Mid-career Faculty Peer Mentoring: Rationale and Program Design
Document Type
Article
Publication Date
4-20-2023
Department
Department of Humanities; College of Business
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.
Publication Title
New Directions for Higher Education
Recommended Citation
Sotirin, P. J.,
&
Goltz, S.
(2023).
Mid-career Faculty Peer Mentoring: Rationale and Program Design.
New Directions for Higher Education, 1-15.
http://doi.org/10.1002/he.20467
Retrieved from: https://digitalcommons.mtu.edu/michigantech-p/17063