Abstract
This article focuses on the positive aspects of mentoring teachers within the field of communication. Department chairs ought to question the usefulness and effectiveness of this type of mentoring and consider strategies that will be helpful when new faculty are ultimately reviewed for promotion and tenure. The article examines the mentor's functions and indicate special concerns that may affect mentoring in academia. The paper argues that a formal mentoring process benefits the new hiree. The paper provides concrete guidance that a mentor can offer in the areas of scholarship, teaching, and service. These strategies focus on institutions where scholarship counts heavily in tenure and promotion decisions. Similar works are needed by those who teach at institutions where different criteria may apply.
Recommended Citation
Borisoff, D. (1998). Strategies for effective mentoring and for being effectively mentored: A focus on research institutions. Journal of the Association for Communication Administration, 27(2), 84–96.
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