At the Tipping Point? Role of Formal Faculty Mentoring in Changing University Research Cultures

Autor/inn/en	Mullen, Carol A.; Hutinger, Janice L.
Titel	At the Tipping Point? Role of Formal Faculty Mentoring in Changing University Research Cultures
Quelle	In: Journal of In-service Education, 34 (2008) 2, S.181-204 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-4587
Schlagwörter	Mentors; Data Analysis; College Faculty; Literature Reviews; Program Effectiveness; Program Evaluation; Teacher Surveys; Questionnaires; Case Studies; Florida + Suchen Sie Ihr Suchwort? Auswertung; Fakultät; Programme evaluation; Programmevaluation; Fragebogen; Case study; Fallstudie; Case Study
Abstract	The present article focuses on how faculty can be guided in the mentoring process and how formal mentoring programs improve practice, as well as the impact of formal mentoring on new faculty and faculty mentors. The empirical case study described features a new faculty mentoring program in its second year of development in a university research culture in Florida, USA. A goal of early-stage faculty mentoring programs might be to attain what Gladwell refers to as the "tipping point," where faculty mentoring becomes contagious. Perspectives and strategies used to create not only an effective mentoring program within research cultures but also a movement entrenched in faculty-faculty mentoring are highlighted. Results from program assessment data are reported, with insights and recommendations from faculty mentors and mentees. (Contains 2 tables and 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10