Faculty Development Fellows serve as mentors to new faculty including: pre-tenured, tenure-track, adjunct faculty and lecturers.

They may also mentor faculty of color, mid-career faculty and senior faculty. Mentoring support includes:

Providing help with personal aspects of the local culture--SMC and the extended community:

    • Introducing new faculty to College activities, culture and colleagues;
    • Developing professional networks on and off campus;
    • Assisting faculty new to the Bay Area with information about housing, schools, etc.; also resources of special interest--academic, cultural, social, or artistic;
    • Balancing work and personal life.

Providing help with academic procedures and professional development:

      • Providing information about resources available to faculty: FD funding, Alumni grants, SoTL, instructional technology (FTG, CaTS), etc.;
      • Working effectively within the College systems;
      • Navigating the R&T process:
        • Preparing the Form A—how to effectively communicate achievements and challenges;
        • Balancing teaching, scholarship/research, service;
        • Checking on R&T progress (e.g., letters of recommendation, classroom observation, etc.)
        • Finding on-campus disciplinary fields or programs to cross-list courses with (e.g. environmental studies, women’s and gender studies, ethnic studies) develop collaborative projects, or establish professional relationships based on common interests;
        • Finding campus venues for presenting scholarship or artistic works (such as sabbatical or scholarly research presentations)
        • Finding appropriate areas for service
        • Helping mid-career faculty remain engaged with the community.

Providing help with classroom concerns:

      • Effective teaching and learning strategies;
      • Syllabus development: learning outcomes, honor code, etc.;
      • Course content that might challenge students’ values or identities;
      • Diverse student body (e.g. academic, racial/ethnic, socio-economic, etc.);
      • Course material beyond the ability of some students;
      • Students with difficult “issues” (e.g. conduct, learning disabilities, social/emotional needs);
      • Student presentations of course material.

Contacts: Rebecca Proehl (Education), Myrna Santiago (History), Sally Stampp (Psychology), Mary True (Psychology)