Browsing by Author "Carr, Darrin L."

Now showing 1 - 4 of 4
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    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, Cheryl
    This poster describes the progress and lessons learned as a result of newly implemented Faculty Mentoring Program at Indiana University – Purdue University Columbus.
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    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, Cheryl
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    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 Arts
    Faculty 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.
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    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 Arts
    Faculty 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.