Three-Generation Academic Mentoring Teams

Abstract

Background New faculty are often not prepared for a career in academia, and the transition can be challenging. They often come from practice environments where work expectations are clearly delineated. Problem Traditional mentoring programs typically pair new with experienced faculty members who are expected to provide guidance and advice. Results of the hierarchical dyad method have been mixed. Approach Three generations of faculty formed a team composed of a tenured, a midcareer, and a new faculty member. The midcareer educator was better suited to help the novice prepare to teach, as they had recently been through the process, whereas the tenured faculty member was able to provide scholarship support to both. Conclusions Providing new faculty with 2 mentors in a constellation format, along with the opportunity to network during structured mentoring meetings, contributed to a smooth onboarding of new faculty and provided scholarship support for the midcareer faculty member.

Embracing lifelong learning as a novice nurse educator

“…In academia, assigning a mentor to the new faculty is a common practice since this can contribute to a seamless onboarding process and possibly enhance staff retention. 3 Mentors can provide immediate assistance with course development and curriculum alignment as well as support for the new faculty to integrate into the academia culture. When seeking a formal mentor, it is best to establish an intellectual connection and identify communication preferences.…”

Retirees Paying it Forward: a retiree/faculty mentorship program

“…To mitigate potential hierarchical power imbalances, and to ensure a diversity of perspectives, relationship-centered mentorship models are emerging. Examples include peer mentoring (Croke et al, 2021), mentorship circles (Waddell et al, 2017), group mentoring (Pololi & Evans, 2015) and programs modeled on a constellation structure such as mentor networks (DeCastro et al, 2013), or team mentoring, wherein one mentee has two mentors situated at different stages of the career continuum (Webber et al, 2020).…”

Grit and Gratitude

“…Mentors teach, are nurturing, are fully present, listen attentively, encourage, offer constructive criticism, and regularly communicate with their novice nursing faculty mentees. The relationship mentors and mentees share can identify the mentee's strengths and gaps in knowledge about faculty roles and promote personal and professional growth between them 1. Mentorship is also essential at various junctures in a faculty member's career.…”

“…I learned so much about curriculum, teaching, testing, accreditation requirements, service, leadership, and management in 23 wonderful years at the college. 1,2 The learning curve continues. I embarked in another role in 2016 as a professor and RN to BSN Program Director in a university setting.…”

“…Strong mentorship from nursing and non-nursing faculty and an incremental orientation program over 1 year were keys to surviving and eventually thriving as a faculty member, professor, ADN program director, and dean of nursing. I learned so much about curriculum, teaching, testing, accreditation requirements, service, leadership, and management in 23 wonderful years at the college 1,2. The learning curve continues.…”