The scarcity of tenure-track lines in most kinesiology departments supports the need for the implementation of faculty mentoring programs. This article summarizes key elements of mentoring programs for tenure-track kinesiology faculty at 3 kinds of state universities. Mentoring at a bachelor’s college or university might emphasize support to enhance a new faculty member’s teaching effectiveness and student advising strategies and assist new faculty with a positive integration into the campus community. A comprehensive university mentoring approach may place equal emphasis on both formal (e.g., orientation and mentoring committee) and informal (e.g., collegial and self-selected mentoring) interactions. Helping new faculty members understand their role as an important part of the departmental team and organizational mission is a consistent theme. Mentoring at a research-intensive university might emphasize clarifying scholarship, tenure, and promotion expectations relative to support; guidance in portfolio presentation; retention, tenure, and promotion evaluation; and strong communication that promotes mutual professional development and improves or sustains faculty retention.
Knudson and Liu are with Texas State University, San Marcos, TX. Schmidt is with the University of Wisconsin Oshkosh, Oshkosh, WI. Van Mullem is with Lewis-Clark State College, Lewiston, ID.