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Long-Term Patterns in a Mentoring Program for Junior Faculty: Recommendations for Practice
Abstract
Faculty developers believe mentoring programs are beneficial for new and junior faculty. Although there are reports on the early years of these programs, few have existed for more than 15 years. This article reports on a junior faculty program in place for 18 years with the same goals, format, and activities. The endurance of its mentoring component, with continuing support of faculty, former mentors and protégés, and administrators, is a measure of its success. Mentoring patterns relative to gender, mentor repetition, protégés who later mentor, and multidisciplinarity within pairings may be of assistance and encouragement to anyone initiating or continuing a mentoring program. Over 70 recommendations are included.
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“Figure 5.2 shows that the faculty partner-an experienced faculty mentor-has a strong impact on the development of junior faculty members (Cox, 1997).”
From 5: Faculty Learning Communities: Change Agents for Transforming Institutions into Learning Organizations (2001) · cites this paper as Cox, 1997
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Research works printed but not linked: 38
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- Boice, 1991, Quick starters: New faculty who succeed, 111
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Cited by
Cox, M. D. (2001) · To Improve the Academy · doi:10.1002/j.2334-4822.2001.tb00525.x · Cited by 170
Self-citationCox, M. D. (2001) · To Improve the Academy · doi:10.3998/tia.17063888.0019.008 · Cited by 32
Self-citation
Metadata
- Authors
- Cox, M. D.
- Affiliations
- Miami University
- Venue
- To Improve the Academy
- Publisher
- University of Michigan Library
- Published
- 1997-06
- Volume
- 16
- Issue
- 1
- Pages
- 225-267
- ISSN
- 2334-4822
- Cited by
- 11
- References
- 0
- Language
- en
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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