||New faculty; little experience
||New faculty; some experience
||Experienced faculty; mentors
||Some knowledge; limited classroom experience. Benefits from background learning, advanced skills, increased experience, and mentee/mentor partnership.
||Sufficient knowledge; considerable classroom experience. Functions as independent instructor but would benefit from deeper pedagogical knowledge and mentoring from experienced faculty.
||Experienced; depth of knowledge and master teaching reputation. Perhaps an established teaching mentor at their unit, or new to role. Desires to effect change at university level.
||Mentorship and advocacy
||Individual development for competency, effectiveness, efficiency.
||Individual development as an education expert; using and creating state-of-the-art teaching practices.
||Individual development as a mentor, sets tone and culture of unit and for university; models teaching as high impact activity.