Browsing by Subject "faculty mentoring"

Now showing 1 - 3 of 3
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    Best Practices in Mentoring
    (2018-08-06) Baich, Tina
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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 Nurse Faculty: Outcomes of a Three-Year Clinical Track Faculty Initiative
    (Elsevier, 2018) Shieh, Carol; Cullen, Deborah L.; School of Nursing
    Clinical track faculty often lack mentoring opportunities needed to develop their scholarship which may hinder their academic promotion. The Clinical Track Faculty Mentoring Initiative was designed to foster scholarship development and academic promotion of clinical assistant professors. Fifteen clinical assistant professors in two cohorts and their mentors participated in the Initiative. Each Cohort lasted two years with one overlapping year. Participating clinical assistant professors were required to attend five check-in meetings, a summer writing workshop, school and university promotion information sessions, and mentor-protégé meetings. Program outcomes were assessed quarterly and they included knowledge of promotion processes, mentorship quality, scholarship productivity, and academic promotion. Scores on knowledge of promotion processes and perceived mentorship quality among participating clinical assistant professors were significantly increased. Participating clinical assistant professors published, on average, 3.33 papers and delivered 6.4 presentations in two years. The Initiative demonstrated an effective mentoring program that incorporated a multimethod approach with clear program goals, strong systems support, and high mentorship quality.