Abstract
This banded dissertation comprises three products that focus on formal faculty mentorship within the academy. This banded dissertation identifies benefits of formal mentorship and explores the underutilization of such practices. Implications for implementing and sustaining mentorship practices in higher education are presented.
The first scholarly work is a conceptual paper that explores the benefits of formal faculty mentorship with a focus on faculty groups that have been historically marginalized. A conceptual framework integrating components of Relational Cultural Theory (RCT), the National Association of Social Work (NASW) Code of Ethics core values, and the Council on Social Work Education (CSWE) Educational Policy and Accreditation Standards (EPAS) is presented as a mechanism for providing inclusive formal faculty mentorship practices. This framework provides a model to use in implementing formal mentorship practices and argues for the inclusion of these practices within the EPAS.
The second scholarly work is a research product is an exploratory survey of leaders within accredited social work programs. This survey assessed their attitudes towards formal faculty mentorship. Findings showed that overall, participants endorse formal faculty mentorship practices and recognize the benefits to the faculty and institutional success when formal mentorship is present. Barriers to implementing and sustaining these practices are also explored.
The third scholarship product is an overview of a peer-reviewed conference presentation workshop titled, “Mentorship in the Academy: Supporting Faculty Development” at the Lilly Conference on Evidence-Based Teaching and Learning in Austin, Texas. The overview includes the benefits of formal mentorship for faculty and institutions. An integrated conceptual framework An integrated conceptual framework is presented for consideration in implementing and sustaining formal faculty mentorship practices. The workshop encourages those within leadership positions to commit to intentional, formal faculty mentorship.