"Mentors are guides. They lead us along the journey of our lives. We trust them because they have been there before. They embody our hopes, cast light on the way ahead, interpret arcane signs, warn us of lurking dangers and point out unexpected delights along the way." L.A. Daloz
Mentoring fosters the professional growth of its mentors and mentees and facilitates effective communication and connectivity among those who participate in the process. Mentoring is both a formal and informal activity, and can address all aspects of academic life, from approaches to achieving work life balance to advice about professional milestones that must be reached in order to advance through the ranks. In addition to one-to-one pairing of junior faculty with more senior faculty, faculty mentoring may include department social events, invitations to professional conferences, teaching and research collaborations, and developing individual career plans. Junior faculty are encouraged to have a network of peers and more senior colleagues as mentors and advisors to get a complete overview of the requirements for academic success.
This section of the website is designed to support efforts by Departments and Schools to advance faculty mentoring at Tulane University. Links to guidelines, resources, references, tools, principles and best practices for faculty mentoring and information about other University faculty mentoring programs are available on this page.
In providing these guidelines and resources for mentorship, we realize that there is no one standard model for mentorship across the university. Rather, these guidelines are designed to promote the development of unique programs that are tailored to the circumstances, traditions and values of individual departments and schools and are attentive to mentoring across differences (e.g., gender, race, culture, and generational lines).
Mentoring is an important topic in faculty development at Tulane University, and has been a subject of discussion in many committees over the past two years.
Tulane University participated in the Collaborative on Academic Careers in Higher Education (COACHE) survey in spring 2009. This survey focused on full-time, tenure-track faculty satisfaction with the promotion and tenure processes, the nature of faculty work, work-life balance, and collegiality and was administered online to full-time, tenure-track faculty from all schools. The survey results indicate a need for increased professional development activities.
Mentors and Mentees
Department Chairs are essential in the design and implementation of mentoring approaches for faculty. While each department has a unique set of circumstances to consider in designing mentoring plans, there are aspects of departmental leadership in this area that can be informed by experience and scholarship. The links below provide access to practical resources for department chairs on mentoring, department climate, and faculty retention.
University of Wisconsin - Enhancing Department Climate: A Chair's Role (pdf)
University of Michigan - How to Help New Faculty Settle In (pdf)
University of Michigan - Creating a Positive Departmental Climate: Principles for Best Practices (pdf)
Includes all 26 federal agencies such as NIH, CDC, NSF): http://www.grants.gov
S. Russell and D. Morrison. The Grant Application Writer’s Workbook. National Institutes of Health Version
S. Russell and D. Morrison. The Grant Application Writer’s Workbook. National Science Foundation-Fast Lane
S. Russell and D. Morrison. The Grant Application Writer’s Workbook. Successful proposal to any agency
Writing and Publishing for the Health Sciences:
Writing and publishing your research findings:
Writing a scientific paper:
Writing a paper in scientific journal style and format:
Publishing your research:
Strunk’s Elements of Style Online:
Zeiger M. Essentials of Writing Biomedical Research Papers. 2nd ed. New York: McGraw-Hill; 1999
Goodman NW, Edwards MB, Medical Writing; A Prescription for Clarity. 3rd ed. Cambridge, UK; Cambridge University Press; 2006.
Altman DG, Schulz KF, Moher D, et al. The revised CONSORT statement for reporting randomized trials; explanation and elaboration. Ann Intern Med. 2001;134;663-694
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Altman DG. Statistics and ethics in medical research; study design. Br Med J. 1980;281;1267-1269.
Tufte ER. The Visual Display of Quantitative Information. 2nd ed. Cheshire, CT; Graphics Press; 2001.
Making a scientific presentation:
M.A. Tonette Krousel-Wood, MD, MSPH
Associate Provost for the Health Sciences
Gwyn Garrison, M.Ed.
Senior Program Coordinator
200 Gibson Hall, Tulane University, 6823 St. Charles Avenue, New Orleans, LA 70118 504-865-5261 email@example.com