ERIC Number: EJ1034408
Record Type: Journal
Publication Date: 2014-May
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0736-7627
EISSN: N/A
Peer Mentoring Communities of Practice for Early and Mid-Career Faculty: Broad Benefits from a Research-Oriented Female Peer Mentoring Group
Rees, Amanda; Shaw, Kimberly
Journal of Faculty Development, v28 n2 p5-17 May 2014
In light of recent interest in the limitations of early and mid-career mentoring (Driscoll et al 2009; Trowers 2011), this case study of a women's scholarly activity and goal setting Community of Practice (CoP) indicates that such groups can offer extensive peer mentoring at one teaching-oriented state university in the United States. Using a questionnaire and open-ended essay, this study explores the impact of this CoP on its participants. We find that peer mentoring occurring in this group includes: goal setting, establishing a sense of institutional community; appreciation for group interdisciplinarity; an old girls network; friendship; feelings of connection to and membership of a group; and, support for professional development. This study has important implications for faculty development facilitators in that peer-to-peer group mentoring CoPs have a variety of benefits central to supporting female pre-tenure/early career faculty and post tenure/mid-career faculty as successful community members.
Descriptors: Peer Teaching, Mentors, College Faculty, Questionnaires, Females, Women Faculty, Essays, Communities of Practice, Teacher Collaboration, Goal Orientation, Interdisciplinary Approach, Friendship, Group Membership, Faculty Development, Group Activities, Tenure, Gender Differences, Departments, Surveys, Ethnography, Qualitative Research, Thematic Approach
New Forums Press, Inc. P.O. Box 876, Stillwater, OK 74076. Tel: 405-372-6158; Fax: 405-377-2237; e-mail: info@newforums.com; Web site: http://www.newforums.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A