WIP: Mentoring Early-career Engineering Faculty - A Faculty Development Coordinator Model

PurposeThe purpose of this paper is to describe the origins of a co-constructed peer-mentoring model designed by and for early-career faculty representing historically underrepresented groups in the field of educational leadership. The model, which includes components of the multicultural feminist model of mentoring, pays specific attention to early-career faculty development and well-being and outlines the need for and benefits of peer-mentoring programs.Design/methodology/approachThis qualitative study details the experiences of the development and implementation of a peer-mentoring program based on a review of literature that points out the need to provide mentoring opportunities for early-career educational leadership faculty, from historically underrepresented populations, and further posits peer-mentoring as an avenue to enhance faculty development and well-being.FindingsFaculty representing historically underrepresented groups often experience challenges related to their identities, alongside the general pressures of working toward tenure. Peer-mentoring groups provide support with which to navigate these challenges. Peer-mentor groups are a supplement to other professional groups and interactions within departments and institutions.Practical implicationsThe model has implications of being able to prepare institutional leaders to work toward institutionalizing mentoring programs that take into consideration invisible labor while promoting professional growth and personal wellness, thereby increasing the satisfaction and retention of faculty.Originality/valueThis peer-mentoring model can be used as a tool to leverage collective support, rather than emphasize individual success. As a support vehicle, it can foster a cultural change within the field of educational leadership that supports collaboration over competition.

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Making Value for Faculty: Learning Communities in Engineering Faculty Development

10.18260/p.24465 ◽

2015 ◽

Author(s):

Stephanie Pulford ◽

Nancy Ruzycki ◽

Cynthia Finelli ◽

Laura Hahn ◽

Denise Thorsen

Keyword(s):

Faculty Development ◽

Learning Communities ◽

Engineering Faculty ◽

Faculty Learning Communities ◽

Faculty Learning

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Opening up collaboration and partnership possibilities

Digital Library Perspectives ◽

10.1108/dlp-09-2015-0014 ◽

2016 ◽

Vol 32 (2) ◽

pp. 103-116 ◽

Cited By ~ 3

Author(s):

Donna Harp Ziegenfuss ◽

Cynthia Furse

Keyword(s):

Faculty Development ◽

Course Design ◽

Lessons Learned ◽

Unique Type ◽

Engineering Faculty ◽

Content Type ◽

Massive Open Online Course ◽

Challenges And Opportunities ◽

Teaching Faculty

Purpose The purpose of this paper is to describe a unique case of a librarian–engineering faculty partnership grounded in a faculty development National Science Foundation (NSF) grant. Authors will describe processes, lessons learned, challenges and opportunities resulting from designing, implementing and evaluating a massive open online course (MOOC) focused on teaching faculty how to flip classes. Design/methodology/approach This case study presents a reflective review of the process of two unlikely collaborators who work together, write a grant, design faculty development training and develop and evaluate a MOOC. Decisions made, perspectives and lessons learned will be discussed. Findings The evolution of an NSF grant partnership involving an engineering faculty and librarian is presented. Larger issues, such as proactivity of librarians, non-traditional librarian roles and librarian versus academic identity, are raised and discussed. Originality/value This case study presents a unique type of librarian–faculty partnership, one where a librarian is a Co-PI on an NSF grant. Collaborator reflections on lessons learned, challenges and implications could be applicable to other digital/technology projects, online professional development initiatives and course design projects.

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