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ERIC Number: EJ952774
Record Type: Journal
Publication Date: 2011
Pages: 8
Abstractor: ERIC
Reference Count: N/A
ISSN: ISSN-0009-1383
Removing the Barriers to Full Professor: A Mentoring Program for Associate Professors
Buch, Kimberly; Huet, Yvette; Rorrer, Audrey; Roberson, Lynn
Change: The Magazine of Higher Learning, v43 n6 p38-45 2011
Although associate professors comprise only about 20 percent of all full-time instructional faculty in degree-granting institutions, the rank is important because it is the primary pipeline from which institutional leaders emerge. In this article, the authors describe the results of a campus-wide needs assessment at the University of North Caroline (UNC), Charlotte, that identified career challenges facing associate professors, as well as a comprehensive mid-career mentoring program for associate professors that is part of the institution's response to these challenges. This program is supported by an ADVANCE institutional transformation grant from the National Science Foundation (NSF), a national initiative to increase the representation, retention, and career advancement of women faculty in STEM disciplines. However, because the needs assessment indicated that all associate professors might benefit from career-development opportunities, most of the initiatives are open to all associates, regardless of gender or discipline. The authors also report the results of a survey--administered two years into the program--to examine the effects the program might have had on faculty perceptions of the processes and expectations regarding promotion to full professor. While their findings revealed commonalities across genders, the authors also observed some significant gender differences that reinforce and extend emergent findings from a string of recent studies on mid-career faculty. (Contains 1 figure, 1 table and 12 resources.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina