Browsing by Author "Towers, George W."

Now showing 1 - 7 of 7
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    Baseball’s 4-dimensional players
    (SABR, 2023) Towers, George W.; IUC Division of Liberal Arts
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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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    Diversifying for Sustainability: Repurposing a Targeted Pilot Faculty Mentoring Program
    (2017-10) Towers, George W.; Poulsen, Joan R.; Zoeller, Aimee; Crisp, Cheryl; Torres Bernal, Anibal
    For most junior faculty at Indiana University – Purdue University Columbus, dissatisfaction with traditional mentoring, that is, pairing with a senior departmental colleague for open-ended mentoring, was a fact of faculty life. In 2015-16, the authors addressed this ineffective reality by implementing a grant funded pilot program to provide targeted mentoring on career self-efficacy for under-represented, pre-promotion faculty. Mentors received training and were matched with mentees. Assessment demonstrated program effectiveness. Participants made measurable gains in general self-efficacy; increasing their self-confidence, establishing more robust social supports, and learning new strategies for career success. Upon program completion, we sought a sustainable modification of the program to more broadly serve all faculty. Feedback from focus groups led us to diversify the program by creating a “mentor bureau” and conducting mentee-only peer mentoring sessions. The bureau helps mentees form a local mentoring network or “map” (Rockquemore, 2013). We asked mentors to identify areas of expertise and mentees to choose from among these topics. In 2016-17, the mentoring bureau enlisted 15 mentors who mentored 11 mentees. Including program leaders, 44% (27 of 62) of full-time faculty participated in the bureau. Peer-mentoring was conducted through informal discussions at monthly mentee-only lunches. Feedback indicates satisfaction with both program components. Mentees reported that they gained expertise through the mentoring bureau and built relationships in the peer mentoring meetings. We are pleased to have the opportunity to share our sustainable and diverse mentoring model that successfully complements traditional mentoring.
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    Experiencing Our Town : In the words of immigrant women
    (Indiana University, 2020-04-16) Towers, George W.; Zoeller, Aimee N.; Wills, Katherine; Sociology, School of Liberal Arts
    The multifacted experiences of being a woman and an immigrant in Indiana was co-discovered and articulated through writing workshops supported by Indiana University Purdue University faculty and staff.  The writing workshop participants were photographed near community landmarks.  Their narratives, along with the photographs, were displayed in public spaces, including City Hall.
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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.