Mentoring and Induction

Becoming a Mentor

Remember what it was like to be a new faculty member? Did you feel as though you’d been dumped into a black hole of preparation, policy, and practices that you had little clue about? Did you find someone to help you or did you wish you had?

Every new full-time faculty member and every experienced faculty member trying something new at Hawkeye deserves to have a strong support system. Mentors are coordinated and trained through the Brobst Center for Teaching and Learning Services. Currently we have mentoring for new full-time instructors.


Mentoring is experienced teachers helping new teachers. It is provided one-on-one with our new faculty members.

The goal of mentoring is to provide instructional coaching, support, and resources that will help new full-time faculty to:

  • articulate their teaching philosophy
  • use their strengths to be the best teacher they can be
  • plan, implement, reflect, and improve on their teaching practices

Contact the Director of the Brobst Center for Teaching and Learning Services to become a mentor.

Mentor Qualifications

  • Have at least three years of teaching experience at Hawkeye and the respect of their colleagues and students alike.
  • Qualities include good listening behaviors, reflective questioning skills, and an approachable demeanor.
  • Realize they don’t have all the answers and certainly not the only answer.
  • Are curious learners who are willing to do the reflective work necessary to improve their own teaching practice.
  • Lead through example.
  • Are familiar with the resources and research that can support their mentees.

Time Commitment

Mentor will work with mentee every four to six weeks for the first two years of the mentee’s employment. The mentor meets with the Director of the Brobst Center for Teaching and Learning Services two or three times a year for training in instructional coaching and dialogue about strategies, current challenges, etc. Mentor will be matched with a new faculty member from a department outside of their own and often times outside their division. It is assumed that new faculty also receives support from the department in which they teach on operational issues as well as curriculum and instructional support.

Benefits for the Mentor

There is so much in it for you! Other mentors have found their mentor-mentee relationship as one of the most meaningful things they have done professionally. Mentors often say they hope they’ve given at least as much as they’ve taken from the experience.

And if that’s not enough,  you can receive credit for being a mentor on the Quality Faculty Plan.

Brobst Center for Teaching and Learning Services

Tama Hall 107, 109, 110, 125
319-296-4018 (fax)
Email us

Mon-Fri 8:00am-4:30pm

Learning Lab

Tama Hall 109

Digital Resource Lab

Tama Hall 109A

Brobst Center Staff