Tenure‑initiating units (TIUs) are the cornerstone of faculty mentoring at Ohio State.
Effective TIU mentoring includes both formal and informal approaches.
TIUs are the primary environment where faculty mentoring occurs. They are where mentoring relationships most naturally take shape and where faculty find the guidance and support that help them thrive.
Faculty‑to‑faculty mentoring is most impactful when it is embedded in the daily academic life of departments, schools and programs. TIUs provide the context in which faculty learn expectations, develop professional relationships and build networks that support long‑term success.
Tenure‑initiating units (TIUs) drive strong mentoring cultures by intentionally supporting both formal and informal mentoring. Formal mentoring clarifies expectations and promotion processes, while informal mentoring builds trust, collaboration and shared learning — together creating supportive environments where faculty can thrive.
Roles and responsibilities within TIUs
Each faculty member in a TIU helps cultivate a collaborative, reciprocal and affirming mentoring culture. Faculty take on different roles and responsibilities, including formal mentors, informal advisors, peer supporters and role models, all of which strengthen a healthy and effective mentoring environment.
Department chairs and school directors
TIU heads amplify and sustain mentoring practices.
They support mentoring by institutionalizing effective practices collectively led by tenured professors. They reinforce shared responsibility, align mentoring with unit values and priorities, and help ensure mentoring remains visible and supported over time.
Tenured professors
Tenured professors lead and model strong mentoring cultures.
They play a central leadership role by cultivating and sustaining mentoring cultures grounded in collaboration, reciprocity and shared investment in colleagues’ success. They model effective mentoring practices and contribute to an inclusive, supportive environment for faculty at all stages.
Tenured associate professors and CTP faculty
Faculty across roles contribute to mentoring in diverse ways.
Tenured associate professors and Clinical, Teaching and Practice (CTP) faculty contribute to mentoring through shared expertise, collaboration and support for colleagues across roles, ranks and career stages.
Tenure‑track assistant professors
Participation as a mentor is optional for tenure‑track assistant professors.
Tenure‑track assistant professors may choose to participate in mentoring activities as mentors but are not expected to do so. This ensures they can focus on their own professional development while benefiting from mentoring support.
Mentoring approaches in TIUs
TIUs use multiple formal and informal mentoring approaches. Effective mentoring draws on multiple pathways, recognizing that faculty benefit from different forms of support across career stages and roles. Approaches may include one-to-one mentoring, mentoring pods, panels and workshops focused on promotion and career advancement, and informal activities that foster organic, supportive relationships among faculty.
Recognition of mentoring
Recognize that mentoring is essential to sustaining a strong mentoring culture.
Document and acknowledge mentoring
Mentoring contributions should be documented and acknowledged. Faculty are encouraged to reflect on and document their formal and informal mentoring efforts. These contributions strengthen our academic community and should be recognized in annual reviews and promotion and tenure (P&T) materials as valued scholarly and service work that advances faculty and institutional success.
Inclusive and celebratory recognition
Recognition should reflect the diversity of mentoring contributions. Recognition of mentoring should be broad, inclusive, and celebratory, making visible the many ways mentoring shows up in practice, and honoring the diverse strengths, experiences and contributions that help faculty succeed. Celebrating these contributions reinforces a culture where mentoring is valued, shared and central to who we are.