Staying Power: Make Sure Mentoring for New Faculty Has Lasting Effects

Autor/in	Gantz, Katherine
Titel	Staying Power: Make Sure Mentoring for New Faculty Has Lasting Effects
Quelle	In: Liberal Education, 107 (2021) 3 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0024-1822
Schlagwörter	Teacher Persistence; Mentors; Program Effectiveness; Beginning Teachers; College Faculty; Diversity (Faculty); Tenure; Collegiality; Public Colleges; Rural Education; Liberal Arts; Maryland + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Fakultät; Amtszeit; Beschäftigungsdauer; Kollegialität; Ländliche Erwachsenenbildung
Abstract	This article discusses the Faculty Mentoring Cohort (FMC), a pilot program designed to bolster new faculty retention at St. Mary's College of Maryland (SMCM), a teaching-focused, public honors college in the rural southern Chesapeake region. The FMC matches two established faculty members with two newly hired instructors to create between five and eight cohorts that meet for informal hourlong discussions each month, scheduled at the group's convenience. By creating teams that have both peers and mentors, the FMC widens the conversation regarding pedagogical and professional expertise and lessens the pressures of the one-on-one model--the pressure for the mentor to always deliver superb professional advice and the pressure for the mentee to unquestioningly accept it. The article discusses five core guidelines that have emerged that remain central to the program's success. (ERIC).
Anmerkungen	Association of American Colleges and Universities. 1818 R Street NW, Washington, DC 20009. Tel: 800-297-3775; Tel: 202-387-3760; Fax: 202-265-9532; e-mail: pub_desk@aacu.org; Web site: http://www.aacu.org/publications/index.cfm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01