Mutual Mentoring: Moving Beyond One-Size-Fits-All Mentoring

Mentoring offers a vital contribution to a successful academic career, particularly for women and faculty of color. The most common form of mentoring has been a traditional model, which is defined by a one-on-one relationship in which an experienced faculty member guides the career development of an early career faculty member. Recent literature, however, has indicated the emergence of new, more flexible approaches to mentoring in which faculty build a network of multiple mentors who can address a variety of career competencies. In this interactive session, you will identify potential roadblocks to success in an academic career; explore both traditional and emerging models of mentoring; define your current mentoring network and what it might be, drawing on a range of examples from across the disciplines and career stages; and share best practices in mentoring

Satisfactions and Concerns of New University Teachers

Design of the Study Findings Sources of Satisfaction Sources of Stress Discussion Annual Competitions Programs and Opportunities Future Challenges Conclusion Reference

Satisfactions and Concerns of New University Teachers

Design of the Study Findings Sources of Satisfaction Sources of Stress Discussion Annual Competitions Programs and Opportunities Future Challenges Conclusion Reference

Teaching and Learning in the Diverse Classroom: A Faculty and TA Partnership Program

On most campuses, diversity education and faculty development are separate initiatives. This article describes a new program that successfully combines the two functions by building on methods and practices from both. The program has had beneficial outcomes for individual teachers as well as for their departments

Conference Registration Information

Invitation to Attend Overview of the POD Network and POD Conference Conference Theme, Tracks, and Topics Conference Overview Plenaries Pre-Conference Workshops Educational Expeditions Hotel Room Reservation Conference Registration Form Additional Informatio

Faculty Development in a Labor Studies Credit Program

The term faculty development has been defined by Jerry G. Gaff as enhancing the talents, expanding the interests, improving the competence and otherwise facilitating the professional and personal growth of faculty, particularly in their role as instructor. Indeed, faculty development programs in the 1970s have shifted from traditional practices of professional renewal, such as faculty exchanges and research and travel grants, to a new focus on the individual faculty member and the issues he or she confronts as teacher. The attempt to assist faculty members in improving the quality of teaching and learning at Indiana University Northwest, an urban, commuter campus in Gary, Indiana, led to the creation of a center called the Teaching Effectiveness Program. The program offered faculty members an opportunity to work on a confidential, voluntary, and individualized basis with a teaching consultant in an effort to assess and improve their teaching skills and behaviors. The systematic improvement procedure used was the teaching consultation process

Work and Life Away from Work: Predictors of Faculty Satisfaction

As one aspect of a study on faculty career development, relationships between work and life away from work were explored for 112 faculty members. The sample, from one department in the humanities and one in the natural sciences and from two professional schools, was stratified by academic rank and sex. The study employed in-depth interviews followed by questionnaires. Results of regression analyses indicated that both aspects of work and life outside of work were related to work satisfaction; likewise, work as well as nonwork conditions were associated with satisfaction in life away from work. Second, work and aspects of life away from work exerted indirect effects on life satisfaction. Finally, and unlike the general population, academics appeared to experience a high degree of spillover between work and life away from work