I've had a few things going on in my head lately about what to post, though grading and conferencing has gotten in the way of much of that. One thing I've been thinking about is George's post and the ensuing discussion about mentoring going on over at his new place, Workbook.
The other is a desire to do some reflection on my first year on the tenure track...what it's cracked up to be, how it's different from other situations I've been in, how it's not. I'm guessing there will be a series of posts on the first year wrap-up, and would love to hear how my experiences compare with others on their first year experiences. Today, I'll combine those two lines of thinking to comment a little as to how mentoring and advising has impacted this year.
I've been lucky, I think, because while WVU doesn't have any kind of formal mentoring program, I've gotten a great deal of informal mentoring, but I'd like to actually start by thinking of my PhD advisor, and how the transition from graduate student to "junior colleague" has changed that relationship. For me, my advisor was a good fit. He was generally very hands-off, and I think I learned pretty quickly that if I wanted him as a resoruce, that I'd have to ask. He was often, frequently, usually, more than willing to help me out--comments on writing, professionalization advice, etc--but there was very little sense that he was responsible for my success (though he does seem to be proud of the success I've had).
That worked for me. I learned to treat him more as a senior colleague than as an advisor, and because of it, I've had an easier time in developing potential mentoring relationships with colleagues here: I am rarely afraid to ask questions that will make me look green: I am a young scholar, and I'll look even stupider for not knowing the answers to the questions I have. We know as teachers that our best students and our best classes ask the most questions, and I have no illusions that I'm not still learning the profession, so I've asked many folks for help.
The most obvious mentoring situation is with Donald Hall, who is a named chair here, was on my search committee, and is also an alum of Maryland. In fact, we worked with some of the same people during the dissertation phase. Donald has made sure to ask me to lunch on occasion, ask me how teaching and writing and all sorts of things are going. When I had some questions about proceeding on this anti-discplinarity project, we went out for drinks and discussed it for an hour. He's been very generous with his time, and if you read Donald's first IHE column, you'll see how this fits into his sense of his role here.
There are others, too, though. The Associate Chair and I play squash pretty regularly, and we end up talking shop a lot. He's got a different outlook and set of experiences than Donald and so the counterpoint for me is as important as the quality of any single relationship. The same is true of the two people with offices nearest me, the newly tenured linguist and the advanced assistant Brit/Irish modernist with whom I share a number of preps (notably Brit Lit II).
I think the key for me is that I am soaking up information on my department and on the profession based not on the wisdom and generosity of one single person, but of many--it takes a village to raise a tenured faculty member. I ask the same questions of many different people: what do you think of Palgrave? how polished should my manuscript be when I start shopping it around? how many texts do you put on your 200-level syllabi? what is the faculty senate like here?
In my field beyond the department, I have been less successful at making contacts, particularly those who might be able to offer mentoring-type advice down the line. At the last comparative drama conference I met a few folks, but none who were so close to my work to offer that--actually strike that...one contact that could be a great person to exchange with in the coming years.
In short, I've been fortunate that so many have taken an interest in my success. I think that if I do anything to cultivate that, its an absence of shame for what I don't know. I know more now than I did five, ten or fifteen years ago, and in five, ten, or fifteen years, I assume I'll have something to offer my junior colleagues. I hope they'll ask me.