit"
Director: Pamela Gilliam
Our mentoring program had three goals: to foster relationships across disciplines and build collaboration among faculty, to promote understanding and appreciation of our Appalachian culture while acclimating new faculty to our rural location, and to reinforce the UPIKE mission of adhering to Christian principles by practicing servant leadership. When COVID-19 hit, the program was extended into the 2020 academic year. During the two years, 32 undergraduate, graduate, and professional faculty participated. Mentees were paired with faculty mentors across disciplines when possible. Although the pandemic restricted on-campus activities beginning in spring 2020, mentors-mentees continued to meet virtually. Additionally, mentees attended workshop on the history of the region and interacting with mentors who have spent time in the area, they collaborated to interview incoming medical school students, created new projects across disciplines such as film/media arts faculty working with music faculty to record and share performances. Finally, new service projects were created with increased faculty participation in existing activities.