Knudson, Duane V.Liu, TingSchmidt, DanVan Mullem, Heather2019-11-192019-11-192019-01Knudson, D., Liu, T., Schmidt, D., & Van Mullem, H. (2019). Mentoring tenure-track faculty in kinesiology. Kinesiology Review, 8(4), pp. 312-317.2161-6035https://hdl.handle.net/10877/8839The 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 three kinds of state universities. Mentoring at a bachelor’s college/university might emphasize support to enhance a new faculty member’s teaching effectiveness, 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. Assisting the new faculty member with understanding 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 (RTP) evaluation, and strong communication that promotes mutual professional development and improves/sustains faculty retention.Text22 pages1 file (.pdf)enpeer-mentoringpromotionrecruitmentretentiontenurecollegialityArticlehttps://doi.org/10.1123/kr.2019-0041