Creating Accountability in a Cross-Disciplinary Mentoring Program

The absence of mentoring in higher education often results in unclear expectations and a lack of guidance for employees new to the university. This paper highlights different types of mentoring relationships formed within the academy and defines responsibilities of mentors and mentees from a social learning theory perspective. Accountability systems that promote quality professional practice are explored along with collaborative, purposeful mentoring relationships that can be formed within and across communities of professional practice. Through reviewing the literature and conducting a needs assessment with faculty and staff in a college of education and human services at a large Midwestern university, recommendations to address the mentoring needs of respondents were formed.