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Abstract

Institutions of higher education use various models for mentoring early career faculty. The workshop model employs a technique in which early career faculty meet as a group. The mentor-protégé model pairs senior faculty with early career faculty. The graduate-school model views the advisor as the primary mentor. Often these assignments are made within the department on a rotating basis and do not employ a self-selection approach. This paper describes the professional practice of three nontraditional junior faculty as they participated in a mentoring program. Involvement in this formal program evolved into a co-mentoring process that led to the development of a mentoring model for research productivity. A description of the process, discussions, and model are presented.

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Women,Mentoring,and a Border University

Abstract

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