This list is also available as a word document for printing convenience: Checklist

When your mentee FIRST ARRIVES:

  • Discuss the culture of the Department and School (e.g., expectations for collegiality, participation in seminars and workshops, importance of maintaining a presence on campus)

  • Discuss the characteristics of students he or she will be teaching

  • Discuss possible approaches to teaching and time management while teaching

  • Make sure the mentee has a copy of the UCAPT manual; discuss the tenure process and how to manage the intervening years

  • Provide support for teaching (such as syllabi, lecture notes, slides, and cases)

  • Offer to observe him or her teaching

  • Refer him or her to other resources for teaching (e.g., faculty who have taught a particular course before, staff or others who can help with teaching)

  • Discuss the doctoral program in your department, including how students are assigned as RAs and what is expected of them, as well as challenges of working with doctoral students

  • Discuss Institutional Review Board procedures (for researchers collecting primary data)

  • Discuss information technology support including Blackboard, personal web pages, and library databases

  • Discuss research grant opportunities (e.g., Zumberge grants)

  • Explain summer support procedures, annual review procedures, etc.

  • Explain how journals “count” in a given department and discuss publication strategy

On an AS NEEDED basis:

  • Offer to read papers before submission

  • Offer to go over and help make sense of referee reports

  • Offer to go over and help make sense of student evaluations

  • Assist with finding good TAs and RAs

  • Provide teaching resources or refer to other faculty and/or staff

  • Discuss/Assist with any student issues that arise (e.g., cheating cases, rescheduling of exams, disruption in the classroom, etc.)

  • Discuss/Assist with any faculty/departmental issues that arise (e.g., unreasonable service or teaching expectations, difficulties with coauthors, etc.)

  • Discuss time management issues that arise (e.g., choices regarding conferences to attend)

  • Discuss research data opportunities (e.g., from fundraising, alumni, etc.)

At least ONCE PER SEMESTER, meet with mentee and:

  • Discuss changes that have been made to University, School, and Departmental procedures

  • Discuss time management, setting priorities, balancing career and family

  • Discuss the establishment of a professional network (both within and outside the School and University), and how to gain visibility 

  • Discuss the research portfolio – contents, stage of completion, target journals, etc.

  • Discuss new research ideas and projects under consideration in light of the portfolio

  • Ask how the mentee feels (how he/she is doing personally)


  • Help the mentee acquire invitations to present at conferences and seminars at other schools

  • Ensure that the mentee presents in-house at either a brown bag or a seminar

  • Provide feedback on teaching based on in-class evaluation and review of course materials

  • Discuss strategies for improving teaching in the upcoming year

  • Help mentee be asked to be a reviewer at a key journal

  • Discuss upcoming reviews (mid-tenure or tenure) and how the personal statement might look, possible letter writers (if applicable)