The New Normal? The Changing Context of Academic Work and Careers

This presentation focuses on changing working conditions for faculty in higher education

Comparing Academic and Non-Academic Salaries: Establishing Homogeneous Groups by Discipline, Educational Credentials, and Job Category

This presentation compares academic and non-academic salaries, demonstrating variations by field, sub-field and industry, sector, and career stage. The fields considered are law, biology, psychology, and engineering

Rising Tide Internal Salary Equity Study for the University of Maine

Internal Salary Equity Study for the University of Maine Report that investigated whether there was evidence of gender discrimination in pay for faculty at the University of Maine in the 2011-12 academic year

The New Normal? The Changing Context of Academic Work and Careers

This presentation focuses on changing working conditions for faculty in higher education

Comparing Academic and Non-Academic Salaries: Establishing Homogeneous Groups by Discipline, Educational Credentials, and Job Category

This presentation compares academic and non-academic salaries, demonstrating variations by field, sub-field and industry, sector, and career stage. The fields considered are law, biology, psychology, and engineering

New directions for higher education

Publ. comme no 132, winter 2005 de la revue New directions for higher educationIndexBibliogr. à la fin des texte

Exploring the Mentoring Needs of Early- and Mid-Career URM Engineering Faculty: A Phenomenological Study

While mentoring has been identified as a valuable resource in recruiting and retaining underrepresented minority (URM) faculty, little research has examined the difference in mentoring needs of early- and mid-career engineering URM faculty members. As these needs can change as they navigate academia and the tenure process, mentors can effectively provide guidance and support only when they have been identified. The purpose of this phenomenological study was to determine the mentoring needs and activities of early- and mid-career URM engineering faculty who participated in the IMPACT mentoring program and how their needs were met (Moustakas, 1994). The IMPACT program and the associated research were supported by a National Science Foundation Office for Broadening Participation in Engineering award (15-42728 and 15-42524). The Ideal Mentoring Model for URM Faculty served as the theoretical framework and the study included interviews with 11 early- to mid-career faculty who provided an in-depth understanding of the participants’ needs and activities. Findings indicate all faculty members seek career development support in navigating the engineering promotion and tenure process. However, mid-career faculty display greater interest in receiving sponsorship and coaching from their mentors, as well as an awareness of the importance of having a network of mentors