Browsing by Author "Zoeller, Aimee N."

Now showing 1 - 3 of 3
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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.