Mid-Career Faculty Peer Mentoring: Rationale and Program Design

Autor/inn/en	Sotirin, Patty; Goltz, Sonia M.
Titel	Mid-Career Faculty Peer Mentoring: Rationale and Program Design
Quelle	In: New Directions for Higher Education, (2023) 201-202, S.5-19 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sotirin, Patty)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-0560
DOI	10.1002/he.20467
Schlagwörter	College Faculty; Mentors; Minority Group Teachers; Disproportionate Representation; Feminism; Communities of Practice; Models; Advocacy; Cost Effectiveness + Suchen Sie Ihr Suchwort? Fakultät; Feminismus; Community; Analogiemodell; Sozialanwaltschaft; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken
Abstract	While formal early career mentoring is considered significant for faculty success, few universities have instituted programmatic mid-career mentoring. We review the reasons mid-career mentoring is important especially for under-represented (URM) faculty and consider the ways the entrenched model of one-on-one mentoring can fail URM faculty. We advocate for a feminist-inspired peer mentoring approach using a Community of Practice model that supports mentoring as advocacy. We then describe how our own mid-career mentoring program enacts this approach and offer lessons learned that include the need to make a cost-analysis case. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01