Mentees
USF Health

Who can be a Mentee?

  • USF Health Assistant Professor, Associate Professor, or Professor (COM Core Faculty only) 
  • Must have a USF Health e-mail address
       (Dont have one? Follow these steps to obtain one.)

Why Become a Mentee?

Becoming a mentee creates the opportunity for a formal multifaceted collaboration between a junior professional and a senior professional with the primary goal being the nurturing of your professional development. The USF Health Mentorship Program is a process by which you and a mentor work together to discover, develop, and maximize your potential with a long term relationship with a responsibility provide the support, knowledge, and impetus to facilitate professional success.

Roles of a Mentee

  • Eagerness to learn and respect for mentor’s expertise
  • Flexibility and an understanding of the mentor’s other committments
  • Promptness for all meetings
  • Provision of feedback, even if none is requested
  • Appreciation of mentor’s time and interest

Responsibilities of a Mentee

  • Arrange to meet with your mentor at least quarterly. The mentee makes the initial contact.
  • Exchange contact information - office phone, cell phone, email, etc.
  • Prepare an updated CV to be reviewed by your mentor prior to the first meeting
  • Identify at least three short term (6-12 months) and three long term (3-5 years) professional goals to be discussed with your mentor.
  • Advise the mentor and the mentorship administrator when a relationship needs to be modified or terminated
  • Participate in as many mentorship program functions offered by the Office of Faculty Affairs as possible
  • Participate in faculty development opportunities

What to Expect From Your Mentoring Relationship

Checklist for Mentees

  • Are there informal as well as formal criteria for promotion and tenure?
  • Who can help clarify my department's expectations?
  • How do I build a faculty dossier?
  • What professional organizations should I join?
  • How do I gain a spot on the program at academic colloquia, symposiums, and conferences?
  • How do people in my field find out about, get nominated for, and win assistantships, fellowships, awards, and prizes?
  • How do I get a grant?
  • Who sits on relevant committees?
  • What departmental and college committees should I serve on and how do I get appointed?
  • Who can support a nomination effectively?
  • What is the best way of getting feedback on a paper -- to circulate pre-publication drafts widely, or to show drafts to a few colleagues?
  • How should co-authorship be handled for books and journals?
  • What kinds of peer review of teaching should I expect? Should I seek additional feedback?
  • Are there other teaching and learning resources I should explore?
  • What are appropriate and accepted ways to raise different kinds of concerns, issues, and problems?
  • How do I deal with conflict within and outside the department (ie: intra-departmental, hospital, college, etc.)?
  • How do I balance my clinical and teaching duties while starting a research program?
  • How do I balance my personal and professional life?
  • Who can I go to for personal problems?

Specific Tips for Mentees

Practical strategies that could benefit your relationship with your mentor.

  • Remember that you own your own development; your mentor doesn’t own it. It’s up to you to identify objectives as well as to focus and sustain the relationship.
  • Use active LISTENING skills in discussions with your Mentor.
  • Be prepared to ask for specific advice on your skill set, ideas, plans, and goals. The more specific you are, the easier it will be for your mentor to respond.
  • Be complete yet succinct in your comments and explanations.
  • Make it easy for your mentor to give you honest, specific feedback. Ask for it early in your relationship.
  • If you get some corrective feedback, don’t defend yourself. Thank your mentor for being honest with you. Then ask, “What specifically don’t you like about____?” or “What specifically would you recommend?”
  • Participate in Mentorship Program evaluation process