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Browsing by Author "Carr, Darrin L."
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Item Career Self-Efficacy Mentoring for Pre-Promotion Underrepresented Faculty(Office of Academic Affairs, IUPUI, 2016-09-16) Towers, George W.; Poulsen, Joan R.; Carr, Darrin L.; Zoeller, Aimee; Torres Bernal, Anibal; Crisp, CherylThis poster describes the progress and lessons learned as a result of newly implemented Faculty Mentoring Program at Indiana University – Purdue University Columbus.Item Career Self-Efficacy Mentoring for Pre-Promotion, Under-Represented Faculty at IUPUC(Office of Academic Affairs, IUPUI, 2015-02-15) Towers, George W.; Poulsen, Joan R.; Carr, Darrin L.; Zoeller, Aimee; Torres Bernal, Anibal; Crisp, CherylItem Mentoring for Faculty from Working-Class Backgrounds(Working-Class Studies Association, 2020) Towers, George W.; Poulsen, Joan R.; Carr, Darrin L.; Zoeller, Aimee N.; IUPUC Division of Liberal ArtsFaculty mentoring across gender, race, and culture is facilitated by formal mentoring programs. Mentoring across the cultural differences associated with social class, however, represents a largely unaddressed gap in the provision of formal faculty mentoring. Based on a pre-program needs survey, we designed and delivered a pilot program that served working-class faculty with mentoring on career self-efficacy. Assessment showed that working-class faculty mentees made gains in this important construct. Our concluding discussion reflects upon the role of mentoring in the experience of working-class faculty.Item Mentoring for Faculty from Working-Class Backgrounds(2021-06-01) Towers, George W.; Poulsen, Joan R.; Carr, Darrin L.; Zoeller, Aimee N.; Sociology, School of Liberal ArtsFaculty mentoring across gender, race, and culture is facilitated by formal mentoring programs. Mentoring across the cultural differences associated with social class, however, represents a largely unaddressed gap in the provision of formal faculty mentoring. Based on a pre-program needs survey, we designed and delivered a pilot program that served working-class faculty with mentoring on career self-efficacy. Assessment showed that working-class faculty mentees made gains in this important construct. Our concluding discussion reflects upon the role of mentoring in the experience of working-class faculty.