Faculty & Staff
Faculty and Staff Handbook » School of Pharmacy
Mentor Program
Philosophy
Research has found that while memorization of facts remains a necessary element in many disciplines, it is in experiencing those facts and translating them into real life situations, that knowledge becomes internalized. Students are often capable of reproducing these facts on exams, but the relevant application of the same facts within the discipline is all too often an ability lacking among the best of students. Many learners are unable to grasp the implications of the facts they know. A mentoring program provides a non-threatening environment in which learners can risk exploration of textbook concepts in their own actions while receiving encouragement and guidance rather than criticism. The mentoring system is designed to establish a support group to assist candidates in their development, both personally and educationally. Mentoring strengthens the learning process. The system works through a structured process that identifies required skills, sets learning standards and limits, and assess areas for improvement by exploring knowledge and the understanding of that knowledge through application. However, mentors are needed not only in the classroom, but also between teachers and students, between veteran and new faculty and between preceptors and students.
Faculty development should refer to the faculty member's growth as an effective teacher, scholar, researcher and leader. Growth relates not only to department and school responsibilities, but also within their academic discipline, and long term career goals. Mentoring among faculty involves a guiding relationship founded on a caring attitude and respect. The clear goal should be for the protege to become and peer. In the very act of guiding the protege, the mentor also experiences growth as a person. The commitment to advance the practice of pharmacy and to prepare pharmacists who have the necessary skills to provide pharmaceutical care are central to both the mission and vision of the school. This will be done through the teaching, research and service efforts of the faculty. Mentoring among faculty helps them to become leaders and thereby producing useful change. Mentoring, much like education itself , is a continuing effort and the growth it brings has no end.
Assignment of Mentors
Mentors are assigned to groups of 5 students, pre selected on the basis of MBTI and other characteristics.
Role of Faculty Members, Mentors, Chairs, and the Dean
Faculty members involved in the mentoring system, meet with their group during the first three years of the curriculum. The recommended time is every other week. It should be no less than once a month. The mentor, be he faculty, a chair or the Dean, is a member of the group and acts as simply a more experienced participant.
Interdepartmental Mentorship Opportunities
Mentorship is not restricted by department or discipline.
School-wide Seminar Program
»Philosophy
»Attendance and participation
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