Abstract

Faculty members who spend time in community with their colleagues in social environments designed to support their teaching and research enjoy a greater sense of wellbeing. Participating faculty members create spaces where sharing struggles and successes is normative and foster bonds that extend beyond their time together. This case study describes a faculty mentoring program at a public masters-level institution. Drawing from Self-Directed Learning, a key component of Knowles’s Adult Learning Theory, the author utilized the National Center for Faculty Development and Diversity’s Mentoring Map to guide faculty as they designed their own network of mentors based on their diverse needs. To address these needs, the author created a traditional mentoring program, Writing Accountability Groups, three themed communities of practice, and a community of support for the cumbersome task of grading student work. The Kirkpatrick and Kirkpatrick, Hines, and Kreber and Brook models guided assessment of these four programs. Participation varied, but assessment data was largely positive. Qualitative feedback highlighted the development of supportive and persistent networks and appreciation for useful resources, as well as challenges in participation when networks were not established successfully. Increasing participation is a key objective for improving faculty satisfaction with university mentoring support via these four programs.

Document Type

Article

Source Publication

The Chronicle of Mentoring and Coaching

Version

Published Version

Publication Date

2025

Volume

9

Issue

3

First Page

194

Last Page

199

Rights

@ The Author(s)

Comments

For questions contact ScholarsRepository@fhsu.edu

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